PHASE 1 – Situation Analysis
(Continual/cyclical process)
Collection of information about the broader context in which instruction is given
- Identification of stakeholders (e.g., higher administration, program administrators, instructors; who are the learners- in general terms); what are the broad instructional goals of the program (s) that students are in
- What are the societal factors in relation to language education?
- What are the institutional factors that may facilitate or hinder change and innovation at the curricular level? (including physical conditions of classrooms)
- What are the class characteristics? (including size of the class; how will this class relate to other courses that the learners are taking?)
- What are the qualifications of the faculty/instructors, and their beliefs about language teaching and learning? Working conditions? Collaboration among faculty/instructors?
- Who determines the course content?
- What are the diagnostic assessment and placement test arrangements? Also how are courses evaluated and revised?