A powerpoint presentation based on Chapter 1 of "Course Design" by Fraida Dubin & Elite Olshtain

1. WELCOME
TO OUR PRESENTATION
PRESENTED BY GROUP 1
2013

2. The Fact-finding Stage :
Assessing Societal Factors
Curriculum & Materials Development
By:
Intan Safitri Nidya 201012500426
Merryana Christiani 201012500982

3. Presentation Outline
• Introduction
• The Curriculum Development Process
• Societal Factors
The Language Setting
Patterns of Language Use in Society
Group and Individual Attitudes Toward Language
The Political and National Context
• Practical Application
• Conclusion

4. Introduction
• Focal Point: in developing a curriculum/a syllabus, we need to
consider the societal factors; societal is the adjective of ‘society’;
societal factors are factors which come from the society.
• Besides societal factors, there’s another factor called
‘stakeholders’ (learners, teachers, schools, parents, finance,
ministry of education, etc.).
• Materials development – Socio-cultural appropriateness, link
between syllabus and audience.

5. The Curriculum Development Process
The language curriculum
includes specifications for
providing inputs to syllabus
design and for measuring
outcomes of syllabus-based
instruction
Robert Keith Johnson (1989:28)

6. The answers to these questions
determine an educational policy
1. Who are the learners?
2. Who are the teachers?
3. Why is the program necessary?
4. Where will the program be
implemented?
5. How will it be implemented?
THE
LANGUAGE
SETTING
PATTERNS
OF
LANGUAGE
USE IN
SOCIETY
POLITIICAL
AND
NATIONAL
CONTEXT
GROUP AND
INDIVIDUAL
ATTITUDES
The Fact-finding Stage: Assessing Societal Factors

7. The Language setting
Who are the
learners?
IN NEED OF SURVIVAL SKILLS SETTLING IN A
NEW COMMUNITY
COME FOR A LIMITED TIME, FOR A WELL-DEFINED
PURPOSE
EFL / ESL and LWC

8. The Language setting
What are the
factors?
TL
English is spoken natively (US/UK)
ESL/EFL
English is taught as one of several foreign languages. (Indonesia,
China, Japan, etc)
LWC
1. English is one of two or more official languages (OL) in a
country
2. English is the only official language but is not a native
language.
3. English is neither NL or OL, but is given a special status
because of historical factors.

9. LANGUAGEUSE
ROLES OF LANGUAGE IN
EDUCATION
Means to further education
Effectiveness of curriculum
and materials
LANGUAGEUSE
ROLES OF LANGUAGE IN
THE LABOR MARKET
Which profession needs the
language and to what extent?
To what extent have people
required the knowledge of the
language?
LANGUAGEUSE
ROLES OF LANGUAGE IN
MODERNIZATION
Technological and scientific
advancement
Instructions and catalogues
Overseas training and
exposure
Dependency on foreign
experts
The Roles of LWC or ESL/EFL in society.
Patterns of Language Use in Society

10. Group and Individual Attitudes Towards Language
Group Attitudes
Attitudes towards the language, people who speak it, and the culture it
represents.
Individual Attitudes
Attitude towards the learning process itself, individual needs, teachers’ efficacy,
materials, and school system.

11. The Attitudes Towards the Language
The positive attitudes will reflect a high regard and
appreciation to language and culture, high personal
motivation, feeling of self fulfillment, success, and
enthusiasm.
The negative attitudes are often related to
historical factors, political and national trends,
social conflicts. They create psychological
distance affecting learning-teaching process.

12. The Political and National Context
POLITICAL CONSIDERATIONS
The administration in power and its views of the language
NATIONAL CONSIDERATIONS
Promoting nationhood, patriotism, development of national language
QUESTIONS TO ASK
a. local languages for early education,
b. the preferred national language for intermediate education,
c. an international language for government and higher education

13. Practical applications
Interview some students inside the class by asking these
questions.
1. What are Indonesian learners’ language needs?
2. What are their attitudes towards English and the
learning of English?
3. Can learning English or other foreign languages lessen
the significance of Indonesian?
4. Are English courses offered in Indonesia sufficient for
Indonesian students?

14. Conclusion
To make a good design for a new language program, as a
planner (teacher), we should know all the information about the
program and gather it all in one. The process of it is called Fact-
finding Stage: Assessing Societal Factors which consist
of four major sections:
a) The language setting
b) Patterns of language use
c) Attitudes towards language
d) Political and national context