INNOVATIONS

Analysis and Comparison of Two Innovations

Analysis and Comparison of Two Innovations

Introduction

Education is an integral and crucial part of development of a nation. General educational achievement in Bangladesh has been seen to lag behind other countries in the region. The broad framework of communicative language teaching (CLT) is the most common basis within which to investigate language teaching practices. It is a framework, which is widely referred to in policy statements and curricular goals. Many able students are not able to take part in higher education in western countries because of a lack of communicative skill in English. (Brindley & Hood, 1990; Malderez & Wedell, 2007:35-52)

Improvement in post-secondary language education represents the greatest potential to influence instructional practices throughout the entire school system because the type of instruction these future teachers receive will become the standard for instruction of all students in the secondary schools. Improved curriculum design which incorporates new and more effective approaches to language instruction is fundamental to enriching the quality of education, not only in English, but throughout the school curriculum.

The majority of the studies focus on the difficulties that teachers face while trying to use CLT. Research has confirmed that many of the difficulties faced by teachers in EFL countries are related to the educational system and classroom environment.

Part one

(1) Examine one of the projects discussed in the chapters in the LING938 reader by Sarwar or by Savage and Storer or by Li. Identify the key issues, focussing on the following aspects of the framework provided by Markee (who, what, where, how).

You may find it useful to begin with Markee's what in order to put your description of the innovation at the outset of your discussion.

It has been contended that the adoption of a diffusion-of-innovations viewpoint by Markee (1986:52) is vital to the development of dialect educating idea and practice. Such a issue of outlook presents a unified structure for conceptualizing both the development and evaluation of innovations in dialect teaching. In alignment to show what matters are applicable to comprehending (diffusion-of-innovations viewpoint on dialect educating, discovery has been investigated in periods of Cooper's (1989:3) question: “Who adopts when, where, when, which, and how?” This structure presents an befitting set of criteria for analysis:

a profile of participants' communally characterised functions and their adoption behaviours;

a delineation of discovery in the context of dialect teaching;

an account of the socio-cultural components which constrain innovations;

a delineation of diffusion;

an overview of' the individual components which constrain innovations, as well as the attributes of innovations which either encourage or inhibit their adoption; and

a synopsis of diverse discovery forms and schemes which may be utilised to encourage change in dialect education.

Defeng Li (1998:1) conducted a study with 18 South Korean secondary English school EFL teachers studying at a Canadian university to identify their perceived difficulties in adopting CLT. All participants answered a written questionnaire and 10 were also interviewed. The results of the study showed that, the teachers reported that they encountered difficulties in trying CLT ...