Situation Analysis

Situation Analysis in English Language Teaching Curriculum Development

The Nature of Situation Analysis 

Situation analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project. These factors may be political, social, economic, or institutional. Situation analysis complements the information gathered during needs analysis.

Why Situation Analysis? 

Language programs are carried out in particular contexts or situations. The contexts are diverse and particular variables that come into play in a specific situation are often the key determinants of the success of a program. Therefore, it is important to identify these factors and their potential effects on the programs.

The Goal of Situation Analysis 

The goal of situation analysis is to identify key factors that might positively or negatively affect the implementation of a curriculum plan. Situation analysis thus serves to help identify potential obstacles to implementing a curriculum project and factors that need to be considered when planning the parameters of a project.

Societal Factors

1. What current language teaching policies exist and how are they viewed?
2. What are the underlying reasons for the project and who support it?
3. What language teaching experience and tradition exist in the country?
4. How do members of the public and other relevant professionals view foreign language teaching?
5. What community resources are available to support the innovations?

Project Factors 

1. Who constitute the project group and how are they selected?
2. What are the management and other responsibilities of the team?
3. How are goals and procedures determined?
4. What experience do members of the team have?
5. What is the time frame of the project?

Institutional Factors 

1. What leadership is available within the school to support change and to help teachers cope with change?
2. What are the school’s physical resources, including classroom facilities and other technological and library resources?
3. What is staff morale like among teachers?
4. What problems do teachers face and what is being done about them?
5. How committed is the institution to attaining excellence?

Teacher Factors 

1. What is teachers’ typical background, training, experience, and motivation?
2. What kinds of beliefs do the teachers typically hold concerning key issues in teaching?
3. To what extent are teachers open to change?
4. How proficient are they in English?
5. What teaching loads do teachers have and what resources do they make use of?

Learner Factors

1. What are the learners’ past language learning experiences?
2. How motivated are the learners to learn English?
3. What are their expectations for the program?
4. Are they a homogeneous or a heterogeneous group?
5. What type of learning approach do they favor?

Adoption Factors 

1. What advantages does the curriculum change offer?
2. Is the innovation very complicated and difficult to understand?
3. Is the use of the innovation consistent with existing beliefs, attitudes, and organization?
4. Have the features and benefits of the innovation been clearly communicated to teachers and institution?
5. How clear and practical is it?