SECOND LANGUAGE ACUQUISITION

A Resource for Changing teacher´s Profesional Cultures

Markee`s THEORITICALFramework on howTo maange educational innovations.

WHO

ADOPTS

WHAT

WHERE

WHEN

WHY

HOW

WHO

Stakeholders

Clients SuppliersAdoptersResisters

ImplementersAgents of Change

SLA RESEARCHERS Curriculum Specialists Teachers Administrators Parents

Change Teaching

External ChangeInternal Change

Teachers

Implement Change

RESERCHERSTeacher Educators

Publishers

For different

like

TBLT

PRIMARY INNOVATIONS

Secondary Innovations

Improving Communication

Networks

Improve Knowledge on TBLT

Improve Monitoring and Evaluation

Protocols

YES

NO

RESEARCHER TEACHER

Communication

Work on THEORITICAL aspects

Interaction betwwen RESEARCHERS and teachers is limited

Implementationof innovations

EcologicalAppropriateness

Specific Contextof implementation

Context is Changeable

CulturalPoliticalAdministrativeEducationalInstitutional

WHEN

WHEN

InnovationsSlow Diffusion

Burst of Activity

Preliminary Phase

Adoption

SLA RESEARCH How much is applied?

TBLT Way to go…

??

WHY?

Innovators

Early Adopters

Majority of Adopters

Laggards

Innovators Risk Takers

Laggards Too Conservative

CHARACTERISTICS OF INNOVATIONS

Triability

Advantages

Complexity

Observability

Feasability

Explicitiness

AdaptabilityOriginality

Form

Compatibility

1- Concrete

2- Clear

3- Moderate level of originality

4- Not so highly enginnered

5- Consistent with teacher´s pedagogical purposes

6- Logisticly doable

7- Flexible to accomodate secondary innovations

PERSPECTIVES ON HOW SOCIAL CHANGE OCCURS

Research, development

and Diffusion Model

The Center Periphery Model

Problem Solving Model

Linkage Model

Complemenmted by empirical-rational change

strategies

Employs power-cohercive

change strategies

Uses normative-reeducative

change strategies

Uses any of the strategies employed by

the other methods

Top-Down Models

Bottom-Up Approach

Promotes long-lasting

Change

Reserch should be grounded to real life

RESEARCH would be more relevant to teacher

concerns

Teachers` action research ´can support SLA THEORY

Better SLA RESEARCH

RESERCHERS include a a wide

range of sociocultural factors

RESEARCHERSMust accept teachers

action research

Teachers´experience on TBLT is very valuable

Teachers professionalization already

exists in some places

Teachers`action research should not be considered

of lower quality

Teachers should receive instruction on how

to conduct RESEARCH

Professionally prepared teachers are

better teachers

Teachers´ professionalization can be implemented everywhere

CHANGES IN LANGUAGE TEACHING THAT WOULD PROMOTE TBLT