Reflection2: Situation Analysis

Some examples in the chapter 4 show that a language program without consideration of the context cannot accomplish its goal regardless of how well needs analysis have been done. In other words, the language program should be practical on the basis of analysing reality.
Among some factors – societal, project, institutional, teacher, learner and adoption – that affect the language program, I think teachers are the most important factors because they are the people who implement the course in real. Therefore, teachers should be involved in developing the language program to reflect the reality and they should be informed about new curriculum sufficiently to put it into practice. However, there are few chances to have orientation and, what is worse, it is usually for form's sake. Actually, it requires teachers' time and efforts to get used to new curriculum so many teachers are not willing to accept changes. Of course, trying to understand the national curriculum change and implement it properly is teachers' responsibility. It is, however, not the case in real so I think there should be incentive or systems for helping them. At the same time, ministry of education should always to reflect teachers' opinion.
In public context, I think learner factors are usually ignored even though they are the key participants in curriculum development projects, that is, learners are the people who produce outcomes and learners are the reason why the program exists. Therefore, it is essential to collect as much information as possible. It, at least, should be reflected that they are heterogeneous group in a classroom, they are in a big class and they live in an EFL context.
Other factors which I did not mention here is also seems important so it will be worth trying the situation analysis profile in Appendix 1. The more we know about what's reality, the better the language program will be.