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Implementing language policy and planning through materials development…
Implementing language policy and planning through materials development (Part 2)
International published materials and LPP
mismatch between the contents of global coursebooks and the experience and needs of many of their users
targeted at the largest global market
internationally centered
downplay grammar
focus on leaner engagement and interaction
National published materials and LPP
focus on grammatical structures
use traditional activities such as translation and memorization
transmit traditional values
local publishers are more likely to implement LPP effectively than international publishers as they can impose language planning decisions on them
3 different versions of coursebooks in Singapore
with more scaffolding, graphip prganizers and some simplification for courses
much easier version for technical courses
a challenging version for express courses
National materials development projects and LPP
the most productive approach to implementing policy through materials development involves a combination of the forward-mapping and backward-mapping approaches
Possible reasons for mismatch between LPP and the materials used to implement
policies might chage but examinations tend to remain the same
policies sometimes conflict with accepted pedagogic practice and compromises are made both by materials developers and teachers in the classroom
materials designed to implement new policies are unlikely to be acceptable to teachers and parents and so compromises are made by the materials developers
new policies are sometimes insufficently understood or accepted by the personnel in Ministries of Eduction who are responsible for approving the materials used in state institutions
policy decisions are often made by politicians and/or civil servants with no experience of the realities of teaching and learning
Effective match between LLP and the materials used to implement
there needs to be efforts made to help officials, principles, teachers, parents, teacher trainers, curriculum developers, materials writers and students to understand both the new policies and their intended effect on classroom practice
If this happens, there is a better chance of materials not only transmitting national policy effectively but of facilitating language acquision and educational development too
language experts are involved in the drafting of the policies so that they are compatible not only with political, social, and educational ideals but with language acquision theory and language learning pratice too