LPP & Materials Development
1. Darvin, R., & Norton, B. (2017). Identity, language
learning, and critical pedagogies in digital times.
Language Awareness and Multilingualism, 1-12.
2. What we know
2.1. macrolevel/microlevel
2.1.1. corpus planning
2.1.2. status planning
2.2. "LPP is a political process".
2.2.1. a lack of fit between policy and implementation
(Kennedy, 1999)
2.2.2. Macropolicy may be partially implemented, implemented
in unintended ways, or not implemented in microplanning
levels.
2.2.2.1. Solution: subsidiary (decentralization - giving LPP
implementing participants human, financial, and physical
recources, skills, and expertise).
2.3. Language-in-education planning
2.3.1. A medium of instruction is chosen, then the following
aspects are decided: curriculum, syllabus, time allocation on
language teaching, learning/teaching approaches, materials
design including methods, and numbers, qualifications, training
of teachers.
2.4. 3 major areas of interest
2.4.1. Construction & performance of identities
2.4.1.1. digital stories about "an odyssey of self"
2.4.2. Structures & relations of power
2.4.2.1. digital resources and literacies in critical pedagogy,
i.e. rural students & global cosmopolitan students
2.4.3. Social & educational inequities
2.4.3.1. wealth and social status that may result in
inequities among working-class children, middle-class
students, & highest layer of society
3. What we think we know
3.1. Policy areas interrelated to language-in-education planning
(Kaplan & Baldauf, 2003)
3.1.1. Access policy
3.1.2. Personnel policy
3.1.3. Curriculum policy
3.1.4. Materials & methods policy
3.1.5. Resourcing policy
3.1.6. Community policy
3.1.7. Evaluation policy
4. What we need to find out
4.1. To create adaptive policies that are responsive to changing
local contexts
4.1.1. Anticipation of possible conditions once the policy is
implemented.
4.1.2. Adaptive approach
4.1.2.1. Flexibility of processes and focus on variation/a
range of contexts through top-down approach.
4.1.3. Forward-mapping approach
4.1.3.1. Policy designed by higher level that neglect local
conditions, often resulting in a gap between policy and
implementation.
4.1.4. Backward-mapping process
4.1.4.1. Bottom-up approach that moves from micro to
macro by investigating local contexts firstly.
4.2. To distinguish between 3 types of microplanning
4.2.1. Microprocesses inform decisions of higher levels.
4.2.2. Microplanning implements macropolicy and may cause
problems of non-acceptance by teachers & students.
4.2.3. Micropolicy developed by local groups that are
independent of any national policy.
5. International published materials & LPP
5.1. Common policies are considered while designing
international materials for global markets.
5.1.1. However, global coursebooks are typically enriched with
urban world and commercialized.
5.2. There is a match between LPP & global coursebooks on the
basis of different evaluators: increasing creative and critical
thinking, communicative competence, providing a window on thw
world, etc.
5.2.1. Many global coursebooks include illtustrations and texts
that are familiar to middle-class students.
6. National published materials & LPP
6.1. Native speaker teachers in Japan tend to use coursebooks
written by native speakers, while Japanese teachers of English
prefer coursebooks written by Japanese authors.
7. National MD projects & LPP
7.1. The most effective approach - a combination of forwardmapping & backward-mapping.
7.1.1. Needs & wants of teachers & students are researched
before developing policy to avoid mismatch between policy
and implementation.
7.2. Relation to the article by Darvin & Norton Dealing (2015):
Dealing with multiple identities and continually evolving literacies
that are interrelated to education: especially, power, race,
ethnicity, gender, social class, & sexual orientation.