chapter  10
9 Pages

Numa Markee The Diffusion of Innovation in Language Teaching

Indeed, with the exception of such pioneers as White (1988), Henrichsen (1989), and a number of other writers, not many language teaching specialists have developed any familiarity with the voluminous literature that already exists in a number of disciplines on how and why innovations diffuse.This is unfortunate because, as Kennedy (1988) and Beretta (1990) demonstrate, a ‘diffusion-of-innovations’ perspective on syllabus design provides curriculum specialists, materials developers, and teachers with a coherent set of guiding principles for the development and implementation of language teaching innovations. Furthermore, it supplies evaluators with criteria for retrospective evaluations of the extent to which these innovations have actually been implemented. In other words, this perspective provides a unified framework for conceptualizing both the development and evaluation of innovations in language teaching.Thus, although the terminology used may at first sound exotic and unfamiliar, a diffusion-of-innovations perspective on syllabus design, for example, addresses concerns that are central to all language teaching specialists.