A PHENOMENOLOGICAL STUDY OF KEY STAKEHOLDERS’ LIVED

EXPERIENCES WHILE IMPLEMENTING AN ALIGNED FOREIGN LANGUAGE

CURRICULUM

by

Pedro P. Aguas

Copyright 2014

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree
Doctor of Education in Educational Leadership with a Specialization in Curriculum and
Instruction

University of Phoenix
 UMI Number: 3647749

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 ABSTRACT

Despite the major attempts at implementing foreign language curriculum innovation initiatives to

improve the quality of foreign language education in Colombia, educational reforms at the

national level continue to be unsuccessful. The purpose of this phenomenological study was to

examine the lived experience of 12 key stakeholders during the implementation of a foreign

language curriculum innovation at an urban public secondary school in a Northern city in

Colombia, South America. The current study involved Moustakas’ modification of Stevick-

Colaizzi-Keen method of phenomenological analysis and Van Manen’s (1990) hermeneutic

approach to phenomenology. The data were collected through semi-structured in-depth

interviews, focus groups, and a reflective diary. Seven themes emerged from the data: a) aligned

curriculum and political aims, b) awareness of the significance of affectiveness, c) a sense of

ownership and lifelong learning, d) communication as the cornerstone of implementation, e)

ability to face uncertainty and challenges, f) ability to create transformational leadership, and g)

transcendence toward innovation. The study highlights the feasibility of curriculum innovation at

the secondary level with key stakeholders’ commitment and full potential.

iii
 DEDICATION

I dedicated the fulfillment of my goal to my wife, Rosalía, and my children, Charlene

Jeannette, Héctor, and Angie and, my brothers Luis Guillermo and Alba for indirectly helping

me during times of uncertainty and struggle throughout my dissertation process. Thank you for

helping me to believe in new growth opportunities and understand the value of lifelong

education.

I would also like to dedicate the completion of this journey to Glena Gestad, one of my

fellow doctoral learners at First Year Residency, for her continual words of encouragement. “Do

not give up! Just keep getting up one more time than they shoot you down. You will cross the

finish line sooner than you think... You will win because you won't let them beat you down” (G.

Gestad, personal communication, May 6, 2012). Special thanks go to my lecturers Judy Bullock

in Phoenix, Arizona and Richard Schuttler, and Muhammad Betz for their expertise, moral

support, and leadership.

Finally, I dedicate this work to everyone who believes in and values online education as

an option open to lifelong learners. I am indebted to University of Phoenix for offering me the

opportunity to keep involved with knowledge and sound professional development. I hope that

my willingness and perseverance to fulfill professional dreams will help others to strive for their

own overarching expectations.

iv
 ACKNOWLEDGEMENTS

A number of important individuals helped me to complete this dissertation successfully. I

am very thankful to my mentor, Dr. Liane Mathews for her wisdom, guidance, and patience. Her

support, mentorship, and cooperation made this doctoral journey a less difficult task from start to

finish. Thank you, Dr. Mathews, for guiding me and believing that there is always a way out.

Your wisdom and patience were finally rewarded. I am and will be forever grateful for your

time, efforts, and encouragement. I will always remember your words, “I do want you to know

you are not alone; ... I know you are a strong person and will persevere. If you ever feel the need

to get something off your chest know that I am here to listen” (L. Mathews, personal

communication, March 27, 2013). I was honored to count on you as my mentor. My dissertation

committee members, Susan Orshan and Jeanette Kersten, provided useful feedback and support.

Their contributions to this work were valuable. Their commitment to professional work and

teamwork illuminated my final scholarly decisions. I would also like to thank my editor, Jessica

Wright, who helped with her expertise in APA issues during my research proposal and

dissertation process. Her dedication to editorial work contributed to the completion of a scholarly

research product. I am thankful to my academic counselors, Amber Habura and Denise Jenkins,

my financial advisors, Joel Delavara, and Michael Whyte for their dedication, professionalism,

and timely support.

I would like to thank other people for their direct or indirect participation in the

completion of this dissertation. To my colleagues, Cristóbal Zúñiga Hoyos, Hery Castillo

Vellojin, Luis Guillermo Téllez, and Delia González. Thank you for your moral support

throughout the doctoral journey. You believed in me. To my nephew and friend Efraín Castillo

Aguas. Thank you for your time and technical support.

v
 Lastly, I also wish to thank the school administrators, teachers, and parents, who

participated in this phenomenological study. Thank you, colleagues. This work is the evidence of

your effective an unconditional participation.

vi
 TABLE OF CONTENTS

Contents Page

List of Tables……………………………………………………………………………............xiv

List of Figures………………………………………………………………………..…………. xv

Chapter 1: Introduction……………………………………………………………………………1

Background………………………………………………………………………………………..3

Problem Statement………………………………………………………………………………...5

Purpose Statement…………………………………………………………………………............6

Significance of the Study………………………………………………………………………….6

Nature of the Study………………………………………………………………………………..7

Research Questions………………………………………………………………………………..9

Theoretical Framework…………………………………………………………………………..10

Innovation………………………………………………………………………………..11

The theory of policy attributes…………………………………………………………...14

Learner-centeredness…………………………………………………………………….15

Definitions……………………………………………………………………………………….17

Assumptions……………………………………………………………………………………..20

Limitations……………………………………………………………………………………….21

Scope and Delimitations…………………………………………………………………............22

Summary…………………………………………………………………………………............22

Chapter 2: Review of the Literature………………………………………..................................24

Innovation………………………………………………………………………………..............25

Innovation overview……………………………………………………………………..25

vii
 Educational innovation…………………………………………………………………..28

Approaches to curriculum reform………………………………………………………..34

Curriculum perspectives…………………………………………………………35

Models of curriculum reform……………………………………………………36

Innovation and leadership……………………………………………………………….38

Foreign Language Education…………………………………………………………………….41

Approaches and methods………………………………………………………………...41

Foreign language education in Colombia: History and reforms…………………………48

Bilingualism and Bilingual Education…………………………………………………………...52

Bilingualism in Colombia………………………………………………………………..54

The Common European Framework of Reference for Languages (CEFR)……………..57

Basic standards for English in Colombia………………………………………………...58

The Teacher Development Program (TDP)……………………………………………...59

Curriculum Alignment…………………………………………………………………………...60

Curriculum Alignment and Development……………………………………………………….63

Alignment of Curriculum, Instruction, and Assessment…………………………………………64

Curriculum Alignment in Colombia……………………………………………………………..68

The English Language Aligned Curriculum in Theory and Practice……………………………68

Communicative Language Teaching (CLT)…………………………………………………….69

Teacher training…………………………………………………………………………............71

Resources and materials…………………………………………………………………............72

Stakeholders: Roles and responsibilities in the Implementation of an Aligned

viii
Curriculum………………………………………………………………………………………73

School administrators……………………………………………………………………………73

Curriculum coordinators…………………………………………………………………………74

Teachers………………………………………………………………………………………….75

Parents……………………………………………………………………………………………75

Conclusion……………………………………………………………………………………….76

Summary…………………………………………………………………………………............79

Chapter 3: Research Methods………………………………………………………....................81

Research Design……………………………………………………………………………….....82

Phenomenological Research Method…………………………………………………………….84

Appropriateness of Design……………………………………………………………………….87

Research Questions……………………………………………………………………………....89

Population………………………………………………………………………………………..90

Informed Consent………………………………………………………………………………..91

Sampling Frame………………………………………………………………………….............93

Confidentiality…………………………………………………………………………………..96

Geographical Location…………………………………………………………………………..97

Instrumentation………………………………………………………………………………….97

Data Collection………………………………………………………………………………….99

Data Analysis…………………………………………………………………………………...102

Validity, Reliability, and Authenticity…………………………………………………………106

Pilot Study………………………………………………………………………………………108

Summary………………………………………………………………………………………..110

ix
Chapter 4: Results………………………………………………………………………………111

Validation of findings…………………………………………………………………………..112

Findings………………………………………………………………………………………...113

Pilot study………………………………………………………………………………113

Data collection process…………………………………………………………………115

Data analysis……………………………………………………………………………118

Participants demographics……………………………………………………………...124

Final themes………………………………………………………………………….....126

Theme 1: Aligned curriculum and political aims…………………………………...126

Theme 2: Awareness of the significance of affectiveness…………………………..131

Theme 3: A sense of ownership and lifelong learning……………………………..134

Theme 4: Communication as the cornerstone of implementation……………….138

Theme 5: Ability to face uncertainty and challenges………………………………140

Theme 6: Ability to create transformational leadership…………………………..142

Theme 7: Transcendence toward innovation……………………………………….145

Summary……………………………………………………………………………………….149

Chapter 5: Conclusions and Recommendations……………………………………………….152

Conclusions……………………………………………………………………………………153

Discussion of findings for Research Question One……………………………………154

Theme 1: Aligned curriculum and political aims…………………………………..154

Theme 5: Ability to face uncertainty and challenges…………………………..156

Discussion of findings for Research Question Two…………………………………...157

x
 Theme 3: A sense of ownership and lifelong………………………………………..157

Theme 4: Communication as the cornerstone of educational entities…………..158

Discussion of findings for Research Question Three……………………………..........159

Theme 2: Awareness of the significance of affectivenes…………………………...159

Discussion of findings for Research Question Four……………………………………160

Theme 6: Ability to create transformational leadership…………………………...160

Theme 7: Transcendence toward innovation…………………………………...161

Discussion of findings for the central research question……………………………….164

Research approach, data collection, and data analysis………………………………….164

Significance of the study……………………………………………………………….165

Significance of the study to related constituents……………………………………….165

Scope and limitations of the study……………………………………………………..168

Recommendations……………………………………………………………………………..170

Implications of the research beyond specific recommendations……………………….172

Ethical dimension of the study…………………………………………………………174

Suggestions for further research………………………………………………………..175

Reflections……………………………………………………………………………………..177

Summary……………………………………………………………………………………….181

References…………………………………………………………………………...................184

Appendix A: Permission from the School Principal in English………………………………..233

Appendix B: Permission from the School Principal in Spanish ……………………………….235

Appendix C: Informed Consent………………………………………………………………...236

Appendix D: Informed Consent in Spanish………………………………………………….....238

xi
Appendix E: Interview and Focus Group Questions………………………………...................241

Appendix F: Interview Questions in Spanish…………………………………………………..245

Appendix G: Common Reference Levels: Global Scale……………………………………….248

Appendix H: Withdrawal Letter in English…………………………………………………….249

Appendix I: Withdrawal Letter in Spanish……………………………………………………..250

Appendix J: Additional Questions after Pilot Study…………………………………………...252

Appendix K1: Samples of Preliminary Significant Statements & Initial Categories for Teachers

of English from Research Question 1 and Interviews 1, 2, and 3………………………………253

Appendix K2: Sample of Preliminary Significant Statements & Initial Categories for School

Administrators from Research Question 2 and Interviews 1, 2 and, 3…………………………257

Appendix K3: Samples of Preliminary Significant Statements & Initial Categories for

Subject Teachers from Research Question 3 and Interviews 2, and 3…………………………260

Appendix K4: Samples of Preliminary Significant Statements & Initial Categories for

Parents from Research Question4 and Interviews, one, 2, and Three…………………………262

Appendix L: Research Question 1-4: Refined Categories 1: Broad Perspective……………...265

Appendix M: Research Question 1-4: Refined Categories 2: Merging Tentative

Categories…………………………………………………………………………………--…266

Appendix N: From final Categories to Initial and Final Themes…………………………….. 268

Appendix O: Final Themes, Invariant Constituents, and Responses by Participants…………272

xii
Appendix P: Research Questions and Specific Themes Mentioned by Research Participants. 275

Appendix Q1: Research Questions and Themes Mentioned by Individual Participants 1…….278

Appendix Q2: Research Questions and Themes Mentioned by Individual Participants 2……………279

Appendix Q3: Research Questions and Themes Mentioned by Individual Participants 3…… 280

Appendix Q4: Research Questions and Themes Mentioned by Individual Participants 4…….281

Appendix R: The Researcher’s Reflective Diary: A simple of an Analytical Memo Excerpt…282

Appendix S: Interview Transcripts in English and Spanish……………………………………284

Appendix T: The Progressive Refinement of the Coding Process: From Precoding to Final

Themes from Magnitude Coding (Saldaña, 2013)……………………………………………..295

xiii
 LIST OF TABLES

Table 1 Progressive Character of CEFR’s Broad Levels of Language Competences…………...57

Table 2 Leading Alignment Models……………………………………………………………..65

Table 3 Summary of the Methods of Analysis Used in the Study……………………………...104

Table 4 Demographic Information for the Research Participants...............................................125

Table 5 Research Questions and Core themes…………………………….................................154

xiv
 LIST OF FIGURES

Figure 1.The Progressive Refinement of Codes from Initial Coding…………………………..121

xv
 Chapter 1: Introduction

In the last three decades, the Colombian Ministry of Education has made several major

attempts to implement foreign language curriculum innovation initiatives to improve the quality

of foreign language education in the country (Botero Alvares, 2005). Both public and private

secondary schools and universities continue to strive to provide Colombian citizens with a high

level of foreign language competency to make them more productive, competitive, and

globalized. Despite these attempts, studies of educational reforms at a national level concluded

that innovative attempts continue to be unsuccessful. Usma (2009) stated, “[d]espite the impetus

behind these … reforms, and the public support for the idea of learning another language,

research in the field evidenced a number of difficulties at the ground level” (p. 5).

The implementation of foreign language curriculum innovation initiatives at the

secondary school level, particularly in Colombia, South America, requires consistency,

specificity, stability, authority, and systematization. Fostering student achievement and

curriculum empowerment can prevent educational institutions from stagnation and ensure

success (Borman, 2009; Desimone, 2002; Horibe, 2003). According to Heyworth (2003),

innovation as planned and managed change needs a clear transition from initiation to

implementation and adoption to ensure acceptance by all stakeholders and guarantee success.

Ensuring usefulness and success in foreign language curriculum innovation, in particular, should

be a major task of administrators, educators, teachers, and parents. According to Desimone

(2002), successful implementation depends greatly on reliable benchmarks that express the

quality of that implementation.

One critical aspect of innovation is its adoption in educational institutions (Figgis &

Hillier, 2009). Educational leaders and stakeholders at large consider a number of core

1
characteristics when making decisions about support and adoption: relative advantage (how new

practices relate to old ones in terms of improvement and potential differentiation); compatibility

(how new practices articulate with existing or old practices); complexity (how complex resulting

practices are in relation to the previous adoption); trialability (how the results from replication

studies relate to conventional practices); and observability (how new adoption becomes visible in

practice) (Litrell & Carlson, 2009). The development of innovation leads stakeholders,

administrators, teachers, and parents to engage with foreign language curriculum issues and

consider adoption to improve the quality of foreign language education in their institutions.

With the latest curriculum innovation attempt, the National Bilingual Program,

the Colombian Ministry of Education has tried to create the political, economic, cultural, and

institutional conditions necessary to help Colombian citizens become bilingual between the years

2004 and 2019 (Cárdenas, 2006; Ministerio de Educación Nacional, 2010; Sanchez & Obando,

2008; Usma, 2009). One of the central purposes of the National Bilingual Program is the

development of communicative competence in students at both the secondary level and the

university level. This study explored the lived experience of key stakeholders: administrators,

teachers, and parents in the implementation of an aligned foreign language curriculum at an

urban public secondary school in a Northern city in Colombia, South America.

Researching this area allowed key stakeholders and the school community at large to

focus on the human face of school reform such as feelings, beliefs, emotions, needs, perceptions,

and pedagogical assumptions (Norman, 2010/2011). Both the school’s structure and the school

culture are vital for the success of curriculum innovation at an urban public secondary school in a

Northern city in Colombia, South America. Key stakeholders, for example, need to know the

nature of the proposed change, the effect of the change on their professional lives, and the

2
decisions and actions they should take to cope with the new initiative (Norman, 2010/2011). If

key stakeholders are acquainted with the complexity and principles of change, they will be more

likely to demonstrate commitment and ownership to the innovation initiative (Iemjinda, 2007). In

the end, success in educational innovation will benefit the various stakeholders, regardless of

their level of personal and professional affiliation. The implementation of an aligned curriculum

will be useful to administrators, teachers, and parents as members of a school community

engaged on change and innovation processes. Chapter 1 focuses on the background of the

problem, the problem statement, the purpose statement, the significance of the study to various

fields, the nature of the study, the research questions, the conceptual framework, key definitions,

assumptions, limitations and delimitations, and summary.

Background

In times of globalization, rapid technology advancements, accountability demands, and

diverse lifestyles, foreign language curriculum innovation becomes the key to ensuring

relevance, sustainability and successful implementation of foreign language policies (Bowonder,

Dambal, Kumar & Shirodkar, 2010; Thompson & Purdy, 2009). In this respect, Bowonder et al.

(2010) stated, “[i]nnovation has become the major differentiator in the competitive race … and

innovative companies have learned to sustain themselves over long periods of time” (p. 1).

Organizations in diverse fields need to improve the quality of their service and education is no

exception. As any innovation endeavor, foreign language curriculum reforms at the secondary

level in Colombia have their own origin (Zheng-dong, 2006).

According to Gómez (1971), the history of teaching the English language in Colombia

began in 1826 with educational reforms by Simón Bolívar and Francisco de Paula Santander as

an immediate result of Colombia’s political independence from Spain. Since then, teachers and

3
educational institutions have implemented a plethora of teaching methods to improve the quality

of teaching and learning. The list includes translation-based methods, the direct methods, the

combined methods (translation, reading and conversation), the Berlitz method of teaching

languages, the intensive method or mim-mem theory, and the audio-lingual method, which used

laboratories and audio-visual aids as complementary resources in 1958 (Gómez, 1971).

Translation methods focused on reading, writing, and grammar with very little emphasis on oral

skills (Richards & Rodgers, 2001). Combined methods included a conversation component based

on translation and reading passages. All these methodological attempts were common in

Colombia and sought to improve the quality of foreign language teaching and learning. In the

last forty years, the audio-lingual method, alternative approaches and methods, and

communicative approaches (Richards & Rodgers, 2001) have prevailed as philosophical and

methodological proposals for English teaching in the country.

The Colombian-American Center and the Colombian British Institute held seminars on

English teaching for Colombian teachers and foreigners living in Colombia for over 20 years

(Gómez, 1971). The teaching methods utilized a variety of textbooks. Textbooks such as the

Complete Course in English –Books 1 and 2 by Professor Robert J. Dickson (1955), Practice

your English by Professor Audrey L. Wright (1960), Life with the Taylors by James H.

McGillivray and Helen Aschenbacher Szokoli (1966), and Essential English –Book 2 by C. E.

Eckersley (1945), to name a few, are excellent examples. This was the first period of the English

teaching era by the Colombian-American Center. The second period ranges from 1956 to 1966.

During this period teachers commonly used the following textbooks:

 Improve your English Conversations by Professor Hamolsky (1955).

 Everyday Dialogues by Professor Dixon (1953).

4
  English is Spoken by the Professors Metcalf and Wohl (1958).

 English Everywhere by Professor Ruth Metcalf de Romero (1962).

 Fluency, Book III of Conversations by Professor Rockweiler (n.d).

 English in Use by Professors Metcalf & Patterson (n.d).

An in-depth analysis of the history of foreign language education in Colombia was given in

Chapter 2. The information contained in the background section was expanded upon in this

chapter and Chapter 2 as well.

Problem Statement

Research shows that a significant number of curriculum innovation projects have failed

despite schools’ clear interest in adopting them (Iemjinda, 2007). This study is closely related to

the various curriculum initiatives in foreign language education in Colombia, including the latest

Colombian foreign language policy –The National Bilingual Program. The lack of information

regarding the underlying etiology of the failure/issues associated with foreign language

curriculum implementation can be viewed as a part of the problem as well.

In Colombia, a number of curriculum reforms mark the history of foreign language

curriculum innovation - the implementation of English and French as a result of globalization,

the English syllabus, the Colombian Framework for English Project (COFE), the General Law of

Education, and the Curriculum Guidelines for Foreign Languages (Usma, 2009). The scant

research on curriculum innovation in Colombia (Cárdenas, 2006; Sánchez & Obando, 2008;

Usma, 2009) has focused on political issues connected with the potential impact of innovation

from the outsiders’ points of view, rather than curriculum implementation itself from the

insiders’ perspectives (Widdowson, 1990). This study will shed light on the perceived failure of

curriculum innovation in the country. A multi-level perspective facilitated data saturation and the

5
participation of various stakeholders (administrators, teachers, and parents) translated into more

effective educational practices at secondary schools in the Northern city in Colombia. Within the

National Bilingual Program, the inclusion of a coordinated curriculum appears to be a consistent,

stable, and systematic initiative (O. May, personal communication, 2008).

Purpose Statement

The purpose of this phenomenological study was to examine the lived experience of key

stakeholders (school administrators, teachers, and parents) during the implementation of foreign

language curriculum innovation initiatives in order to understand how current school leadership

practices support school innovation in an urban public secondary school in a Northern city in

Colombia, South America. This study used Spillane, Halverson, and Diamond’s (2004) unit of

analysis (leaders, followers, and situations) as initial elements to understand the phenomenon

under investigation. Phenomenological philosophers Edmund Husserl, Clark Moustakas, Martin

Heidegger, and Max Van Manen, phenomenological philosophers were part of the discussion as

well. At this stage of the research, curriculum innovation related to a new curriculum, method, or

strategy (the aligned foreign language curriculum) challenges the status quo at educational

institutions (Drolen & Marward, 1999).

Significance of the Study

Implementing a foreign language curriculum innovation initiative (the implementation of

an aligned curriculum, for example) contributes to the continual process of quality improvement

and development through knowledge management at all educational levels (Batra, 2010). The

knowledge industry, universities, secondary schools, and research organizations become stronger

because of the explicit and implicit efforts at formalization of curriculum issues, planning,

implementation, and evaluation, and the productive application of technological resources.

6
Through knowledge production, knowledge diffusion, knowledge relationship, and knowledge

engagement, universities, secondary schools, and research organizations support knowledge

transfer processes (Mets, 2009). This is an effective way to make their mission, education,

research, and service to society tangible within and outside the institutional confines. In addition,

new initiatives can translate into curriculum leadership at various levels, including planning,

monitoring, reviewing, staff development, culture building, and resource allocation (Lee &

Dimmock, 1999). Curriculum leadership can address critical existing school practices to foster a

culture of improvement. This purpose was feasible at the target school due to the staff’s sense of

organizational commitment and the Colombian government’s explicit interest in fostering

bilingualism (Botero, 2005; Usma, 2009). The target school is a public institution that has

accepted the challenge of bilingualism in Colombia. Most students come from low-income

families. Parents and staff understand the need for innovation attempts to improve the quality of

English teaching at the secondary level.

This is the first research study to explore curriculum innovation from the stakeholders’

perspectives. The completion of the study will be of substantial benefit to foreign language

education in Colombia, including policy-makers, curriculum leaders, teachers, parents, students,

and the community at large. The findings of the study will encourage other researchers to

continue to research curriculum innovation issues.

Nature of the Study

In essence, the purpose of qualitative research is to capture social phenomena in the

setting in which they occur naturally (Draper, 2004; Abusabha & Woelfel, 2003). Unlike a

positivist paradigm, a typical characteristic of quantitative research, qualitative inquiry assumes

an interpretivist-constructivist perspective (Morrow, 2007). Qualitative research relies on a

7
number of assumptions, such as the study of individuals in their natural contexts, understanding

the meaning of people’s experiences, consideration of individuals’ social interaction in their

contexts, and use of research participants’ language to report the study results (Morrow, 2007).

These assumptions assist in capturing “the richness, texture, and feelings of dynamic social life”

(Neuman, 2011, p. 163). Presenting a phenomenon in depth implies portraying an etic and emic

perspective (Gall, Gall & Borg, 2007; Morrow, 2007). In other words, the study reflects both

researcher’s perspective and the research participants’ view. The ultimate goal of qualitative

research is to provide a big picture of the phenomena under scrutiny, such as human behaviors,

organizations, events, and processes (Ary, Jacobs & Sorensen, 2010).

In a phenomenological study, the participants’ role is vital. Creswell (2009) stated,

“[p]henomenological research is a strategy of inquiry in which the researcher identifies the

essence of human experiences about a phenomenon as described by participants” (p. 13). The

purpose is for the researcher to explore what the experiences mean for the participants in the

study who, in turn, can provide sufficient descriptive information (Moustakas, 1994). In this

specific study, the researcher examined the phenomenon of innovation from the perspectives of

key stakeholders who share similar working experiences in a public school in which teachers and

students implemented the proposed innovation initiative. By using interviews (open-ended

questions), focus groups, and the researcher’s reflective diary, the researcher considered both the

original data and the nature of the participants’ experiences on the basis of their reflective

analysis and interpretation (Lester, 1999; Moustakas, 1994). Through focus groups, the

researcher obtained the teachers’ impressions about their participation and lived experience in

the implementation of the coordinated curriculum. The researcher, in addition, was a part of the

8
learning process by taking and analyzing notes resulting from the interaction among the research

participants, and using a reflective diary.

The validity and credibility of phenomenological research stems from the research

participants’ lived experiences. Therefore, descriptions of the participants’ lived experiences

facilitated the exploration of potential factors emerging from the central phenomenon of

curriculum innovation (Creswell, 2009). The design of the research may change as the researcher

acquires more understanding of the phenomenon under examination (Gall, Gall & Borg, 2007).

Research Questions

Qualitative research questions focus on a central phenomenon which, in turn, translates

into two types of questions: the central question and the subsequent sub-questions (Creswell,

2002; Kilbourn, 2006). These questions connect logically to the research problem and should be

written as clearly and precisely as possible (Kilbourn, 2006). Furthermore, these research

questions should entice the researcher to explore other alternative research problems (Lipowski,

2008). The following are the central question and four sub-questions, which focus on the issue of

implementing innovation initiatives at a public secondary school in a Southern city in Colombia.

These questions led to other emerging questions or issues which, in turn, facilitated greater

understanding of the issue under study (Sillis & Desai, 1996).

Central Question

What is the lived experience of key stakeholders involved in implementing an aligned

curriculum at an urban public school in a Northern city in Colombia, South America?

Sub-question One

What factors influence the implementation of a new curriculum from the perspectives of

the three groups of stakeholders involved in the study?

9
Sub-question Two

What processes influence the implementation of a new curriculum from the perspectives

of the three groups of stakeholders involved in the study?

Sub-question Three

How is curriculum innovation reflected in the school and classrooms as perceived by the

three groups of stakeholders participating in the study?

Sub-question Four

How do key stakeholders perceive curriculum innovation?

The central question and the sub-questions encompass the research purpose and offered

the researcher the possibility of exploring emerging themes or categories from both the data

collection process and the data analysis process. During the research, the questions were subject

to change, adaptation, or elimination depending on the course of the investigation and the

participants’ views and particular perceptions (Creswell, 2009). The purpose was for the

researcher to acquire an in-depth understanding of the issue under investigation through a clear,

well-structured, and answerable research question (Stone, 2002). Concerning the relationship

between the researcher and the research, Strauss & Corbin (1998) highlighted the mutual

influence in shaping the entire research process. By engaging with the data, the researcher

becomes aware of the importance of the various elements of the process, problems, people, and

places.

Theoretical Framework

The theoretical framework that guides this study includes three core topics: innovation

(definitions, taxonomies, perspectives, process, and innovation management); the theory of

policy attribution; and the learner-centered philosophy in an aligned foreign language

10
curriculum. The learner-centered perspective included related issues, such as communicative

language teaching, competency-based instruction, and task-based teaching and learning.

Innovation. The etymology of the term innovation suggests renewing or making

something new (Malian & Nevin, 2005). In this sense, innovation refers to the renovation of a

theme, an idea, a product, or a process. According to Malian and Nevin (2005), implicit in the

concept of innovation is a shift in time and quality of the conditions of the status quo. According

to Malian and Nevin (2005), innovation could be distal or proximal. The former refers to the

ideas, processes, things, or practices that individuals or particular entities consider or perceive as

new, different, or novel according to their external associations. The latter suggests that these

associations are internal in the individual. The interaction between distal and proximal

association defined perceivers’ reactions and validation of innovation. Malian and Nevin (2005)

further stated, “[t]his circular pattern of perception, internalization, reaction, action, and

perception seems to provide a template for the process of initiating innovation” (p. 9). Distal

innovation and proximal innovation converged when individuals’ internal and external

associations led to the relationship between new practices and accepted practices. New

pedagogical practices, for example, are no longer innovative when the majority of individuals,

entities, or organizations accept them and prepare for a new attempt of innovation.

Two taxonomies illustrate the subjective nature of innovation. The first one was by

Sternberg, Pretz, and Kaufman’s model (as cited in Malian & Nevin, 2005, p. 12) and consists of

eight types of innovations: replication, redefinition, forward increment, advance forward

incrimination, redirection, reconstruction, re-initiation, and integration. Educational leaders and

other change agents integrate these eight types of innovations when implementing a variety of

11
programs, bilingual education, teacher preparation, multicultural pedagogy, and online education

to name a few (Malian & Nevin, 2005).

According to Robertson’s model (as cited in Malian & Nevin, 2005, p. 12) the other

taxonomy includes continual innovation, dynamic innovation, and discontinuous innovation.

Continuous innovation occurs when curriculum leaders and change agents in general strive to

transform their institutions by providing them with continual evaluation and feedback based on

students’ performance (Field Brown & Marshall, 2008; Wlodarsky, 2009). Dynamic innovation

rests on research-based practices that use various sources of information to introduce revisions,

adaptations, and modifications in their current programs. Discontinuous innovation occurs when,

despite leaders’ and managers’ ideas and actions to improve specific areas in their organizations,

their efforts do not translate into the results they expect in terms of time and scope (Parish &

Arends, 1983).

Three perspectives reflect the driving forces for change and innovation in educational

systems: the rational-scientific perspective (R&D), the political perspective, and the culture

perspective (Sashkin & Egermeier, 1992). The rational-scientific perspective relies on the

assumption that the application and diffusion of innovative techniques or strategies, derived from

research, brings about change, innovation, and improvement (Timucin, 2009). Advocates of the

political perspective believe that legislation and politics in general lead to change (Wraga, 1999).

Finally, the cultural perspective advances the change of value systems to generate innovation and

improvement. A fourth perspective, restructuring, results from a careful evaluation of the three

main ones. Restructuring seeks to fix the system with the participation of key stakeholders at

various administrative levels, including the school building, district, and state (Sashkin &

Egermeier, 1992).

12
 This study looks at the innovation process in two main ways: first, as a two-step process

and a four-dimension composite (Malian & Nevin, 2005); and second, a complex dynamics that

entails human, political, structural, and institutional influences (Thompson & Purdy, 2009). Both

ways are of central importance in understanding the complexity of the innovation processes. As

a two-step process (Malian & Nevin, 2005), innovation includes a pre-phase and a post-phase.

The pre-phase materializes into a pre-project that seeks to validate the innovation and prepare the

context for implementation. The post-phase implies implementation and assessment of the new

idea, theme, or process.

The four-dimension composite consists of process, content, context, and impact

(Berestova, 2009; Malian & Nevin, 2005). As a continuum, these dimensions lead to continual

assessment by official agencies. The interaction among the four dimensions validates the process

and product of innovation and ensures sustainable management (Cheng, 2008).

The second central consideration of innovation refers to its complex dynamics.

Thompson and Purdy (2009) stated, “[t]he innovation process is considered to be a complex,

multiphase activity that includes initiating an idea, deciding to adopt the idea, and implementing

or installing the idea into the organization…” (p. 3). Successful management of innovation

depends on the interaction of human, political, structural, and institutional forces. At the heart of

every innovation initiative is the relationship between human agency and context which, in the

end, characterizes the various types of relationships within an organization (Ray, 2009;

Thompson & Purdy, 2009).

Two fundamental structural aspects set the context for innovation projects and define the

adoption, implementation and sustainability of innovation processes: deep structure and power,

and political actions (Dickson, 2009; Thompson & Purdy, 2009). Deep structure represents the

13
current value systems, beliefs, and practices in an organization (Clark, 1988). Stakeholders in an

organization should be aware of the importance of deep structure. Both visible behaviors and

power relations receive its influence. Power and political action are related in the sense that the

former is visible through the latter. Power is present in both the surface structure and the deep

structure of organizations. Surface political actions translate into a number of strategies or tactics

at two levels, the most visible level and the lowest and most invisible level. Some common

tactics at the first level can be lording, ruling, appealing to higher authorities, communicating

manipulatively, controlling existing resources and outcomes; or managing, supporting, or

resisting change (Thompson & Purdy, 2009).

Strategies or tactics at the second level stem from the deep structure of innovation

processes in organizations (Thompson & Purdy, 2009). The most common tactics at this level are

naturalization, neutralization, legitimization, and socialization. Thompson and Purdy (2009)

suggest congruence between deep structure and political action. The authors stated, “[p]olitical

action is the direct result of actors’ conscious or subconscious reactions to the fit between

structure and innovation” (p. 5). Therefore, a solid congruence between deep structure, power,

and political actions may ensure success of innovation attempts.

The Theory of Policy Attributes. Another foundational aspect of this study is the theory

of policy attributes (Desimone, 2002). Porter et al.’s study (as cited in Desimone, 2002, p. 438)

proposes a successful comprehensive school reform consisting of five pillars: specificity,

consistency, power, authority, and stability. Successful implementation of an innovation

initiative then rests on the following conditions. First, educational policies should be specific

concerning basic elements, materials, information, professional development, guidance, and the

type of instructions provided (Desimone, 2002; Johnson, 1989). Second, consistency with school

14
efforts and with state and district-level efforts is pivotal to the successful implementation of any

innovation attempt. Third, power relates to specific rewards that stakeholders receive or the

sanctions against this particular group of people, which are connected to current policies. Fourth,

exerting authority implies being able to choose the most relevant school reform design and

sustaining the reform chosen. Implementing a policy requires three forms of authority: normative

authority, individual authority, and institutional authority. Finally, a new policy should ensure

stability in terms of the institutional environment and the policy itself. Central factors for

achieving this purpose are mobility of key stakeholders, stability of the local environment, and

the pace of the new policy (Desimone, 2002).

Learner-centeredness. The final conceptual and theoretical framework that underlies

this study is learner-centeredness (Brown, 2008; Cleveland-Innes & Emes, 2005; Nunan, 1996;

Teacher Vision, 2008). Learner-centeredness as an approach to language teaching and learning

focuses on two main factors –characteristics of the learner and teaching practices (Brown, 2008).

Learners’ individual differences (diverse needs and styles) lead teachers to adopt more learner-

centered instructional strategies and assessment techniques (Friedman, Harwell & Schnepel,

2006; Hunt, Wiseman & Touzel, 2009).

Learner-centeredness as a humanistic approach (Clark, 1988) permeates foreign language

curricula. Cleveland-Innes & Emes (2005) stated that, “[t]he key identifier of a learner centered

curriculum is the inclusion of outcomes related to knowledge and skill about learning and human

development” (p. 3). Learner-centered curricula, in addition, embrace the idea of curriculum

alignment (Anderson, 2002; English, 1999; Martone & Sireci, 2009; Penuel, Fishman, Gallegher,

Korbak, & López-Prado, 2009; Trevor, 2009).

15
 At the heart of a learner-centered foreign language curriculum are the concepts of

competency-based education, communicative language teaching (CLT), and task-based teaching

and learning (Clark, 1988). CLT emphasizes meaning over form. Richards and Rodgers (2001)

stated, “[t]he communicative approach in language teaching starts from a theory of language as

communication” (p. 159). Competency-based education (CBE) focuses on the outcomes and

outputs of the learning process (Lobanova & Shunin, 2008; Power & Cohen, 2005; Richards &

Rodgers, 2001; Santopietro Weddel, 2006). Competency-based language teaching (CBLT) is the

application of CBE in foreign language teaching settings (Richards & Rodgers, 2001). Task-

based teaching and learning emphasizes the use of tasks as the central unit for organizing

instruction (Rahman, 2010; Richards & Rodgers, 2001; Salamani-Nodoushan, 2007).

The various conceptual and theoretical foundations that underlie this study have resulted

from scholars’ research into the political, philosophical, cultural, methodological, and linguistic

evolution of foreign language teaching and learning in the last decades worldwide, including

Colombia (Brumfit, 1994; Clark, 1988; Nunan, 1988; Richards & Renandya, 2002; Stern, 1997;

Usma, 2009; Stern, 1997). The main focus is the tensions over the prevalence of form or use in

instructional practices (Brumfit, 1994; Richards & Renandya, 2002; Widdowson, 1978) and the

basis for curriculum design (Johnson, 1989; Nunan, 1988; Richards & Renandya, 2002). At the

heart of these tensions is the need for a consensus about terms such as communicative curricula

or communicative syllabi (Richards & Renandya, 2002). Therefore in practice, foreign language

scholars and educators claim to be using a mixed approach based on learner-centered principles

and both product and process (Richards & Renandya, 2002). What follows is the definition of

core terminology related to this phenomenological study.

16
Definitions

The following list of definitions will represent operational terminology. Each of these

definitions will help the reader to understand the meaning of essential terms in the current study.

Adoption of innovation. Adoption of innovation has to do with the control mechanisms

organizations use to measure success of innovations (Banyte & Salickaite, 2008). Adoption of

innovation implies awareness, interest, evaluation, trial, adoption, and confirmation. Some

researchers tend to refer to innovation as one process: process of diffusion and adoption of

innovation. “The innovation adoption process has two major phases: initiation and

implementation…” (Damanpour & Schneider, 2008, p. 497).

Alignment. “Alignment has been defined as the extent to which curricular expectations

and assessments are in agreement and work together to provide guidance for educators’ efforts to

facilitate students’ progress toward desire academic outcomes” (Roach, Niebling, & Kurz, 2008,

p. 1).

Aligned curriculum. An aligned foreign language curriculum refers to a mixed core

syllabus consisting of mandated standards; a common reference for teaching, learning and

assessment; specific teaching resources and materials; and a qualified team of teachers for

classroom implementation (Martone & Sireci, 2009; Richards & Renandya, 2002).

Bilingualism. The recent National Bilingual Program defines bilingualism as English as

a foreign language (preschool, basic education, middle education, higher education, and

education for work and human development), English as a second language (bilingual schools),

and ethno education (Raizals and ethnic communities), including Spanish as a second language

(Castillo, 2009).

17
 Continual and discontinuous innovation. Continuous innovation seeks to improve or

make something based on existing products (Junarsin, 2009; Lin, 2007). Discontinuous

innovation refers to the creation of something completely new (Junarsin, 2009; Ledwith &

Nicholas, 2009). The former requires innovators to use converging thinking. The latter needs

divergent thinking to create new products (Lin, 2007).

Curriculum alignment. Field Brown and Marshall (2008) suggest that curriculum

alignment permits educators to articulate the various types of curricula that interact in the

classroom (English, 2000; Field Brown & Marshall, 2008; Glatthorn, 1999).

Diffusion of innovations. Innovation diffusion refers to how the innovation process

spread among social, political, economic, technological, and educational systems during a period

of time and by utilizing diverse communication channels (Li & Sui, 2011). In general, diffusion

of innovation depends on communication (communication methods, communication channels,

and communication message, social system (orientation and values), and time (Banyte &

Salickaite, 2008).

Foreign language curriculum. Foreign language curriculum refers to the purpose of a

foreign language education program in terms of planning (aims and philosophy of education,

needs, curriculum goals and objectives, and content), implementation (instructional strategies

and materials), and evaluation (assessment techniques, evaluation of instruction, and course

evaluation), resulting from policymakers’ decisions at the national, state, or local level (Marshall,

Sears, & Schubert, 2000; Nunan, 1988; Oliva, 2004; Richards & Renandya, 2002; Wiles &

Bondi, 2007).

Heutagogy. Heutagogy is a type of self-determined learning derived from andragogy,

based on learners’ autonomy, development, and preparation for work (Blaschke, 2012).

18
 Implementation. According to Beets et al. (2008), “[i]mplementation [is defined] as the

amount of the programs’ curriculum delivered (e.g., lessons taught) and use of program-specific

materials in the classroom and in relation to school-wide activities…” (p. 1). Implementation

refers to the operational level of curriculum development in the classroom (Nunan, 1988; Oliva,

2004).

Key stakeholders. In an educational institution, key stakeholders are the individuals who

have the greatest responsibility for the success of the organization in times of curriculum change

and innovation: administrators, teachers, and parents (Saiful Bahri Yussoff, n.d).

Qualitative phenomenological study. A qualitative phenomenological study is a study

in which a researcher seeks to identify the essence of research participants’ experiences about a

particular phenomenon. Creswell (2009) stated that “[i]n this process, the researcher brackets or

sets aside his or her own experiences in order to understand those of the participants in the study

…” (p. 13). Colaizzi’s method of analysis allows the researcher to know and interpret the

meaning of participants’ lived experiences as they respond to open-ended questions (Sanders,

2003).

Stagnation. This term refers to a state during the implementation of an innovation

initiative in which external or internal factors undermine the development process and prevent it

from moving or inspiring action (Finney, 2000). This situation oftentimes leads to frustration and

deep concern within the organization and contributes to the prevalence of the status quo (Horibe,

2003). In the history of English teaching in Colombia, stagnation seems to be a common

characteristic.

Stakeholders. “Stakeholders are defined as individuals or organizations that stand to gain

or lose because of the success or failure of a system or program” (Saiful Bahri Yussoff, n.d, p.

19
6). Stakeholders in education are those people responsible for curriculum processes in an

educational institution. This group of people should be prepared to cope with change and

innovation at various levels, curriculum innovation and change, curriculum implementation, and

curriculum evaluation.

Assumptions

This study started with a number of assumptions related to the research participants. First,

this study takes the form of classroom-centered research rather than classroom-oriented research

(Widdowson, 1990). The former emphasizes the external perspectives of the outsider. The latter

focuses on the participants’ perspectives as insiders in the research process. Second, teachers

have had no difficulties in curriculum implementation because they should be prepared to work

with such a curriculum proposal because as “significant actors” (Chan, 2010). Third, school

administrators involved in the curriculum implementation process demonstrate a high level of

involvement, organizational commitment, and reliance on the philosophy of continual

improvement (Marsh & Willis, 2003). Fourth, parents know the innovation project, acknowledge

it, support it, and contribute to its implementation. Positive parental involvement helps to sustain

and promote implementation (Marsh & Willis, 2003). Ongoing communication among

administrators, teachers, and parents facilitate the implementation process. Finally, this study

will be most useful to the target population. Past studies about curriculum innovation initiatives

have included similar populations, namely administrators and teachers (Kirkogz, 2008; Liao,

2000; Mfum-Mensah, 2009; Wang, 2006).

In addition to the previously identified assumptions, the current phenomenological study

involved three personal beliefs. The first assumption was that the research participants would

engage easily in phenomenological interviewing. According to Ryan, Coughlan, and Cronin

20
(2009), the researcher needs to establish rapport and trust before the interviewing process. In this

respect, the key point was the relationship and interaction between the interviewer and the

interviewee. Also, the research participants were expected to be familiar with phenomenological

interview questions. Their willingness to participate in the research process would was assumed

to be consistent with phenomenological research (Englander, 2012).

The second assumption was teachers’ availability for data collection. This researcher

always thought that recruiting research participants based on informed consent and personal

contacts would ensure easy availability. Researchers use diverse recruitment and retention

strategies to guarantee research participants’ participation in the various instances of the data

collection process (Grant & DePew, 1999). In fact, research participants’ availability would

facilitate and make the entire data collection process and would make it more dynamic and

productive.

The third assumption was that the physical locations for individual interviewing were

always free of interruption. The physical location for both face-to-face interviews and focus

groups would be a room or a classroom in the school, which was properly available for that

specific purpose (Hämäläinen & Rautio, 2013). This location had to be familiar to both

interviewer and interviewees.

Limitations

Limitations in this study stem from contextual, epistemological, and operational factors.

The researcher considered the following limitations while completing the study. First, the

representativeness of the sample reflects the belief of the specific group of individuals who

participated in this current study, but the data may or may not be reflective of a broader

population. Second, the length and intent of the study forces the researcher to exclude potential

21
participants from similar research sites. In fact, stakeholders from other public schools

participating in the national bilingual program are not part of the study. Third, time constraints

may hinder the data collection process. Participants may not have enough time to participate in

interviews and other data collection strategies, such as group discussion. Finally, keeping

participants involved in the research process, namely the data collection phase and the data

analysis phase, can be difficult. Stakeholders’ own responsibilities in schools may prevent them

from devoting time to additional activities.

Scope and Delimitations

This study included key stakeholders from one secondary school in a Northern city –

one school principal and one school coordinator, six teachers of English, two subject teachers

(Spanish and social science). These subjects are part of the official primary and secondary school

curriculum and teachers teach them in the native language. Two parents will be part of the key

stakeholders as well. The rationale for the inclusion of this group of stakeholders is that they

have participated in the implementation of the National Bilingual Program since it started in the

school. A broader project would include the three secondary schools currently participating in

the National Bilingual Program. Delimiting the study to one school will facilitate both the data

collection procedures and the data analysis process. Purposeful sampling with maximal variation

will permit the researcher to explore different dimensions of the phenomenon under

investigation. A potential sample from three sites would make the research more complex and

difficult to handle in terms of data collection and data analysis (Creswell, 2003).

Summary

Colombia is undergoing significant educational changes, including reforms in foreign

language education. The Education Revolution 2002-2006 launched the National Bilingual

22
Program, which has impacted not only higher education but also primary and secondary

education (May, personal communication, 2008; Usma, 2009). In foreign language education

specifically, the 2002-2006 policy gives rise to the consolidation of the application of innovative

curriculum proposals to improve the quality of foreign language teaching and learning in the

country. The implementation of an aligned curriculum at a public urban school in a Northern city

in Colombia, South America epitomizes the highest level of curriculum innovation purposes in

secondary schools in Colombia.

The purpose of this study was to allow key stakeholders at a public secondary school

to communicate their lived experiences when implementing a new curriculum. A

phenomenological strategy was the basis for the exploration of curriculum innovation as the

central phenomenon under study. Chapter Two addresses studies related to the research problem

in the present study and provides a framework for establishing epistemological connections with

the other chapters.

23
 Chapter 2: Review of the Literature

The purpose of this phenomenological study was to examine the lived experiences of key

stakeholders during the implementation of foreign language curriculum innovation initiatives and

to understand how current school leadership supports school innovation at an urban public

secondary school in a Northern city in Colombia, South America. Examining the personal

experiences of administrators, teachers, and parents led to an understanding of those lived

experiences in implementing a foreign language aligned curriculum. This literature review

provided significant insight into curriculum innovation in secondary schools in Colombia.

Central to this broad topic were six subtopics, which will represent the sections of this chapter –

innovation, foreign language education, bilingualism, curriculum alignment, the English

language aligned curriculum in theory and practice, and the roles and responsibilities of

stakeholders in an aligned curriculum. A final portion provided a summary and conclusions

relating the need to explore the topic under investigation.

Innovation has been part of people’s lives. Innovation has been the concern of a plethora

of disciplines –science, technology, sociology, management, economics, and humanities (Godin,

2008). Godin stated, “[b]riefly stated innovation has become the emblem of the modern society,

a panacea for resolving many problems, and a phenomenon to be studied” (p. 5). Because of the

scantiness of research into innovation in foreign language education in Colombia, this chapter

documented the central issue of innovation at its political level, focusing on foreign language

teaching, and foreign language curriculum implementation. In so doing, this review contributed

to a deeper understanding of the failure of past attempts at improving English teaching in the

country.

24
Innovation

In this section, the purpose was to explore the literature relating to the broad concept of

innovation, including meaning, distinctions, origins, and areas of study, discuss research on

innovation, and clarify how this topic relates to the dissertation and topic of study. The review

included more specific issues related to innovation, such as, educational innovation, approaches

to curriculum leadership, and leadership. The issue of innovation was discussed briefly in the

theoretical framework section as a part of Chapter One. This section represented a more detailed

discussion of the topic.

Innovation overview. As a part of broader processes of change, innovation referred to

specific change initiatives within organizations - educational, social, economic, political,

technological, managerial, or cultural (Jain, 2010). Kezar (2001) firmly stated, “[i]nnovation is

… a narrow term, referring to a tangible product process, or procedure within an organization

new to a social setting, intentional rather than accidental, not routine…” (p. 14). Damanpour (as

cited in AbuJarad & Yusof, 2010) referred to innovation as “adoption of an internally generated

or purchased device, system, policy, program, process, product, or service new to the adopting

company” (p. 314). This definition suggested that the adoption process implies a process of

selection regarding the innovation that an adopting company has generated or an innovation that

has stemmed from external organizations or individuals. In education, innovation has meant

creating new ways to approach educational issues at various levels, deviating from traditional

perspectives and practices and challenging the status quo (Privady, 2008). Barnett (as cited in

Godin, 2008) referred to innovation as human production that differed from others. With this

definition, Barnett tried to distinguish innovation from the specific idea of technological

invention.

25
 The terms diffusion of innovations, adoption of innovation and discontinuous innovation

have referred to the various moments or stages that the entire innovation process entails. The

terms diffusion and adoption emanated from imitation, a basic component of innovation (Godin,

2008). Through diffusion, professionals and change agents have attempted to make others accept

and adopt their new ideas (Jain, 2010; Rogers, 1995; Timucin, 2009; Kezar, 2001). The word

emerged in 1890s, represented a step in the entire innovation process, and was a part of

contemporary theories on innovation (Godin, 2008). Rogers (1995) recognized five central

phases in most diffusion models – awareness (potential users of the innovation needed sufficient

information), interest (potential users of the innovation tried to obtain the information they

needed), evaluation (individuals made use of the innovation in their own current and future

realities), trial (potential users of the innovation used the innovation on small-scale activities),

and adoption (potential users of the innovation made a final decision on the innovation).

Scholars and conventional wisdom have associated the term innovation with

technological innovation despite the multiple interpretations of the term (Godin, 2008). In

education, for example, political innovation, one of the latest trends, has focused on educational

issues, such as curriculum reforms, change models, and leadership. On a practical level,

innovation implied the creation of new organizational strategies to produce benefits of different

sorts for the various stakeholders participating in the broad purpose of change. In addition,

innovation entailed creating new values and bringing benefits while challenging the status quo

(Cox, 2010; Drolen & Markward, 1999; Jain, 2010).

Literature on innovation has provided at least three basic distinctions that derive from the

association of related terms (AbuJarad & Yusof, 2010; Jain, 2010; Horibe, 2003). Compared to

creativity, in which novel ideas emerged, innovation was found to represent the implementation

26
and adoption of those ideas (Gilley, Dixon, & Gilley, 2008; Varga, 2010). Another distinction

was between innovation and innovativeness. The former referred to the incorporation and

adoption of new ideas, when scholars defined it in a subjective manner, whereas the latter

included some type of management depending on organizations’ specific approaches to change

(AbuJarad & Yusof, 2010). A third distinction was that of innovation and invention. Innovation

meant the skills and imagination to generate something new. Invention was the tangible product

adopted (AbuJarad & Yusof, 2010; O’Donnell, 2006).

th
The origin of the term “innovation” was found to date back to the 13 century (Godin,

2008). The first word for innovation was novation, a term used in law to refer to a new obligation

or contract. People used the words creativity and invention to make reference to natural power

and talent. At that time, the word innovation still had negative political and religious

connotations. In the 19th century, the word novation changed to innovation to distinguish

between imitation and invention.

Research on innovation started in the 1960s and 1970s as a direct consequence of

experiments in organizations, namely curriculum reforms, and experimental colleges (AbuJarad

& Yusof, 2010; Kezar, 2001). According to Godin (2008), theoretical developments of
th
innovation were derived from Gabriel Tarde in the last years of the 19 century. Tarde tried to

explain social change in diverse areas –grammar, language, religion, the law, and Constitution.

Tarde’s social change meant invention, ingenuity, creation, novelty, imagination, originality,

initiative, and discovery. The emphasis was on the opposition between imitation and invention.

Social theories that came from anthropology tried to explain novelty. Innovation became a

diachronic and synchronic process from the 1920s. Rogers (1995) emphasized the importance of

27
diffusion as the process that led to the communication of innovation. Diffusion was the process

by which creators of innovation communicated a new idea.

Most research on the topic tried to provide conceptual clarity of related terms -

innovativeness, adoption, and diffusion (AbuJarad & Yusof, 2010; Beets et al., 2008; Frank,

Zhao, & Borman, 2004; Kezar, 2001; O’Donnell, 2006; Szabo, Lauman, & Sabon, 2002;

Troshani & Doolin, 2006; University of Twente, 2010). Nelson, Brice, and Gunby (2010)

summarized organizational innovation research into three broad areas: diffusion of innovation,

determinants of innovativeness, and the innovation process in a specific situation. Theories that

followed focused on innovation as a process with activities based on social and sociological

concerns. Their purpose was to reconcile imitation and innovation as components of the same

process. Ajibola (2008) suggested that innovation related to new ideas and practices with school

contexts.

The broad term of innovation has related to foreign language curriculum innovation, the

topic of the study. In practice, innovation translated into innovation projects which in turn

emanated from innovative policies, systems, or reforms (Berestova, 2009). This study addressed

the lived experience of key stakeholders in implementing an innovative policy at the local level.

The project relied on the presence and interest of key stakeholders as educational leaders to

ensure financial investment throughout the study (Burke, 2008). In this respect, the target

educational institution tried to sustain the innovative project implementation by providing trained

human talent, physical resources, and incorporating technology into current curricular activities

(Martinez, 2010).

Educational innovation. Innovation had specific characteristics when engaged with the

various components of an educational system (policy makers, educational institutions, and the

28
community). “Why some education innovations have succeeded while others have failed has for

long exercised the attention of planners, policy-makers and academics” (Watson, 1994, para. 1).

The issue is associated with a number of factors that may support or hamper school reform at the

various educational levels. “Reform refers to an innovation that is typically exerted from the top

of a system or organization, or from outside the organization” (Kezar, 2001, p. 14). Sashkin and

Egermeier (as cited in Norman, 2010/2011) stated that educational innovation was contingent on

the interaction of related factors, such as curriculum (teaching methods and materials), the school

climate and culture, and the human talent involved (role and expectations of key stakeholders).

Research on educational innovation has included educational reforms at the primary,

secondary, and the university level. A common concern among experts has been the teacher as

the main determinant of curriculum innovation in the classroom (Wang & Cheng, 2009). In a

case study, Day, Assuncao Flores, and Viana (2007) studied the effects of national policies on

teachers’ sense of professionalism and identity in Portugal and England. The authors found that a

sense of uncertainty could prevent teachers from adopting positive attitudes toward educational

innovation in their workplaces despite their evident organizational commitment to their jobs.

Therefore, governments’ agendas needed to include effective strategies for seeking quality of

education in schools and appropriate communication channels to foster teacher status and teacher

leadership

Curriculum implementation reflected teachers’ influence in curriculum innovation as

well. De Segovia and Hardison (2009) conducted a study to determine the coherence between the

policy behind the mandated curriculum and curriculum implementation in the classroom based

on Johnson’s (1989) decision-making framework for a coherent curriculum in Thailand.

Thailand’s reform translated into a shift from teacher-centered approaches to learner-centered

29
instructional modes that were compulsory in curriculum subjects, including English. This study

revealed a lack of coherence between curriculum policy and curriculum implementation, namely

the implementation of the communicative language teaching approach.

The loss in curriculum coherence was evident in the absence of the principles of a

learner-centered curriculum in classroom practices. Johnson (1989) contended that the lack of

sufficient teacher training, resources, mentoring support, and financial investments inservice

teachers’ further education were common obstacles to successful policy implementation. The

findings revealed that a discrepancy existed between the formal curriculum and the enacted

curriculum (Glatthorn, Boschee & Whitehead, 2009).

Learner-centeredness has been a common issue in reforms in teacher education and

leadership programs (Brown, 2003; Gordon, 2004; Huba & Freed, 2000; Woelfel, 2003).

Research on learner-centered philosophies focused on the student, the learning process, policies,

and instruction that have ensured effective learning for learners through teacher student-centered

leadership. Kobalia and Garakadidze (2010) examined education graduates’ perceptions of the

level and extent of professional competence experienced during their preparation program at Ilia

State University, Georgia, USA. The authors found that students’ perceptions did not include

learner-centered professional characteristics (tolerance, openness to innovation, humanness,

enthusiasm, classroom management, and sense of humor). The study suggested that students’

main concern about their professional competences was not the learner-centered perspective but

the knowledge of subject matter.

Kobalia and Garakadidze’s (2010) study represented an effort to make education a more

human, social, and less authoritarian activity. In Georgia the shift in paradigm sought to

transform teachers into more tolerant human beings able to view students as the center of the

30
learning process rather than a teaching object. Kobalia and Garakadidze (2010) stated, “[in] this

respect, the focus is on the student and the development of each child” (p. 1). In many Asian and

Colombian contexts, the implementation of the communicative approach has reflected the

common purpose of following a learner-centered philosophy in implementing foreign language

curricula.

Law, Galton, and Wan (2010) took a broader perspective to investigate teachers’

participation in curriculum issues. The authors reported on a case study in Hong Kong to

understand the relationship between teacher engagement in curriculum decision-making and

professional development. The authors also found that centralization of curriculum decision-

making prevented teachers from participating actively in decision-making processes, namely

pedagogical decisions. This study made curriculum leaders aware of the need to involve teachers

in curriculum issues to make schools and classrooms more democratic learning environments

and promote teacher leadership and empowerment.

As stated previously in the chapter, innovation in general and educational innovation in

particular has extended the boundaries of educational goals and has sought to embrace social,

political, and cultural aspects of human life (Sashkin & Egermeier (1992). Educational and

social research has explored the issue of dominance - prejudice, stereotyping, discrimination,

racism, social identity, and political socialization (Penland, 2010). Penland conducted a

phenomenological study to examine the lived educational experiences of Native Americans who

grew up during the termination period in American history (1950s and 1960s). In this study, a

group of American Indians participated in interviews about five topics: the boarding school

experience, the public school experience, factors for career decisions, and recommendations for

culturally responsive teaching.

31
 Discoveries derived from the analysis of interview data brought about a number of

fundamental issues that reflected the lived experiences of the participants during the termination

period of American history. Balance, the challenge to become bi-cultural, the importance of

teachers, external support systems, spirituality, tribal influences, influences of economic

resources, cultural awareness and value, relevant curriculum, and recruitment of native teachers

were central issues that resulted from the study. These discoveries enticed governments to foster

diversity in their educational systems. The history of American education has shown evidence of

educational efforts to help American Indians assimilate into the dominant culture (Tozer, Violas,

& Senese, 2008). This history was similar to the history of Latin American education.

Indigenous groups have struggled against dominant systems to preserve their culture and history.

Curriculum discourses throughout history has entailed curriculum specialists’

professional desire to define, design, plan, implement, and evaluate the type of curriculum that

can meet societal needs and human beings’ overarching expectations and life projects (Marshall,

Sears, & Schubert, 2000). “To ask meaningful questions about what should be taught and learned

invokes basic assumptions about what it means to enable the growth of human beings and

societies” (Marshall, et al., 2000, p. 2). Curriculum experts have agreed that curriculum’s

theoretical, technical, and practical work rested on the mutual influence of three main

components: subject matter, learners, and society (Kobia, 2009; Marsh & Willis, 2006; Marshall

et al., 2000). Implied in any curriculum work (planning, implementation, and evaluation) was the

political nature that led to change, innovation, diffusion, and adoption (Thompson & Purdy,

2009).

With the advent of technology, the historic and reconstructive nature of curriculum has

shifted from official establishment and thinking to knowledge of unavoidable ever-expanding

32
scope (Wiles & Bondi, 2010). In fact, new approaches have replaced common references of

conventional curriculum factors. Technology as the new driver of curriculum change represented

an open window to conceptualizing, planning, implementing, and evaluating curriculum

initiatives. Wiles and Bondi (2010) stated “[t]he old curriculum questions—What is worth

knowing? How do we learn?, or What is essential?—must be revisited and redefined by

curriculum workers” (p. 5). In this ever-changing panorama, curriculum leaders and instructional

leaders had new roles to play. These roles have translated into tailoring curricula to the

challenges of technology and the numerous applications and unpredictable implications for

students, education, and society. New perspectives have brought about greater influence and

massive change led to new operational decisions (Lightle, 2010; Wiles & Bondi, 2010).

Curriculum innovation processes have identified improvement in educational systems

based on a number of factors related to curriculum implementation – restructuring of curriculum

purposes, use of new curriculum materials, changes in instructional practices, and changes in

stakeholders’ perceptions or understanding of how the curriculum affected teaching and learning

processes. Marsh and Willis (2006) addressed the emphasis on the process in curriculum

innovation studies to explore how teachers used curriculum innovation. However, curriculum

implementation needed more exploration in terms of key stakeholders’ perspectives and

perceptions in implementing curriculum innovation alternatives in diverse contexts and

educational levels. Patesan and Bumbuc (2010) contended that teacher proficiency, curriculum

reform, and students needed be change-agents in educational systems. Mutual dependence has

made these change agents work toward successful innovation in educational contexts.

Some research studies showed that successful curriculum implementation depended a

great deal on the solution of many internal problems (Kobia, 2009). Time allocation and limited

33
resources prevented curriculum innovation initiatives from becoming a true educational reality.

In this respect, Arrends (as cited in Iemjinda, 2007) found that educational innovation had only a

20% success rate.

Al-Daami and Wallace (2007) studied curriculum reform in Jordan. The authors found

that the reform helped teachers improve their qualifications and raised male teacher numbers in a

centralized curriculum implementation. However, the same reform was found not to raise

standards and truancy rates. The government’s control-based schooling failed to ensure

allegiance to change and reforms.

Al-Daami and Wallace’s (2007) study again identified the issue of teachers’ role in

curriculum implementation. Wang and Cheng (2009) stated, “[t]eachers play a key role in any

curriculum implementation, as they determine whether or not curriculum innovation is

successfully executed in the classroom as intended by policymakers” (abstract). Organizational

commitment among teachers and curriculum leaders may have resulted in large-scale change and

innovation. Teachers and school leaders may have become the social capital that educational

institutions need to carry out their curriculum innovation projects successfully (Ying, Daud &

Kiong, 2011). Examination of the lived experiences of three groups of stakeholders may have

resulted in the key to understanding prevailing leadership practices at the classroom level,

namely teachers’ reaction to innovation (Chan, 2010). The hidden curriculum (Glatthorn,

Boschee & Whitehead, 2009) in this manner was a useful tool to identify key stakeholders’

perspectives on current or potential innovation.

Approaches to curriculum reform. Curriculum reform was found to be related to

innovations that occurred at a higher level (Kezar, 2001). Educational systems, organizations, or

entities operating outside an organization introduced and promoted innovations at a higher level

34
to establish official policies conducive to centralized educational systems. In this chapter,

curriculum reform referred to the prevalence of theoretical perspectives (Marsh & Willis, 2006;

Posner, 2004) and models of curriculum reform (Macdonald, 2004) as evidence of curriculum

innovation.

Curriculum perspectives. Posner (2004) identified five broad perspectives on curriculum:

traditional, experiential, structure of the disciplines, behavioral, and constructivist. Researchers

included these perspectives in the formal or manifested curriculum and the hidden curriculum

(Smith, 2010). Research on the manifested curriculum was found to be abundant and evident

throughout this review. However, inquiry into the hidden curriculum was not so ample. Yuksel

(2007) studied the effect of hidden curricula on students’ thoughts about teacher training in

higher education. This study showed that student teachers had negative assumptions about the

teaching profession. The hidden curriculum in this manner was a useful tool to identify key

stakeholders’ perspectives on current or potential innovation.

The nature of the hidden curriculum was found to prevent individuals from

communicating their true perceptions of such innovations at a more human level. In this sense,

the persona of stakeholders was paramount. Sari and Doganay (2009) found disrespect for

democratic values, namely human dignity. As an important component of any curricular

proposal, the school culture (values, beliefs, and communication styles) was found to be a

valuable support for innovation attempts.

The five curriculum perspectives represented various stages in the evolution of

curriculum thinking (Marshall, Sears & Schubert, 2000; Posner, 2004). The founders and

advocates of each view defended curriculum decisions, namely curriculum implementation

decisions. Despite the prevalence of the constructivist perspective today, curriculum specialists

35
have attempted to capitalize on the most salient features of each approach to provide students

with a positive and productive learning environment. The history of innovation has been aligned

with knowledge evolution. Teachers and curriculum specialists have understood that curriculum

innovation has been both continuity and a break with the past (Godin, 2008). The former

suggested that innovation is a novelty that required taking on its new representation in a context.

The latter indicated that innovation needed adoption to fulfill its purposes.

Models of curriculum reform. Three main models have impacted the curriculum: top-

down, bottom-up, and partnerships (Macdonald, 2004). “[T]he …three models of curriculum

reform …represent differing attempts by powerful groups to impact upon what and how students

learn in schools” (p. 72). Policy-makers have attempted to make curriculum innovation

proposals viable and productive in terms of the various factors involved in curriculum planning,

curriculum implementation, and curriculum evaluation.

The top-down model was derived from policy-makers’ decisions about teachers’

participation in curriculum decision making. Educational authorities at the highest level defined

curriculum documents that curriculum specialists wrote for teacher use with little or no teacher

involvement in curriculum design processes. Teachers’ participation became subordinate with

respect to educational administrators’ efforts to put curriculum reforms into practice (Wang,

2010). An example of a top-down approach to curriculum reform was the Physical Education

Curriculum in France (Macdonald, 2004). In this curriculum, education officials and other

stakeholders prepared official texts for common use in the country.

Research on official teaching materials showed that these curriculum tools failed to

accomplish the goals of education in the 1970s and 1980s (Macdonald, 2004). In actuality,

official curricula neglected temporal, social, economic, and cultural factors, drivers of change at

36
the time. As an evolutionary response, a bottom-up approach to curriculum reform began to

flourish. In contrast to the top-down approach, the bottom-up perspective acknowledged

teachers’ participation in curriculum reform attempts and the need for teachers’ positive attitudes

to change innovation and participation. The bottom-up approach was found consistent with other

change models relating to curriculum – school-based curriculum development, action research,

and problem solving (Carr & Kemis, 1986; Macdonald, 2004; Marsh & Willis, 2006). With

teachers as central actors in curriculum reform processes, curriculum development became more

democratic.

The key word in the third approach to curriculum reform was partnership. Administrators,

curriculum developers, professional associations, researchers, teacher educators, teachers,

students, and parents engaged in collaborative actions/projects, entered into a partnership to

favor change and innovation in educational scenarios (Bommert, 2010; Macdonald, 2004). This

appeared to be a common trend in many European countries, the United States, and Colombia

(Macdonald, 2004; Mann, Pier, & Yasin, 2009; “Partnerships for Improving Literacy”, 2008;

Patrinos, 2006).

Another approach to curriculum reform was Marsh’s and Willis’ (2006) change models

relating to schools based on the planned curriculum (what experts designed for the classroom)

and the enacted curriculum (what happened in the classroom). The review by Marsh and Willis

depicted two types of models – models external to the school and models within/internal to the

school. According to external models, expert-designed curricula may have been recommended to

be used nationally and internationally as the solution to existing curriculum problems in an

institution. Internal models were contingent on internal forces within the school and its

implementation was the result of effective communication among school leaders. Both types of

37
models focused on the process of curriculum change in the sense that institutional stakeholders

adopt and implement new curricular and pedagogical practices (Delano, Riley & Crookes, 1994).

Innovation and leadership. Exploring leadership practices was essential to

understanding innovation in educational organizations (Spillane, Halverson & Diamond, 2004).

“Leadership is thought critical to innovation in schools” (p. 3). This subsection was a brief

overview on leadership styles as well as current research related to innovation in general and

educational innovation in particular.

The earliest studies in the history of leadership were the “great man studies” (Short &

Greer, 2002, p. 24). Through the review of biographies and descriptions of famous leaders, the

authors of this method attempted to identify universal personality qualities in inspiring leaders.

“Authors of the studies conceived of leadership as a set of one-way, directive behaviors through

which the leader influenced others to behave in accordance with his wishes” (Short & Greer,

2002, p. 24).

Nahavandi (2006) identified three general eras in the modern and scientific study of

leadership – the trait era, the behavior era, and the contingency era. In the trait era, leaders were

born with special qualities and used these attributes to lead others (followers). This belief relied

on leaders’ personalities to lead in social, political, economic, or cultural contexts. The emphasis

in this era was on who the leader was in terms of his or her particular characteristics (initiative,

intelligence, motivation, and self-confidence). These have been adult learning principles that

teachers as leaders have showed during curriculum implementation.

In the behavior era, leaders’ effectiveness and success were contingent on their actions

rather than their own individuality. If people observed what leaders did, they would be able to

38
assess the quality of these leaders’ performance and what others were able to make these leaders

more effective and successful. In this respect, training could have been a practical option.

Finally, in the contingency era the requirements of a specific situation defined leaders’

effectiveness, rather than their personalities or particular behaviors. “Specifically, researchers

recommended that situational factors such as the task and type of work group be taken into

consideration” (Nahavandi, 2006, p. 40). This approach (the Contingency Model thereafter) was

found not to rely on the leader as a source of effectiveness but on other related factors that

scholars associated with the leadership context.

Despite the abundance of research on the various types of leadership theories, heated

debates about effective leaders’ attributes, behaviors, and leadership responses to different

situations, leadership typologies, roles of followers, and leadership styles have continued to arise

in high-level academic circles (Avolio &Yammarino, 2002; “Business Leadership,” 2003;

Gilkey, 1999; Nahavandi, 2006; Sergiovanni, 2000; Short & Greer, 2002; “The Jossey-Bass

Reader,” 2000). Current research has focused on curriculum leadership and management

contribution to innovation (Lee & Dimmock, 1999), the practice of school leadership and

innovation (Spillane, Halverson, & Diamond, 2004), leadership, curriculum implementation, and

innovation (Adamson & Yin, 2008). Other topics were leader tenure and organizational

innovation (Fritz & Ibrahim, 2010), and leadership activities and learning practices (Mubaslat,

2010).

Lee and Dimmock (1999) studied how curriculum leadership and management

contributed to innovation in two Asian secondary schools in Hong Kong. Discoveries from the

study suggested five main points: a) low-level of direct involvement and higher levels of indirect

involvement by principals and vice-principals; b) direct curriculum leadership and management

39
by senior teachers and teachers; c) principals’ use of bureaucratic and cultural strategies to

impact curriculum and instruction; d) high expectations of student achievement and low

expectations of teacher performance, and e) curriculum leadership and management as a

phenomenon associated with sub-school practices rather than a collective enterprise. In general,

the discoveries suggested that in both schools the dynamics of curriculum leadership and

management did not share a common perspective regarding roles and school responsibilities.

This lack of a common purpose may have hindered innovation projects within the school

community. Collaborative innovation again represented opportunities for the various voices

involved in the curriculum leadership and management seeking innovation (Bommert, 2010;

Marshall et al., 2000).

Adamson and Yin (2008) conducted a similar research study involving three schools,

implementing Task-based Learning (TBL) as a methodological innovation in a secondary school.

Discoveries indicated that the implementation of the new method was inconsistent with the

curriculum implementation envisaged by official curriculum documents. A wide gap concerning

enough familiarity with the innovation, teacher enthusiasm, collaboration within the school

academic community, and leadership from key stakeholders prevented administrators (the school

principal, the deputy principal, and the heads of departments in each school) and teachers from

implementing TBL according to epistemological and methodological requirements. Oliva (2005)

highlighted the centrality of staff and teachers in curriculum development, namely

implementation. The lack of communication between administrators and teachers regarding

effective leadership and management efforts appeared to be the main factor for the failure of the

TBL approach.

40
 The third study was quantitative and addressed the impact of leadership

activities/opportunities on learning (Mubaslat, 2010). The authors found that the relationship

between leadership and learning was moderate. The implications of change and innovation for

students, staff members, and university professors varied. Differing needs and perspectives led to

a different impact among individuals demonstrating that specific leadership activities made

learning a product of experience and interaction in the learning process. Learning was not

necessarily the same – it depended on personal worldviews. Sergiovanni (2000) stated,

“[universities] need special leadership because they are life-world-intensive” (p. 166).

Foreign Language Education

At the socio-political and philosophical levels, school curriculum and educational

practices at large have been the result of three value systems or trends – classical humanism,

reconstructionism, and progressivism (Clark, 1988; Mitchell, 2010). With the promotion of

intellectual and cultural values, classical humanism placed emphasis on memorization, analysis,

classification, and reconstruction of elements to face life’s challenges. Advocates of

reconstructionism believed in a person’s capacity to reconstruct his or her life and the

environment on the basis of careful planning. Progressivism was found to be a learner-centered

approach to education that acknowledges individuals’ development and their intellectual,

emotional, and learning needs (Brown, 2003; Smart, Witt & Scott, 2012). Examining the lived

experience of teachers of English helped in understanding their beliefs about language teaching

and learning (Richards & Lockhart, 1994). This was a central issue that the research questions of

this study entailed to gain insights about the failure of foreign language innovation initiatives.

Approaches and methods. The grammar translation approach with its emphasis on

grammar, vocabulary, phonetics, and phonology identified classical humanism in foreign

41
language curriculum design. Learners’ development of their intellectual capacities required an

understanding of the rules for sentence construction, memorization of paradigms and

grammatical systems and subsystems, analysis of sentences, and classification of those systems

and identified parts. In practice, the learners’ role was to focus on and master new knowledge

with a reproduction purpose (Clark, 1988).

Reconstructionism in foreign language education has embraced the idea of understanding

among social groups and effective communication (Clark, 1988). The adoption of different

organizing principles of foreign language curriculum design was determined to be the basis for

the development of effective communicative ability. The audio-lingual approach (described later

in this chapter), the audio-visual/situational approach, and the functional-notional approach to

language teaching were the results of reconstructionism in the foreign language curriculum

design and implementation.

The language learning process was found to be vital to foreign language development in

the progressivist philosophy. “Approaches to the foreign language curriculum tend to concentrate

on creating the right environment for individual internal interlanguage development to proceed

smoothly” (Clark, 1988, p. 55). The emphasis was on method rather than syllabus definition.

Methodological procedures stemmed from psycholinguistics as an auxiliary discipline in the

study of language acquisition. The analysis of language or learners’ communicative needs was

less important. Progressivism in foreign language curricula in addition advocated the idea of

teacher development at both the individual and group level. Teachers engaged in professional

development and individual and group tasks to respond to the diversity of curricular aspects and

classroom management situations.

42
 On a historic and methodological level, foreign language education has gone through a
th
number of periods that characterizes its evolution from the 19 century to the present (Howatt &

Widdowson, 2004; Richards & Rodgers, 1986, 2001; Stern, 1983). A brief chronology of

English language teaching was found to be the basis for the identification of the various
th
innovations of foreign language education in Europe. From the 19 century onwards, this

chronology included approaches, methods, and curriculum development.

From the 1880s until 1904, the grammar translation method represented the standard way

of teaching foreign languages in European schools and colonies (Howatt & Widdowson, 2004;

Richards& Rodgers, 2001). As an inheritance from the study of Latin and Greek, textbooks

epitomized the study of abstract grammar rules, vocabulary in isolation, and selected sentences

for translation. Richards and Rodgers stated, “[t]he goal of foreign language study is to learn a

language in order to read its literature or in order to benefit from the mental discipline and

intellectual development that result from language study” (p. 5). The excessive use of translation

excluded oral practice. The status of English was that of a common subject in the curriculum

rather than a specific curriculum in the European education system. In fact, any innovation

initiative aimed at solving the problems related to the teaching of grammar, vocabulary, and

translation (Howatt & Widdowson, 2004).

From 1904 to 1940, a movement against the grammar translation method prompted the

rise of natural approaches to teaching foreign languages (Howatt & Widdowson, 2004; Richards

& Rodgers, 2001; Stern, 1983). According to Howatt and Widdowson (2004) the industrialized
th
world of the 19 century brought about a language learner who did not expect to learn a foreign

language by a traditional method. Consequently, the direct method with no rules was the

43
solution. With the direct method began the debates about approaches and methods in language

teaching (Richards & Rodgers, 2001; Stern, 1983).

Defining a method was the concern of foreign language specialists for about 80 years.
th
From the 20 century onwards, the method era relied on the assumption that the solution to

foreign language teaching problems depended on innovations and improvements in teaching

methods. The Reform Movement, the need for foreign language learning, and the challenge to

meet this need consolidated the interest in improved language teaching methods among the

innovators of the time (Howatt & Widdowson, 2004).

Between the 1940s and the 1970s, the controversy between foreign language teaching

methods turned to a new approach and a new method. A group of structural specialists believed

in the oral nature of language, communication as the primary purpose of foreign language

learning, deductive learning processes, inductive procedures, and the possible contrast between

the target language and the language of the learner (Hammerly, 1970). These were the roots of

the linguistic approach. The linguistic approach in turn gave rise to the audio-lingual method

between the 1950s and the 1960s (Richards & Rodgers, 2001; Shaheidari, 1997; Vance, 2008).

“The approach was partly based on the then-prevalent belief that language learning was a

behavioral skill. According to this belief, the learning process involved cultivating habits by

reinforcing correct language uses” (Shaheidari, 2008, p. 1).

Because of its consolidation as a widespread method worldwide, the audio-lingual

method was of interest among researchers of the time. Saltzhan (1967), in his study of the

difficulties associated with research on foreign language learning, found that the superiority of

the audio-lingual method over the grammar translation method was not conclusive. In contrast,

Smith’s (1969) comparative study of the effectiveness of the traditional and audio-lingual

44
approaches to foreign language instruction revealed that traditional learners outperformed audio-

lingual students. The inconsistency of results in the two studies indicated that despite the

emergence of a new language teaching method, the grammar translation method continued to

exist as a strong teaching method that could meet the needs of learners at that time. As in the

previous years, researchers sought to determine or demonstrate the superiority or effectiveness of

one method over the other (Howatt & Widdowson, 2004).

The 1970s and 1980s marked a reaction against the method era and the dominance of

communicative approaches with their emphasis on curriculum and curriculum development

(Richards & Rodgers, 2001; Stern 1983). The new trend’s conviction was that language teaching

should focus on the way language works in real life and learners’ diversity of needs (Howatt &

Widdowson, 2004). According to the communicative approaches, the goal of language teaching

was communicative competence in diverse contexts (Hu, 2010, Kelch, 2011; Richards &

Rodgers, 2001). The Modern Languages Project or the Threshold Level (T-level), the

notional/functional syllabus with its notion and function model, and English for Specific

Purposes (ESP) preceded the consolidation of communicative approaches in England and many

parts of the world (Howatt & Widdowson, 2004).

Despite the emergence of new methods in the communicative era, the most salient

development was a shift in focus away from an interest in teaching methods to the way

curriculum operated at the level of curriculum planning, implementation, and evaluation (Stern,

1983). Another prevailing feature of the communicative trend was the focus on the learner as a

language learner and an individual (Hiep, 2007; Malathi, 2013; Cleveland-Innes & Emes, 2005).

Finally, a concern for understanding foreign and second language processes has fostered research

among the foreign language teaching community (Ellis, 1994; Fahim & Haghani, 2012).

45
 With the advent of CLT, the emphasis of foreign language teaching shifted from language

study to language learning (Howatt & Widdowson, 2004). At the heart of communicative

approaches to language learning was the definition of the purpose of the foreign language course

related to the curriculum domain. This study was about the implementation of an aligned

curriculum as an innovation initiative in foreign language teaching.

The innovation and development of foreign language education in the world required

concrete policies, perspectives, and methods (Zheng-dong, 2006). The challenge for policy-

makers, researchers, and teachers was to keep language education sustainable and functional to

comply with globalization requirements and each country’s specific policies and cultural

projections. Chang (2009) reported on the innovations of English education in South Korea

whose purpose was to prepare Korean citizens for the globalized world. A survey on the

development of English education revealed that Korean learners needed to develop

communicative and cultural competence to face the challenge of the ever-changing world.

Researchers have studied teachers’ classroom practices in relation to their attitudes

toward key aspects of CLT. Coskun (2011), for example, explored a group of teachers’ practices

in relation to group work activities, accuracy, fluency, error correction, and teacher role.

Inconsistencies between current classroom practices and teachers’ attitudes toward core features

of CLT were evident. The discoveries of Coskun’s (2011) study were coherent with current

research related to the application of CLT, namely teachers’ difficulties in following

fundamental principles and methodological procedures.

In the last 20years, three main innovations in English teaching and learning have attracted

the attention of educators, researchers, and teachers. They are as follows: 1) the introduction and

application of a new approach or method (Cleveland-Innes & Emes, 2005; Lamie, 2004; Ogilvie

46
& Dunn, 2010; Rahman, 2010; Hemispheric Project ,2006; Power & Cohen, 2005; Sanchez,

2004; Santopietro Weddel, 2006), 2) key stakeholders’ reaction or reactions to innovation,

namely language teachers (Liu, 2009), and 3) factors that affected teachers’ curriculum

implementation (Wang & Cheng, 2009). The first innovation related to the use of alternative

approaches and methods, such as competence-based language teaching (CBLT), multiple

intelligences, and whole language. This innovation included the current communicative

approaches used in language teaching – cooperative language teaching, content instruction, and

task-based learning.

Duxbury and Tsai (2010) studied the effects of cooperative language learning

(motivation, teacher interactions, student personality, and student background) on foreign

language anxiety at the university level. Cooperative language learning allowed students to learn

in groups while they fulfilled common learning goals (Zhang, 2010). This approach promoted

student independence, individual accountability, interaction, social skills, and reflection

(Wichadee & Orawiwatnakul, 2012). According to this study, the relationship between

cooperative language learning and anxiety was not clear. Cooperative language learning was

found not to have an ameliorating effect on anxiety, either.

The second manifestation of innovation dealt with teachers’ attitudes toward and

experience with the implementation of new approaches, methods, strategies, and assessment

strategies that led to student achievement, school improvement, teacher professional

development, and lifelong learning (Gordon, 2004; Kobalia & Garakanidze, 2010). Clark (1987)

classified teachers as conservatives, adopters, adaptors, and innovators, depending on the

reaction to innovative attempts. Finally, internal and external factors affected curriculum

implementation. Another central issue was understanding why language teachers have

47
approached language curriculum implementation differently (Shawer, Gilmore, & Banks-Joseph,

2009). The prominence of communicative language teaching (CLT) has prompted researchers to

explore the nature of communication, the relationship between form and meaning, the connection

between accuracy and fluency, and the role of teachers, learners, and materials in curriculum

implementation (Demirezen 2011, 1984; Eisenchlas, 2010; Richards and Rodgers, 2001).

Foreign language education in Colombia: History and reforms. As stated in the

previous chapter, the history of English teaching in Colombia dated back to postcolonial times

with Simon Bolivar’s and Francisco de Paula Santander’s political reforms because of

Colombia’s political independence from Spain. These political reforms brought about changes in

the educational system and teaching became a scientific, technical, and methodological activity

in the new republic of Colombia (Gómez, 1971). The main changes in education were the

decline of Latin as the only means of developing culture in schools and universities, the need for

more effective communication in Europe, and the need for new approaches to language teaching

(Howatt & Widdowson, 2004; Richards & Rodgers, 2001).

The method era permeated the evolution of English teaching in Colombia – from the

grammar translation method to the current communicative approaches. The use of the linguistic

method or structuralism (later the audio-lingual method) represented the transition between the

emphasis on form and the prevalence of use and meaning in language teaching in the 1970s

(Gómez, 1971). The central features of the linguistic method were the use of equivalent words or

phrases, the linguistic patterns, the study of sounds – pronunciation and phonetic transcription-

and the use of intonation lines to indicate the change in intonation.

Since 1979, the Ministry of Education has been trying to establish a solid and

internationally recognized foreign language policy. Colombian official efforts translated into five

48
curriculum reform initiatives – the inclusion of French as the second foreign language in the

curriculum as a result of globalization, the English syllabus, the Colombian Framework for

English or the COFE project, the General Law of Education, and the Curricular Guidelines for

Foreign Languages (Usma, 2009). The implementation of curriculum innovation efforts were

always subject to contextual constraints of diverse sorts – political, economic, ideological,

cultural, and institutional (Douglas, 2003; Howard & Millar, 2008; Wang & Cheng, 2005). In

this regard, the results of curriculum reforms at different levels appeared to be unpredictable.

Wang and Cheng (2005) stated that “[t]eachers [and parents] and students, especially, get

discouraged because of unpredictable and insurmountable hurdles that they perceive difficult to

overcome” (Introduction).

Globalization drove educational and foreign language reforms in Colombia (Usma,

2009). The inclusion of French in 1979, specifically, represented strong evidence of the impact

of political, economic, and sociocultural pressures over educational reforms at a global, national,

regional, and local level (Olcott, 2008; Tochon, 2009; Van Reken & Roshmore, 2009; Vidali &

Adams, 2006). The purpose of including another foreign language in the Colombian curriculum

was to establish more effective connections with the world through effective changes in the

educational system and offer Colombian citizens an effective tool for international

communication. Vidali and Adams (2006) stated, “[w]hether change is implemented in response

to the recognized needs of students or whether change is brought about by new government

policies in reaction to national, regional, and global issues is less important than the impact on

students” (p. 4). With students’ benefits as an overarching goal, the Colombian education system

entered a period of consolidation of foreign language teaching at both the secondary level and

the university level. Mejia’s study (as cited in Usma, 2009, p. 3) suggested that this curriculum

49
innovation attempt failed because of evidence of improvisation and isolation in the foreign

language curriculum policies of that time.

The English syllabus (the notional/functional approach), the second major curricular

reform in the 1980s, marked the start of the implementation of new approaches to language

teaching in Colombia. According to Usma (2009), this new innovation initiative was the result of

partnership relations between the Colombian Ministry of Education, the British Council, and the

Colombian-American Center (Centro Colombo Americano). The English syllabus focused on

students’ language proficiency, curriculum goals and objectives at schools, and the use of

communicative materials for language teaching. As a curriculum innovation in Colombia, the

English syllabus appeared as the communicative approach, or communicative language teaching,

consisting of three main aspects: function, notion, and form (Howatt & Widdowson, 2004;

Kennedy and Bolitho, 1990; Richards & Rodgers, 2001; Widdowson, 1991). Communicative

competence at that time consisted of four major components: the linguistic component, the

discourse component, the referential component, and the sociocultural component (Ministerio de

Educación Nacional, 1982, 1984, 1988). The Ministry of Education in partnership with the

Instituto Electrónico de Idiomas published the English language program for both secondary

education and middle and vocational education in 1982 (Antiguo Electrónico de Idiomas, n.d;

Ministerio de Educación Nacional, 1982). The Instituto Electrónico de Idiomas was an

educational institution that worked in partnership with the Colombian Ministry of Education

(Antiguo Electrónico de Idiomas, n.d).

A number of factors hindered the implementation of the English syllabus. Usma (2009)

mentioned some of them: teachers’ low-level of oral proficiency, difficulty in intensifying the

number of hours for English in the official curriculum, and teachers’ lack of familiarity with the

50
new approach to language teaching, and their negative reaction to change. Kirkogz (2008) stated

that, “[t]eachers’ understandings of the principles of an innovation and their background training

play a significant role in the degree of implementation of a curriculum innovation” (Section 2,

para. 5). Continual support was crucial to adaptation and implementation of new curricular

practices.

The Colombian Framework for English (COFE) was another innovation initiative for the

development of language teaching and learning in Colombia, undertaken by a group of teachers

of English from Colombian higher education institutions in 1991 (Rubiano, n.d). The mission of

the project was to improve the quality of teacher education in Colombia (Rubiano, n.d). Unlike

previous innovation attempts, the focus was the quality of English teaching and learning at the

university level rather than improving the quality of foreign language teaching and learning at

the primary or secondary level. In essence, the Colombian Framework for English translated into

four major purposes: professional development, the use and promotion of self-access centers,

the notion of reflective practice, and the teacher as researcher philosophy (Usma, 2009).

The implementation of the COFE project was not successful because of constraints

derived from teachers’ difficulties with the new challenge teachers had to face in curriculum

implementation and professional development (Usma, 2009). The idea of teachers as researchers,

for example, was not easy to adopt and practice. In addition, universities did not seem to have

adequate preparation for such a structural and academic transformation (McNulty & Usma,

2005).

The publication of the National Law of Education in 1994 represented a big change in the

history of language teaching and learning in Colombia. According to Usma (2009), the new law

influenced not only public education but also private institutions. Usma (2009) stated,

51
“[a]dditionally, in its articles 21, 22, and 23, the national policy highlighted the need to learn at

least one foreign language starting in elementary school, and included foreign language teaching

as another mandatory area in the curriculum…” (p. 5).

The National Law of Education has suggested a flexible, participative, and integrated

people’s development (Ministerio de Educación Nacional, 1999). These principles were present

in the three core components of the Curricular Guidelines for Foreign Languages, the fifth major

development in the history of foreign language teaching in Colombia and included foreign

language curriculum elements and approaches, foreign language teacher continuing education,

and new technologies in the foreign language curriculum (Ministerio de Educación Nacional,

1999). These Curricular Guidelines represented an initial step in implementing the National

Bilingual Program. However, the proposal was unable to meet teachers’ expectations in terms of

professional autonomy and practical teacher development (Usma, 2009).

Bilingualism and Bilingual Education

This section of the chapter focused on bilingualism and bilingual education as two forms

of innovation that intended to offer opportunities for the use and promotion of more than one

language in a classroom or a country. Defining bilingualism was found not to be an easy task

because different countries offered this innovation according to the population and the purpose

of the bilingualism proposal (Lessow-Hurley, 2005). The various definitions of bilingualism

resulted in three main perspectives – the linguistic perspective, the societal perspective, and the

language-acquisition-processes perspective (Hamers & Blanc, 2000; Hakuta & García, 1989;

Lessow-Hurley, 2005; Nurlund, 2005; Obando, Combs, & Collier, 2006; Roeper, 1999).

The most straightforward definition of bilingualism stemmed from the linguistic

perspective. “Bilingualism is the ability to communicate in two different languages”

52
(Encyclopedia of Children’s Health, n.d). The societal perspective on bilingualism posited that

communities, societies, and individuals used the same linguistic code. This commonality made

them bilingual. The emphasis was on societal purposes rather than individual performance or

interests. Lessow-Hurley (2005) suggested that bilingualism has been a common cultural

characteristic throughout history. Societal bilingualism included the social, political, and

educational status of a new language in a country or a community. In some countries, such as

China, Canada, Sweden, and Puerto Rico, an unincorporated territory of the United States, for

example, people were found to communicate in more than one language, and this language has

become a part of the educational repertoire in the classroom.

The third perspective on bilingualism dealt with language acquisition processes and level

of competence in more than one language (Stern, 2009). In the first case (language acquisition),

two processes were found to occur at the same time (Bhatia & Ritchie, 2006). Children and

individuals acquired the new language through interaction with the immediate environment. In

the second case (level of competence or proficiency), bilingualism related to the availability of

two languages that individuals use with a high level of proficiency (Bialystok, McBride-Chang

& Luk, 2005).

Bilingual education programs followed the societal perspective (Hakuta & García, 1989).

Bilingual programs were a combination of linguistic issues and a societal dimension. The

purpose was to offer a societal group a second language via the official school curriculum (Stern,

2009). In the United States and Colombia, bilingual programs incorporated a mainstream

language into the official curriculum (Minaya-Rowe, 1980). In contrast, many other Latin

American countries, such as Mexico, Guatemala, Peru, Bolivia, Paraguay, and Brazil have

incorporated indigenous languages to offer minority groups Spanish or Portuguese as a second

53
language (Cummings & Tamayo, 1994). In the post-colonial English-speaking Caribbean,

foreign language education followed a societal perspective as well (Bakker-Mitchell, 2002).

Educational institutions have offered language programs to broad populations seeking to develop

the communicative abilities of those populations.

Bilingualism in Colombia. The latest foreign language curriculum innovation attempt in

Colombia has been the National Bilingual Program. The central purpose of this program was to

improve the quality of English teaching and learning at the various educational levels in the

country (Cárdenas, 2006; Usma, 2009). The implementation of the National Bilingual Program

was found to include three lines of action: definition and dissemination of standards for English

in basic and middle education, definition of a solid and coherent evaluation system, and teacher

training plans (Cárdenas, 2006; Cely, 2008; Ministerio de Educación Nacional de Colombia,

n.d). The Ministry of Education established that by 2019 students would be at specific levels of

proficiency (A1, A2, B1, B2, C1, and C2) according to the scale of the Common European

Framework of Reference (CEFR), and the European language standard in Colombia (Cárdenas,

2006).

According to De Mejía and Tejada (2003), the history of bilingual education in Colombia
th
dated back to the early 19 century with the emergence of private bilingual schools in the most

important cities in the country (Bogotá, Medellín, Cali, Barranquilla, and Cartagena). The goal of

bilingualism at that time was to cater to the needs of students to study abroad to obtain better job

opportunities on their return to the country. De Mejia and Tejada (2003) noted, “[t]here exists a

variety of conceptions in Colombian bilingual schools about what is, or should be the

characteristics of bilingual education programmes, which to a certain extent, reflect the

54
circumstances of the foundation of individual establishments” (p. 3). Such individual

establishments for private bilingual education appeared to stem from general legislation.

Although research on bilingualism in Colombia has been limited, evidence of the need to

design appropriate proposals for implementation in specific contexts existed. In this respect, the

research questions in this study attempted to provide insight on the implementation of an aligned

foreign language curriculum as an innovative strategy to promote the use of a second language in

the country. De Mejía and Tejada (2003) reported on a qualitative study to explore the

development of a bilingual curriculum in a monolingual school in Cali, Colombia. The

observations indicated that in this type of school flexible curricular proposals may have been

successful, namely when the school community participated actively and fostered empowerment

among key stakeholders. In contrast to the general policies of the past, current bilingual

education policies defined specific purposes for the implementation of bilingual education

programs in Colombia. Evidence of these policies has been the Common European Framework

of Reference for Languages (CEFR), the Standards for English, and the Teacher Development

Program (TDP).

The Common European Framework of Reference for Languages (CEFR).The

preference for the British culture was a common characteristic in the English teaching circles
th
until the first half of the 20 century (Gómez, 1971). Because of political, economic, and cultural

reasons, Colombia has maintained educational relationships conducive to transcendental changes

in the language teaching field. However in terms of the development, implementation of national

standards, and language competence, the Colombian foreign language system has been a

combination of the European, American, and Canadian systems (American Council on the

Teaching of Foreign Languages, n.d; Council of Europe, 2001; Klieme et al., 2004;

55
Paulikowska-Smith, 2002). At the heart of this hybrid mix was the adoption of a competency-

based model.

The latest innovation in this respect was the adoption of the Common European

Framework of Reference for Languages: Learning, Teaching, and Assessment in 2006

(Ministerio de Educación Nacional, 2006). With the support of the British Council, the

Colombian education system adopted CEFR to provide schools, universities, and secretaries of

education with an effective tool to measure the levels of communicative competence students

have reached after 11 years of contact with the English language (Programa Nacional de

Bilinguismo, 2009). According to Cely (2007), the country needed a document of reference that

did not exist. The National Ministry of Education found CEFR flexible, adaptable to the

Colombian context, complete, and a basic reference for the National Bilingualism Program.

In essence, CEFR constituted a theoretical and practical pedagogical tool for organizing

language teaching and learning concerning syllabi, curriculum issues, assessment techniques,

and materials (Council of Europe, 2001). At the heart of the document was the specific purpose

of describing the language learners need to acquire to communicate in diverse contexts. “The

Framework also defines levels of proficiency which allow learners’ progress to be measured at

each stage of learning and on a life-long basis” (Council of Europe, 2001, p. 1). As a reference

for language learning and teaching in the various levels of an education system, CEFR was a

project that fostered international relationships and cooperation among institutions and has

represented a solid foundation for national assessment and accountability (Little, 2006, 2007,

2009; Gouveia, 2006; Morrow, 2005). In general, CEFR has intended to standardize language

learning programs regarding learners’ individual factors, educational levels, language

certification, and self-directed learning.

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 Implicit in CEFR was an approach to language use and learning (Council of Europe,

2001). “The action-based approach… takes into account the cognitive, emotional and volitional

resources and the full range of abilities specific to and applied by the individual as a social

agent” (The Council of Europe, 2001, p. 9). This approach was a composite of interrelated

elements that reflected the nature of language, learners’ factors and teaching and learning

implications. Sentence deleted.

CEFR described levels of competences, knowledge, skills, and the context in which

language users were required to demonstrate those attributes (Council of Europe, 2001). As a

reference for assessment, CEFR consisted of six broad levels that described learners’

communicative language competence and led to three types of language users: basic,

independent, and proficient (Council of Europe, 2001; Gouveia, 2006; Heyworth, 2006; Little,

2006, 2007). The following table demonstrated the progressive character of the six common

levels. A global representation or a global scale was a part of an appendix section at the end of

the dissertation (see Appendix G).

Table 1

Progressive Character of CEFR’s Broad Levels of Language Competences

C2 Mastery

C Proficient User C1
Effective Operational Proficiency

B2 Vantage
B Independent User
B1 Threshold

A2
A Basic User Wastage
A1

57
 From Estándares Básicos de Competencias en Leguas Extranjeras: Ingles (p. 3), by
Ministerio de Educación Nacional, 2006, Bogotá, Colombia: Ministerio de Educación Nacional.
Copyright 2006 by Ministerio de Educación Nacional. Adapted with permission.
Basic standards for English in Colombia. The impetus for implementing standards-

based education in the Unites States and other countries was a common characteristic in the area

of curriculum planning, curriculum implementation, and curriculum evaluation in the 1990s and

2000s (Green, 2007; Marzano & Haystead, 2008; McClure, 2005; Popham, 2010; Oliva, 2005;

Wiles & Bondi, 2010). In Colombia, the demand for performance and increasing accountability

brought a focus on both content standards (academic content standards) and performance

standards (student academic achievement standards). The National Ministry of Education issued

the Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés (Basic Standards of

Competencies in Foreign Languages: English) as an official document that aligned teachers’

assumptions and practices to foreign language education in Colombia (Ministerio de Educación

Nacional de Colombia, 2006); Guerrero & Quintero, 2009; Ministerio de Educación Nacional de

Colombia, 2010). The basis for the definition of standards for English in Colombia was the

Common European Framework, Learning, Teaching, and Assessment (CEFR) (Cárdenas, 2006).

The publication of the standards in the form of a handbook was one of the strategic alignment

initiatives of the National Ministry of Education to ensure foreign language education for

Colombian students.

The political spirit of the basic standards for English in Colombia has been to provide

Colombians with the proper conditions to develop communicative competence in English.

According to Ministerio de Educación Nacional de Colombia (2006), Colombian citizens were

able to compete successfully in a globalized world. At an educational level, the Basic Standards

of Competencies in Foreign Languages: English has been clear and public criteria for

establishing basic quality levels for boys and girls in the various Colombian regions. In addition,

58
the standards for English in Colombia allowed the members of the educational community

(administrators, teachers, and parents) to know what schools expected from students in primary

and secondary school in terms of foreign language achievement. “The Common European

Framework provides a common basis for the elaboration of language syllabuses, curriculum

guidelines, examinations, textbooks, etc. across Europe. The framework describes what language

learners have to learn to do in order to use a language for communication…” (Council of Europe,

2001, p. 1).

The diffusion and application of the basic standards for English started in 2007. Since

then some Colombian authors have tried to evaluate and justify their formulation (Cárdenas,

2006; Guerrero & Quintero, 2009; Sánchez & Obando, 2008; Usma, 2009). The emphasis of

these authors’ articles has been on political and cultural issues, and relevance for the Colombian

educational system. Research on the implementation of this innovation has yet to be determined.

The Teacher Development Program (TDP). The National Ministry of Education

launched TDP in 2007. This has been a curriculum program within the latest foreign language

policy implementation in Colombia. In line with the program, teacher professional development

has been pivotal in improving the quality of foreign or second language education – English - in

the country (Ministerio de Educación Nacional de Colombia, 2009). At the core of TDP was the

belief that both human and social capital are central to bring about change conducive to

transformation, quality, and accountability in the wider education arena (Bono & Anderson,

2005).

As a fundamental part of professional development, adult learning built on a number of

principles that permeated professionals’ decisions and actions (Gordon, 2004). TDP

implementation has relied on the following principles: motivation for learning, life experiences,

59
engagement in the learning process, variety of learning styles, sense of self-direction, and

affiliation needs. Teachers who participated in TDP’s training courses demonstrated motivation

for learning by participating actively in the scheduled sessions and using their lived experiences

to engage in and enrich their own professional development process. Teachers, in addition, took

advantage of self-directed learning while engaging in pedagogical conversations with their peers

to share experiences, learn from each other, and grow professionally (Gordon, 2004).

The Ministry of Education proposed this program in consultation with the British

Council-Colombia to improve the foreign language teaching and learning processes in the

country. “The MEN – TDP [has been] grounded on the belief that there [exists] a great potential

for improving teaching in state-schools in Colombia” (Ministerio de Educación Nacional de

Colombia, 2008, p. 2). The central innovation of TDP was the implementation of an aligned

curriculum. Dowd (1996) stated, “[c]urriculum alignment is a systems approach to the

development and evaluation of curriculum” (p. 1). Input, process, and product aligned to

facilitate policy implementation and specific teaching and learning conditions in the classroom –

content standards implementation, human capital availability, and instructional resources use

(Martone & Sireci, 2009). Curriculum alignment at an urban public secondary school in a

Northern city in Colombia, South America included the interaction between standards for

English, qualified teachers (trained in MEN –TDP courses), and basic technology as a tool for

English teaching and learning in grades seven, eight, and nine.

Curriculum Alignment

In recent years, educational systems have used tools and instruments to effect systematic

change (Penuel, Fishman, Gallagher, Korbak & Lopez-Prado, 2008). One of the most recent

instruments in this respect has been alignment. The definitions of alignment were found to range

60
from the generic conceptualization of the term and its application in education to specific use in

curriculum planning, curriculum implementation, and curriculum assessment (Bennet, 2005). In

addition, definitions aimed at establishing the criteria educational systems use suggested a

coherent relationship between what teachers taught to ensure the quality of the educational

service.

In a generic sense, alignment related to an intrinsic relationship among a number of

elements (Bennet, 2005). Dictionary entries have suggested close connection, articulation,

agreement, proper coordination of parts, and cooperation (Martone & Sireci, 2009). Implicit in

these conceptualizations was the marked intent of maintaining clear and effective connections

among the various elements of a whole to ensure the existence of an entity.

In the educational arena, Case, Jorgensen, and Sucker (2004) provided the most insightful

definitions of alignment. The authors stated, “[i]n the context of education, alignment can be

…the degree to which the components of an education system—such as standards, curricula,

assessments, and instruction—work together to achieve desired goals …” (p. 2). This definition

has suggested the complex nature of educational systems as a series of components. The

interaction among standards, curricula, assessment, and instruction resulted in actions related to

the service of learners and society at large. Each component contributed to the success or failure

of the learning process (Glatthorn, 1999).

Webb (2002) provided another complete definition of alignment that addressed the

central purpose in education. Webb stated, “[a]lignment is defined as the degree to which

expectations and assessments were in agreement and serve in conjunction with one another to

guide the system toward students learning what they are expected to know and do” (p. 1). The

key point in this definition was the quality of the relationship between two components –

61
expectations and assessment. Assessment of student learning met students’ expectations

concerning the skills, knowledge, and attitudes acquired as a result of instruction. Curriculum

implementation in this regard ensured achievement and continual improvement at both the

student level and the school level.

At the school level Martone and Sireci (2009) defined alignment as “the degree to which

the curriculum across the grades builds and supports what is learned in earlier grades” (p. 1334).

In this regard, curricular alignment allowed schools to articulate curricula not only with other

schools but also with higher education institutions (universities and colleges). In this perspective,

the same authors’ state, “[i]n a classroom setting, instructional alignment refers to the agreement

between a teacher’s objectives, activities and assessments so they are mutually supportive …” (p.

1334). Herbert, Joyce, and Hassall (2008) addressed the alignment of instructional activities

across curriculum design, instruction, and assessment.

In a less broad perspective, English (2000) provided a brief definition, addressing two

practical aspects of the learning process – the content format of the test and the content format of

the curriculum in action. In essence, this definition suggested “the match or overlap” between

these two aspects. Teachers as curriculum developers worked to improve this overlap in favor of

students’ learning.

English (2000) introduced the terms frontloading and backloading to refer to the close

relationship between the test and the curriculum. Frontloading was defined as curriculum

developers writing curricula and tests to assess learning. The central issue was that the test

followed the curriculum, not the opposite. Backloading suggested the opposite situation –

curriculum developers started with the test and moved toward the curriculum. Technically

speaking, teaching to the test became a prevalent instructional practice.

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 Curriculum alignment and development. Glatthorn (1999) proposed a wide extension

of alignment by focusing on a number of curricula that interact in the three main phases of

curriculum development – planning, implementation, and evaluation. Glatthorn posited that

teachers and students made more productive use of the learning process by combining eight

diverse curriculum possibilities in the school setting and in an era of standards, mandated

assessment, and accountability. Glatthorn’s curriculum categories included the hidden

curriculum, the excluded curriculum, the recommended curriculum, the written curriculum, the

supported curriculum, the tested curriculum, the taught curriculum, and the learned curriculum.

The hidden curriculum referred to the curriculum that teachers do not teach explicitly (not

intended). Rather, this curriculum pertained to the school culture’s domain. Students learned

from day-to-day classroom practices related to the education system, the school, and the

classroom dynamics (use of time, space allocation, funding for programs, activities, projects, and

disciplinary policies and practices, among others). The excluded or null curriculum was the part

of the curriculum implementation (subject matter) that curriculum developers excluded from

regular practices in an intentional or unintentional manner. The recommended curriculum

emanated from experts’ experience and preferences. The written curriculum was the official

curriculum or official document that specified scope and sequence, syllabi, curriculum guides,

and course guidelines (Posner, 2004). The supported curriculum was presented in the form of

preferred textbooks, resources, and other materials available on the market. The tested

curriculum was the curriculum that test developers, school systems, and teachers addressed when

preparing their assessment instruments for different purposes (standardized tests, classroom tests,

competency tests, and performance tests). The taught curriculum was the operational or enacted

63
curriculum (what the teacher taught in practice). Finally, the learned curriculum was the intake

from the learning process – what students learned.

Researchers have addressed alignment among some types of curriculum to determine

how they needed adaptations to cater to state standards and the specific needs of teachers and

students in curriculum implementation processes (Amaral & Garrison, 2007; Herbert et al.,

2008). In their studies, Amaral, and Garrison found that students were able to make connections

with standards when teachers found a way to extend curriculum or lesson content to make

students apply the knowledge learned from their experiences in other situations. Herbert et al.

explored the issue of operational alignment between the entire curriculum implementation

process and specific instruction philosophies. The issue was related to the various curriculum

perspectives discussed above. The transfer of knowledge from the classroom to real-life

situations validated the implementation of any curricular perspective.

Alignment of curriculum, instruction, and assessment. Curriculum, instruction,

assessment, and professional development were integral parts of an educational system

(Glatthorn, 1999). Each component represented an instance in the entire educational structure

and aligned with the others to ensure student achievement and success at the school level.

According to the theoretical tenets of alignment research, the contributions of each component of

the system led to the consolidation of a standards-based education system. With the evident

emphasis on standards in the early 1990s, alignment, and alignment research gained popularity

among policy-makers, researchers, and educators (Bennet, 2005; Case, Jorgensen, & Zucker,

2004; Glatthorn, 1999; Martone & Sireci, 2009; La Marca, 2001; Lombard, 2006; Webb, 2002).

The Elementary and Secondary Education Act of 1965 (ESEA), the Improving Americas School

64
Act of 1994 (IASA) and No Child Left Behind (2002) in the American education system

preceded today´s alignment methods (Case et al., 2004).

The impetus toward standards-based education systems has gone beyond analyzing

intrinsic relationships within schools and classroom settings. Recent studies on curriculum

alignment have focused on test scores and student performance in relation to curricular

expectations at both the school and the student level (Martone & Sireci, 2009; Roach, Niebling,

& Kurz, 2008; Webb, 2002). In fact, researchers have tried to evaluate the interconnection

among standards, instruction, assessment, policies, the nature of score results, and cognitive

demand (Davis-Becker & Buckendahl, 2013).

Researchers have used three traditional alignment methods to evaluate and document the

alignment between standards and assessment – sequential development, expert review, and

document analysis (Case et al., 2004). Most researchers concerned with curriculum alignment

acknowledge three methods or models – the Webb, Achieve, and the Surveys of Enacted

Curriculum (Case et al., 2004; Martone & Sireci, 2009). The following table depicted each

model in terms of their salient characteristics and criteria for alignment.

Table 2

Leading Alignment Models

Model Salient Characteristics Criteria for Alignment

Webb Focus on the degree of Content focus, articulation across grades

alignment between and ages, equity, and fairness,

standards and assessment pedagogical implications, and system

Standards as broad applicability

content domain Webb’s content focus dimensions:

65
 Skills as objectives. categorical concurrence, depth of

knowledge, range of knowledge, balance

of representation, structure of knowledge,

Dispositional consonance.

Achieve Emphasis on specific Item-by-item analysis

areas. Set-of-item analysis.

Quantitative and

qualitative alignment

comparison.

Objectives as the most

specific level of

outcome.

Surveys of Focus on the comparison Content match, expectations for student

Enacted of the degrees of performance, instructional content.

Curriculum alignment for standards,

(SEC) Method instruction, and

assessment across

schools and states

Based on a content

validity approach.

From “Alignment in Educational Assessment,” (p. 8 - 9), by B. J. Case, M. A. Jorgensen,

and S. Zucker, 2004, San Antonio, TX: Pearson. Copyright, 2008 by Pearson Education.
Adapted with permission.

66
 Two well-known studies on alignment were: the effects of state policies and professional

development on science curriculum implementation by Penuel, Fishman, Gallagher, Korbak, and

Lopez-Prado (2008) and Lombard’s (2008) study of the Minnesota Comprehensive Assessment-

II with state standards in reading and literature for grades three through 10. The former

investigated the effect of the implementation of the Global Learning and Observations to the

Benefit of the Environment (GLOBE) program as a part of the Alabama Mathematics, Science,

and Technology Initiative (AMSTI) in the state of Alabama.

The results of this quantitative study indicated that a sense of alignment of official

innovation initiatives with teachers’ organizational goals was not always the reality in innovation

implementation. “Efforts to persuade teachers of the alignment of GLOBE to their own and their

school’s goals …were unsuccessful, with teachers’ judgments diverging widely from those of

policy makers and professional developers in the program” (Penuel, et al., 2008, p. 671). The

discrepancy between policy-makers’ purposes and administrators’ implementation applied to

teachers’ organizational and teaching goals (Wang, 2010).

The Minnesota Comprehensive Assessment-II with state standards in reading and

literature for grades three through 10 was an alignment study conducted by Lombard (2008). The

observations of this study suggested positive alignment for Webb’s cognitive consistency,

categorical concurrence, and range-of-knowledge. Nevertheless, the panel reported a negative

alignment with respect to balance-of-representation.

In the present study, a combination of the Webb model and the Surveys Enacted

Curriculum method was desirable on the grounds of the purpose of the study stated in the

introduction. The implementation of an aligned foreign language curriculum as a school

innovation resulted in the examination and understanding of the connections among the

67
educational elements involved from key stakeholders’ perspectives. An aligned foreign language

curriculum referred to a mixed core syllabus consisting of mandated standards, a common

reference for teaching, learning, and assessment, specific teaching resources and materials, and a

qualified team of teachers for classroom implementation.

Curriculum alignment in Colombia. As in many education systems worldwide, the

concept of curriculum alignment in Colombia has been considered a new one. The nearest

related term to alignment was found to be articulation, a term used by Oliva (2005) in his book

Developing the Curriculum. Pineda (2001) used this term to make reference to the evaluation in

the English as a foreign language curriculum. In a more technical perspective, Cuesta (2010)

considers alignment among instruction, motivation, and students’ performance in curriculum

design processes. In language teaching, specifically, the term alignment has been gaining some

popularity among policymakers and curriculum specialists.

The scarcity or lack of research on curriculum alignment in its various manifestations has

made this study relevant in terms of the existing gap in knowledge about the failure of innovation

attempts in Colombia, the diversity of voices participating in the study, and the potential

improvements for practice in a specific foreign language and learning context. Accumulating

data on these issues translated into a deeper understanding of the problem under investigation.

The answer or answers to the research questions in this study may have resulted in potential

solutions for improvement.

The English Language Aligned Curriculum in Theory and Practice

At this point of the chapter, shaping, and putting the English language aligned curriculum

into practical terms was a must. Marsh and Willis (2006) stated, “[b]asically, curriculum

alignment attempts to ensure maximum congruency between the planned curriculum and the

68
enacted curriculum through extensive testing of what is taught” (p. 260). The mixed nature of the

study suggested the Webb model and the Surveys Enacted Curriculum method. In practice, the

two models translated into the alignment among standards (Basic Standards for English in

Colombia), assessment (CEFR), and instruction in the classroom (roles of teachers and resources

or teaching materials).

As a school-based curriculum innovation, the English language aligned curriculum was

central to students’ preparation from primary school to high school. In high school specifically,

students received 10 hours of English instruction per week. The teachers of English as

curriculum implementers participated in a six-month teacher development program and received

a special permission to be a part of the National Bilingual Program (NBL) in three high schools

in a Northern city in Colombia. In addition to participating in NBL, the teachers used

technological resources and teaching materials to cater to the aligned curriculum and the

students’ communicative needs. A British series as a textbook was the basis for syllabus

adaptation and implementation. A group of national tutors for English teaching in Colombia was

responsible for teachers’ guidance in planning and monitoring the foreign language innovation.

Communicative Language Teaching (CLT). The key to curriculum development was

curriculum implementation (Kobia, 2009). The enacted curriculum reflects what teachers and

learners did in the classroom in terms of approaches to teaching and learning, instructional

techniques, roles of teachers and learners, roles of materials, and assessment techniques.

“Curriculum implementation is crucial as it is at this stage that curriculum is consumed by its

target users especially the learners” (Kobia, 2009, p. 304). The aligned foreign language

curriculum in this proposal embraced the central perspective of Communicative Language

Teaching or CLT.

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 In contrast to previous philosophical foundations for language teaching, CLT prioritized

communication over language form. Its ultimate goal was communicative competence (Al-

Humaidi, n.d; Canale & Swain, 1980; Hiep, 2007; Magnan, 2007; Richards & Rodgers, 2001,

2006; Savignon, 1991, 2001; Savignon & Wang, 2003; Sato & Kleinsasser, 1999; Ya, 2008).

Communicative competence referred to the use of the target language for meaningful and

purposeful communication (Hymes, 1991; Howard & Millar, 2008; Parish, 1987; Petkute, 2010;

Richards, 2006; Siemon, 2010; Widdowson, 1978).

Literature on CLT has been extensive in both theory and practice. Richards and Rodgers

(2001) highlighted four major features that seemed to characterize this communication-based

approach to language teaching:

1. Language is a system for the expression of meaning.

2. The primary function of language is to allow interaction and communication.

3. The structure of language reflects its functional and communicative uses.

4. The primary units of language are not merely its grammatical and structural features,

but categories of functional and communicative meaning as exemplified in discourse

(2001, p. 161).

With the creation of standards for foreign language and the adoption of CEFR,

communicative language teaching took on another dimension. From the impetus on language

learning, language teaching transformed into an approach that emphasized both academic content

standards, or input, and performance standards, or outcomes, of learning (Lavanova & Shunin,

2008; Power & Cohen, 2005; Richards & Rodgers, 2001; Santopietro Weddel, 2008). In fact, the

adoption of the standards movement led to the adoption of Competency-Based Education (CBE).

“CBE addresses what the learners are expected to do with the language, however they learned to

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do it” (Richards and Rodgers, 2001, p. 141). Despite its classic form, CLT has been the basis for

the development of related approaches, such as Task-Based Teaching (TBT), Content-Based

Instruction (CBI), and Computer-Mediated Communication or CMC (Richards & Rodgers, 2001;

Siemon, 2010).

What made communicative language teaching innovative in an aligned curriculum was its

systematic and consistent implementation in a public school (Pan, 2013). Teachers and

administrators had the professional responsibility of making the most of the teaching and

learning process through ongoing monitoring and student assessment. CLT in its theoretical

dimension allowed teachers and students to use the target language as the means of

communication in the classroom to foster interaction, language competency, and student

achievement (Malathi, 2013: Pan, 2013).

Education systems in different parts of the world have made similar attempts to

implement CLT as an innovation in their language curricula, namely in Asian contexts

(Adamson & Yin, 2008; Howard & Millar, 2008; Jeon, 2009; Liao, 2000; Liu, 2009; Rahman,

2010). Literature on communicative language teaching has shown how teachers have reacted to

its adoption and what researchers suggested for successful implementation. In Colombia, the

communicative era has been in vogue, namely in the form of competency-based education (task-

based instruction and content-based instruction). Research on the implementation of CLT did not

exist.

Teacher training. The practice of teacher training started from behavioral theory of

teacher empowerment and reconstruction of experience by Skinner, Pavlov, and Thorndike,

among others. This theory in turn led to new knowledge and decision-making (Gordon, 2004;

Moran & Dallat, 1995). Teachers as syllabus implementers demonstrated their involvement in

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their own professional development by planning, delivering, and evaluating their instructional

and assessment practices. They used their experience, prior knowledge, beliefs, and professional

roles to achieve the curriculum’s educational and communicative purposes. In addition,

throughout the aligned curriculum implementation, teachers were open to a variety of

professional development alternatives (peer coaching, team teaching, collegial support groups,

action research, and reflective writing). In so doing, the teachers made training visible in the

classroom while they connected their training experience with the experience of classroom

activities. This was an opportunity for teachers to become creative decision-makers. Moran and

Dallat (1995) suggested that a teacher should adopt an intelligent attitude rather than a habitual

perspective in his or her teaching practices.

Resources and materials. As a foreign language teaching innovation, the aligned

curriculum made use of adequate resources and teaching materials. Adequate in this context

meant that resources and teaching materials related to the central innovations in the curriculum:

the basic standards for English and CEFR’s performance levels. An international English course

(student’s book, video activity book, workbook, CD-ROM, self-study audio CD, and teacher’s

edition) embodied the core syllabus. Low technology (tape recorders, slides, and videos) and

high technology (computer-mediated communication) supports the aligned curriculum

implementation (Diamond, 2008).

Textbooks continued to be the heart of most English as a foreign language programs

(Cunningsworth, 1987; Davis, 2006; Harmer, 2007; Hutchinson & Waters, 1987; Jahangard,

2007). The Colombian Ministry of Education as the official support agency provided both

textbook packages for teachers and textbooks for students. Tutors from the Ministry of Education

assisted teachers in adapting, modifying, and using the chosen international course.

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 The target school provided high technology. Therefore, using both low technology

equipment and high technology aids was not a difficult task (Diamond, 2008; Glatthorn, Boschee

& Whitehead, 2009). An intelligent classroom was available throughout the curriculum

implementation for additional English teaching and learning practices (online listening, speaking,

reading, writing, grammar, vocabulary exercises, topic expansion, individual reinforcement, and

group reinforcement).

Stakeholders: Roles and Responsibilities in the Implementation of an Aligned Curriculum

Curricular processes conducive to excellence were contingent on the participation of

various stakeholders’ perspectives (Ballejos & Montagna, 2011; Meyer & Bushney, 2008). This

subsection focused on the roles and responsibilities of three key stakeholders. A description of

stakeholder groups’ roles and responsibilities was useful to understand how the major members

of the school community contributed to successful curriculum implementation.

School administrators. As the chief academic officer and leader of the target school, the

school principal was in charge of major academic responsibilities and roles, namely the

administration of the academic budget and how its investment affected the life of the institution.

Leadership roles included approving and supervising existing school projects, promoting

effective internal communication channels, directing leadership efforts toward common vision,

and fostering ongoing assessment of school enterprises (Jenkins & Scott Pfeifer, 2012).

Therefore, the school principal was responsible for the appropriate planning, implementation,

and evaluation of the aligned curriculum. Using his expertise, experience, and leadership skills,

the school leader supervised curricular actions and made decisions to improve the quality of

curriculum implementation. Leadership actions included establishing communication patterns

within the school community – clear negotiation mechanisms, synergy, and favorable

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environment (Guisol & Purnomo, 2005; Yunas & Iqbal, 2013). Providing space for sharing and

discussing ideas (meetings, informal encounters, and individual interaction with staff members

and students) was an appropriate opportunity to build and use knowledge related to curriculum

issues (“Academy Independent School District”, n.d).

Management responsibilities had to do with the appropriate allocation of resources,

human talent, and redistribution of physical space for the effective implementation of the project

(Diamond, 2008). In summary, the school principal represented the heart of leadership

initiatives; the bridge between the school’s decisions and actions at every level, and a solid

support for external participants’ proposals for school improvement and sustainability. In the

end, the school’s reputation depended on his or her decisions, leadership, management strategies,

and actions. Collaborative work with curriculum coordinators and teachers was the basis for

successful curriculum work and accountability.

Curriculum coordinators. The school curriculum coordinators were responsible for the

curriculum implementation process and enticed academic staff and students to participate in a

quality project (Guisol & Purnomo, 2005). Common activities for the curriculum coordinators

included establishing clear guidelines and standards for curriculum implementation and ensuring

alignment among standards, instruction, and assessment (English, 2000). Other activities were

assigning specific tasks to teachers, maintaining permanent communication with the head of the

school to make sound decisions related to the entire revision process, and reporting on the

current state of the process. Using oral and written communication channels, providing feedback

about the course of the project and the decisions that emanated from curriculum implementation,

and encouraging stakeholder groups to communicate were also paramount (Guisol & Purnomo,

2005).

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 Teachers. The active participation of the school’s academic staff was pivotal to

successful implementation of the aligned curriculum (Oliva, 2005). Teachers were responsible

for the operational curriculum (Posner, 2004). Following the curriculum coordinators’ guidelines

and suggestions, teachers engaged in a collaborative professional endeavor to put the curriculum

into practice. Teachers accounted for the taught curriculum and the tested curriculum.

Teacher participation supported the project at the school level. Teachers were aware of

the need to implement innovative curriculum proposals to improve student achievement and

sustain school improvement. Therefore, they were ready to provide academic, political, and

professional reasons for implementing the new curriculum. The use of effective communication

patterns permitted teachers to reinforce both their professional and personal relationships. In

practice, teachers’ participation in the school-based curriculum implementation project translated

into tangible support through their interaction with their colleagues, the curriculum coordinator,

the school principal, the students, and parents.

Parents. Power differences oftentimes were a major issue when analyzing the interaction

between parents and other key stakeholders in curriculum implementation. Edman (1997)

identified two contrasting views: those who did not see the importance of parental involvement

in curriculum development and instruction and those who acknowledged parents’ participation as

pivotal for both curriculum and instructional issues. One way to solve this conflict was to assume

that parents could be useful partners in the entire curriculum development process (Edman,

1997).

In times of democracy, diversity, and negotiation, regardless of the current contrasting

views, parents have made significant contributions, not only to students’ learning and

achievement but also to curriculum design and curriculum implementation. As members of the

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wider community in this project, for instance, parents had an important voice in identifying

societal needs –health, family, recreation, vocation, religion, consumption, and civic roles (Oliva,

2005). Marsh and Willis (2006) acknowledged parental involvement in instructional tasks and

decision-making for schools. Parents assumed legal responsibilities for the implementation of the

aligned curriculum in cooperation with other major stakeholders.

In this innovation attempt, parents and the community shared a number of roles in

curriculum development (Edman, 1997; Gellert, 2005). Parents helped in articulating the

school’s values, vision, goals, and objectives. These stakeholders had the opportunity to share

expertise, knowledge, talents, and experience with key stakeholders in schools, facilitated

communication between students and the larger community, and promoted student leadership

and sense of commitment in schools. Parents and community involvement helped in planning

and implementing educational goals and objectives for students with special needs.

Conclusion

The concept of innovation emerged in the Middle Ages. The meaning of this concept has

changed with time and researchers have tried to define it in different ways. Theoretical

developments of innovation stemmed from Gabriel Tarde in the late 19th century (Godin, 2008).

The opposition between imitation and invention was the focus of initial theoretical

developments. The most common conceptualizations of the term innovation have been

innovativeness, adoption, and diffusion. Researchers acknowledged the limitations of innovation

at the theoretical and methodological levels. Most reviews of literature focused on types and

levels of innovation (Jain, 2010).

The success and failure of educational innovation depended on a number of factors that

relate to curriculum, organizational culture, and human talent. Success in implementing foreign

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language curriculum initiatives greatly depended on teachers as the key stakeholders in the

classroom (Wan, 2010; Wang, 2009). Policy behind curriculum implementation played a pivotal

role as well (Hardison, 2009; Al-Daami & Wallace, 2007). The hidden curriculum, for example,

determined how the true philosophical principles of an educational system permeated the enacted

and experienced curriculum. School and curriculum developers shared roles and responsibilities

to ensure successful innovation.

At a historic level, foreign language curriculum initiatives have shifted from the method

era to curriculum implementation and curriculum alignment, and curriculum evaluation (Howatt

& Widdowson, 2004; Richards & Rodgers, 2001; Stern, 1983). Research on methods has tried to

demonstrate the prevalence of one method over the other. Inquiry about alignment, in contrast,

has highlighted the importance of consistency of curriculum planning, instruction, and

assessment in curriculum implementation (Amaral & Garrison, 2007; English, 1999; Saltzhan,

1967; Smith, 1969).

At a higher level, curriculum alignment entailed the use of standards in pursuit of quality

of education and accountability (Field Brown & Marshall, 2008). Research on curriculum

alignment focused on the application of different models to document alignment between

standards and assessment. In Colombia, the concept of alignment was new. With the inception of

the standards for English and the adoption of the Common European Framework (CEFR), the

term has gained some popularity within the foreign language teaching community. This research

study tried to answer questions that relate to the lived experiences of key stakeholders involved

in implementing an aligned foreign language curriculum at a public school in a Northern city in

Colombia, South America.

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 Governments in many parts of the world have made efforts to consolidate bilingual

programs to improve foreign language teaching in their countries. The National Bilingualism

Program in Colombia epitomized national efforts to raise the status of the English language in

the country and improve the quality of foreign language education in schools and universities.

Bilingual education in public education in Colombia was recent. Therefore, research on the issue

did not exist.

Foreign language education in Colombia has gone through various eras as a historic

consequence of the development of foreign language teaching in the world, namely Europe and

the United States. The shift in focused from the grammar translation-method to communicative

approaches was a cultural reality in most schools and universities in Colombia. Past research

concentrated around the method era, neglecting curriculum in its various dimensions. Research

on communicative approaches in its various facets explored teaching and learning processes,

teacher role, accuracy, fluency, error correction, and interaction (Coskun, 2011; Duxbury & Tsai,

2010).

The implementation of an aligned foreign language curriculum in a public school

represented an innovation at the national, regional, and local level. Communicative language

teaching in its various dimensions was the basis for curriculum implementation. This innovation

supposed previous teacher training, adequate resources and teaching materials, and commitment

by key stakeholders – administrators, teachers, and parents. The voices of these participants were

the key to gaining a deeper understanding of curriculum innovation at the local level and helped

to identify the causes of failure of past attempts.

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Summary

Evidence showed that definitions of innovation abound and in some cases, innovation has

had different meanings for different people. The basis for the host of definitions was a set of

distinctions and relationships between the mere meaning of innovation and related terms and

concepts (AbuJarad & Yusof, 2010). The list of terms and concepts included creativity, adoption,

innovativeness, and invention (AbuJarad & Yusof, 2010; Horibe, 2003; Varga, 2010). Innovative

projects derived from organizations’ and individuals’ intent to improve and respond to

globalization and accountability demands (Field Brown & Marshall, 2008; Vidali & Adams,

2006). Successful implementation of innovation depended on leaders’ ability to make it viable,

sustainable, and productive (Burke, 2008; Martinez, 2010). In this study, the review of literature

on educational innovation documented four main issues: teacher engagement in curriculum

decision making, the effects of national policies on teachers’ sense of professionalism, the

coherence between the policy behind the mandated curriculum and curriculum implementation,

and learner-centeredness (Day, Assuncao Flores, & Viana, 2007; Gordon, 2004; Law, Galton, &

Wan, 2010; Prapaisit de Segovia & Hardison, 2009).

Despite the participation of key stakeholders in the implementation of curriculum

initiatives, some studies in the implementation of foreign language curricula showed

inconsistency between the official curriculum and the enacted or taught curriculum. This

inconsistency stemmed from the lack of absolute familiarity with the innovation proposed,

namely at the philosophical and methodological level. Some questions related to the superiority

of the communicative approach to language teaching over past approaches and the

implementation of aligned curricula in public schools, for example, remained unanswered,

namely in Colombia because studies of this type did not exist.

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 This study addressed the lack of phenomenological research not only at the regional level

but also at the national level. The focus was on the implementation of an aligned foreign

language curriculum to identify internal and external factors that may hinder the successful

implementation of curriculum initiatives. The data from the study helped school authorities to

make decisions about subsequent implementation of curriculum innovation attempts at the local

and regional level.

Chapter 3 focused on the description of the method for the study along with the

appropriateness of the research design and the central research question. A rationale for the use

of a phenomenological research design shed light on the experiences of key stakeholders in

implementing a foreign language aligned curriculum. A description of the planned population,

sampling, and instrumentation followed. Informed consent and confidentiality accompanied the

data collection and data analysis process. The description of the data collection and analysis

procedures was the basis for answering the proposed research question.

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 Chapter 3: Research Methods

The purpose of this phenomenological study was to examine the lived experiences of key

stakeholders in implementing an aligned foreign language curriculum as an innovation initiative

at an urban public secondary school in a Northern city in Colombia, South America. The lived

experiences refer to the individuals’ pre-reflective consciousness of life, reflective awareness,

and objectivity of thought (Van Manen, 1990). The study also sought to understand how current

school leadership practices support innovation in the target school. Because of the influence of

globalization, Latin American education systems are trying to improve the quality standard that

is currently used (Abrahams & Farias, 2010). In Colombia particularly, the national government

has strived to improve foreign language education, namely the teaching of English. Previous

innovation efforts have been unsuccessful despite numerous attempts at the curriculum level,

method, and teacher professional programs.

Maximal variation as a type of purposeful sampling was the basis for selecting research

participants. Research participants assisted in understanding the continual failure of curriculum

innovation initiatives at the secondary school level in public schools in Colombia (Ary et al.,

2010). Purposeful sampling provided insight and deep understanding of the problem under

scrutiny. The inclusion of key stakeholders who perform different roles helped to reveal the

factors that may hinder innovation in local schools, and the characteristics of school leadership in

the institution. The study included semi-structured interviews, focus groups, and a reflective

diary with 12 participants from the target school. Analyzing and interpreting the data helped in

making sense of the data collected and answer the research questions. This analysis included

coding, description, and examination of themes and categories about innovation as the central

phenomenon (Creswell, 2009).

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 The data analysis process shed light on the characteristics of school leadership at the local

level (Spillane, Halverson, & Diamond, 2004). The analysis of information from administrators,

teachers, and parents led to a better understanding of the perceived failure of innovation at a

specific research site. Leading the school community implies that every stakeholder group

contributes. Parents, for example would strive to maintain permanent communication with the

other stakeholders in the school community. Communication in this respect contributes to the

continual dynamics of innovation.

Chapter 3 consists of a discussion of the research method for the study, the

phenomenological method, the appropriateness of the research design, and the research questions

– the central question and the sub-questions. Other components of the chapter are the population,

the sampling frame chosen, informed consent, confidentiality of participants, and data collection.

Instrumentation (validity, reliability, and authenticity) and data analysis complete the discussion

in this section.

Research Design

The qualitative nature of this study suggests an in-depth exploration of the phenomenon

under investigation (Ary et al., 2010; Cohen, Manion & Morrison, 2011; Creswell, 2009; Gall,

Gall & Borg, 2007). The central phenomenon was innovation, specifically curriculum

innovation. In essence, this research study explored the lived experiences of key stakeholders as

an expression of their actions within a teaching community. Ary et al. (2010) state, “[t]he

ultimate goal of this kind of inquiry is to portray the complex pattern of what is being studied in

sufficient depth and detail…” (p. 421).

The selection of a specific approach should be congruent with a worldview (Creswell,

2007). Byrne (2001) states, “[q]ualitative research methods should be congruent with a

82
philosophy of knowledge” (p. 3). This research study included five types of assumptions: the

ontological assumption, the epistemological assumption, the axiological assumption, the

rhetorical assumption, and the methodological assumption (Creswell, 2007). The ontological

assumption refers to the nature of reality. In this study, various stakeholders presented personal

perspectives about a school reality. In this respect, multiple realities emerged to contribute to the

understanding of the nature of curriculum innovation in the school. The epistemological

assumption means that the researcher is close to the research participants. This sense of closeness

allowed the investigator to share firsthand information with the co-researchers. In a

phenomenological inquiry the researcher reacts to participants’ lived experiences through

reflective comments and views (Hamil & Sinclair, 2010; Wall, Glen, Mitchinson, & Poole,

2004).

Qualitative research seeks to make individual values explicit (Creswell, 2007). In this

study, the researcher reported on the values of the research participants and the potential biases

contained in the information gathered through three methods. The rhetorical assumption refers

to the use of metaphoric language in qualitative research. In the present study, this type of

language used subjective language rather than objective language, a characteristic of quantitative

research. Finally, the methodological assumption indicates that the qualitative researcher follows

the inductive and emergent nature of qualitative inquiry. These characteristics guided the

research method in this study. The choice of a qualitative paradigm is consistent with the concern

for context and meaning in natural settings (Ary et al., 2010; Creswell, 2007). The setting under

investigation was a school in which trained teachers have been implementing an aligned foreign

language curriculum for two years.

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 Creswell (2007) identifies a number of scenarios in which qualitative research is

necessary: 1) the need for exploration and deep understanding, 2) the concern for participant

empowerment, 3) the need to write in a flexible style, 4) the interest in the research participants’

contexts, 5) the need to develop theories on the basis of complex analysis and understanding, and

6) the concern for epistemological consistency. The appropriateness of a qualitative approach

was evident throughout this study. The focus on the lived experiences of key stakeholders

required not only ontological and epistemological consistency but also the ability to understand

the participants’ perspectives, rooted in their axiological, methodological, and linguistic tenets.

Phenomenological Research Method

The investigation of lived experience is the focus of phenomenological research (Gall et

al., 2007; Moustakas, 1994; Van Manen, 1990). “A phenomenological study is designed to

describe and interpret an experience by determining the meaning of the experience as perceived

by the people who have participated in it” (Ary et al., 2010, p. 471). As a philosophy and

research method, phenomenology studies the world from the perspectives of the individuals who

lay aside their pre-understandings of a phenomenon (Gall et. al., 2007). The central philosophical

principle of descriptive phenomenology is the lifeworld (Finlay, 2008; Laverty, 2003). The

lifeworld refers to the external world and the way individuals perceive and experience it in

relation to themselves. Also implicit in descriptive phenomenology is the concept of bracketing.

According to bracketing, individual assumptions, research presuppositions, research theories,

bias, and ready-made interpretations do not play a central role in revealing engagement with the

lived experience (Ashworth, 1999; Connelly, 2010; Laverty, 2003; Pringle, Hendry &

McLafferty, 2011). The main tool for bracketing the researcher’s assumption in this study was

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the reflective diary. Wall et al.’s (2004) framework consisting of pre-reflective preparation,

reflection, learning, and action from learning guided the reflection process.

In this manner, phenomenology seeks to understand how individuals with different views

and roles construct reality in various settings and how they put aside their prior knowledge or

pre-understandings. Pre-understandings are the diverse individuals’ meanings and organizational

structures, which permit them to function in the world (Laverty, 2003). An expansion of the

concept of pre-understandings is Finlay’s (2008) phenomenological attitude. This psychological

state allows the researcher to adopt an open attitude to the world and its relationships. At the

same time, he or she restrains pre-understandings in a reflexive way. This is a way to face the

phenomenon in a fresh way and become involved in the research process at the same time

(Wertz, 2005).

This study was consistent with Edmund Husserl’s phenomenological research suggested

above (Gall et al., 2007). Its emphasis was on the lived experiences of key stakeholders who play

different roles in the implementation of an innovative curricular proposal. In this respect, the

study will be descriptive. Groenewald (2004) concluded that description is the operative word in

phenomenological research. The focus was the description of the experiences of a number of

individuals who have taken part in the implementation of a new foreign language curriculum.

Central to full description was the meaning and type of experience of the various stakeholders

participating as co-researchers and how the school foreign language curriculum is presented to

them as a new professional practice.

Description of human experience implies interpretation to delve into the meanings of the

experience described. Van Manen (1990) states, “[a]ctually it has been argued that all description

is ultimately interpretation” (p. 25). This is the focus of Martin Heidegger’s interpretive or

85
hermeneutic phenomenology. Interpretive or hermeneutic phenomenology addresses the

meaning that stems from the interaction among participants in the research process (Laverty,

2003; Pringle et al., 2011; Van Manen, 1990). In Heidegger’s interpretive phenomenology, the

focus is on individuals’ exploration of their lived experiences - their situation in the world

(Flood, 2010). In practice, hermeneutics transcends mere description of essences. Essence in this

context refers to the individuals’ relations of meaning with the world and its intentionality’s (Ary

et al., 2010). Flood (2010) states, “[t]he hermeneutic phenomenologist will focus on describing

the meanings of the individual’s ‘dasein’ and how these meanings influence the choices they

make rather than seeking purely descriptive categories of the real, perceived world in the

narratives of the participants” (p. 3). In a phenomenological study in this respect the role of the

researcher includes not only the description of the participants’ lived experiences but also the

discovery of the current and potential meanings of those experiences in a specific context.

Moustakas (1994) suggested that hermeneutic research implies unmasking the hidden meanings

behind the objective reality of the phenomenon under study.

The present study included hermeneutic phenomenology as a necessary component of

true phenomenological research. Therefore, using two different approaches and then integrate

them was possible (Dowling, 2004; Finlay, 2009b; Van Manen, 1990). Description and

interpretation become simultaneous processes when research participants interact in the pursuit

of meaning from lived experiences. The same author sees these two processes as the expression

of a dialectical continuum in which subjectivity is inevitable. Husserl’s bracketing is as central to

the research process as a subjective and interpretive attitude (Finlay, 2009a).

In essence, the current study advocated the association between empirical

phenomenological research and hermeneutic research (Dowling, 2004). The fusion of descriptive

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and interpretive processes allowed the researcher to gain understanding of how administrators,

teachers, and parents live the experience of participating in the implementation of a foreign

language curriculum as a national strategy for improving the quality of foreign language

education in Colombia. In addition, the investigator gained useful understanding of key

stakeholders’ leadership practices and strategies for supporting innovation in their institution.

Emergent, contextual, and historical meanings stemmed from comprehensive descriptions

conducive to deeper understanding of the central phenomenon in a specific context (Finlay,

2009a). Understanding the central phenomenon made interpretation meaningful and trustworthy

(Wojnar & Swanson, 2007).

Appropriateness of Design

Phenomenological research intends to capture and describe lived experiences in depth

and in their immediate context (Finlay, 2009a). The qualitative phenomenological method was

appropriate for the current study on the grounds of a marked emphasis on a phenomenon as a

process. According to Gall et al. (2007), this process can be a program, a curriculum, a role, or

event. In the current study, the phenomenon under examination was an aligned foreign language

curriculum from the perspectives of 12 stakeholders, who described and interpreted their

experiences in implementing a new curriculum, rather than explains, or predicts those

experiences (Ajjawi & Higgs, 2007). The general purpose was to transform these individual

experiences into a description and interpretation of universal essences and the discovery of the

nature of meaning (Ary et al., 2010; Creswell, 2007).What counts as phenomenology is the lived

experience, the lifeworld (essential features), both description and interpretation, and

comprehensive meaning that emanates from deep analysis and subjectivity (Finlay, 2009b).

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 Studies of human experiences suggest the use of qualitative methods rather than

quantitative lens (Moustakas, 1994). Despite the use of quantitative strategies in education, most

human science research relies on qualitative strategies (phenomenology, ethnography, case

study, grounded theory, and narrative, to mention but a few). The search for meaning and

essences is an example of the need to explore and describe rather than measure statistically and

explain. With respect to phenomenological research, specifically, Gall et al. (2007) state, “[in]

this respect, phenomenological research is the antithesis of quantitative research, which seeks to

detach the researcher’s self from the phenomena being studied through the use of objective

methods of data collection and analysis” (p. 495). Using phenomenological research sheds light

on the impact of curriculum innovation initiatives and leadership practices at the local level.

Descriptive phenomenology and interpretive phenomenology was suitable for this

research study for the following reasons. First, curriculum innovation has not been a common

concern in prior research in Colombia. Therefore, this study may result in the discovery of

universal aspects of the phenomenon at the national level (Wojnar & Swanson, 2007). The

current study can be the basis for exploring curriculum innovation initiatives in a national

research context (Scannel-Desh & Doherty, 2009). Second, interpretive phenomenology

examines contextual characteristics of a lived experience according to the meanings and

understandings that the researcher and research participants have assigned to that experience

(Wojnar & Swanson, 2007). This study considered the school setting in which administrators,

teachers, and parents have experienced and reacted to curriculum implementation by trying to

understand foreign language curriculum innovation in their workplaces. Finally, descriptive, and

interpretive methods allow the researcher to gain understanding on how the various stakeholders

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engage in curriculum implementation, share organizational culture, and carry out pedagogical

practices within a public school community.

As a qualitative strategy, phenomenological research shares the purpose of other

qualitative designs, such as, case study, ethnography, and grounded theory (Creswell, 2007; Gall,

Gall & Borg, 2007; Moustakas, 1994). Using these research strategies involves understanding

phenomena and experiencing them “at the site where participants experience the issue or

problem under study” (Creswell, 2007, p. 37). Nevertheless, what makes phenomenology

different from other qualitative research designs is a focus on lived experience rather than an in-

depth description of a case, a description of cultural patterns, or theory development (Moustakas,

1994; Priest, 2002; Van Manen, 1990). The current study centers on the lived experiences of

educational stakeholders’ at their workplace, a Colombian public secondary school.

Research Questions

The central question in the current study focused on the process of curriculum innovation,

and stood as follows: What is the lived experience of key stakeholders involved in implementing

an aligned curriculum at an urban public school in a Northern city in Colombia, South America?

Embedded in this question were a number of related issues, which needed thorough exploration

to describe, interpret, and understand the phenomenon under examination. The following sub

questions helped to explore the central phenomenon in depth:

1. What factors influence the implementation of a new curriculum from the perspectives

of the three groups of stakeholders involved in the study?

2. What processes influence the implementation of a new curriculum from the

perspectives of the three groups of stakeholders involved in the study?

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 3. How is curriculum innovation reflected in the school and classrooms as perceived by

the three groups of stakeholders participating in the study?

4. How do key stakeholders perceive curriculum innovation?

Population

A population refers to a group of individuals with the same characteristics and from

whom the researcher needs to obtain information (Creswell, 2005, 2007). A sample is a smaller

group the researcher employs to carry out a study (Creswell, 2005). The population in the current

study consisted of 90 stakeholders from an urban public school in a Northern city in Colombia,

including a school principal, school coordinators, teachers, and a representative number of

parents. A sample size of one school principal, one school coordinator, six teachers of English,

two subject teachers, and two parents was representative for the study.

In phenomenological research, the researcher can interview from five to 25 individuals

who have lived the phenomenon under investigation (Ary et al., 2010; Creswell, 2007; Mason,

2010). The sample for this study consisted of 12 stakeholders: two administrators, six teachers of

English and two subject teachers who teach grades six to twelve, and two parents. This number

was sufficient to reach saturation. Saturation occurs when participants do not have more

information to add to the topic (Ary et al., 2010; Byrne, 2001; Groenewald, 2004).

The participants received formal invitations to be a part of the research study, and their

participation was voluntary (see Appendix C). Self-determination permitted participants to refuse

to participate in the study or withdraw if they decided that it was a convenient choice for them

(Cohen et al., 2011). The selection criterion used to determine the actual subjects for the sample

were: involvement in the implementation of the aligned foreign language curriculum,

participation in the Teacher Development Programme (TDP), a national teacher training project,

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and willingness to participate in the study. Although the administrators, the subject teachers, and

the parents did not take part in official training for foreign curriculum implementation, these

stakeholders played a vital role in implementing the National bilingual program in the country.

This condition ensured richness of the information, responsibility, and commitment to the

research study.

Informed Consent

Conducting qualitative research implies anticipating ethical issues that may arise during

the process, not only at the level of the research problem and the research purpose but also at the

level of data collection and data analysis (Creswell, 2009). Qualitative researchers consider

potential ethical issues at various levels (Creswell, 2005). In the current research, the target

levels were the school institution as the research site and the key stakeholders (school

administrators, teachers, and parents) as research participants.

Ethical considerations in this phenomenological research study pertain to two types of

issues: informed consent and confidentiality (Moustakas, 1994). Confidentiality is the focus of a

separate section. Informed consent involves the procedures according to which individuals are

autonomous to participate in or withdraw from an investigation (Cohen et al., 2011). Principles

underlying informed consent are individuals’ capacity to make sound decisions based on

appropriate information, freedom to participate voluntarily, and capacity to understand the

purpose and nature of the research.

Recruitment of the actual study participants was achieved through a three step process.

First, the researcher obtained written permission from the school principal to conduct the study

(see Appendixes A and B). Second, through the informed consent, the three groups of

stakeholders received ample information about the study to determine if participation was suited

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for them. The informed consent outlined the purpose of the research, the terms of the informed

consent, the content of the interview questions, place, and date for the interviews, and potential

benefits from the study (see Appendixes C and D). Participants were informed about the

interviews, which included tape-recording for later transcription and analysis (Ary et al., 2010;

Cohen et al., 2011; Moustakas, 1994).The documents for the teachers of English were in the

English language (see Appendix C). The administrators, the subject teachers, and the parents

received documents in Spanish (see Appendix D). The informed consent approved by University

of Phoenix, the Premises, Recruitment Permission Template, the Permission from the School

Principal (see Appendixes A and B), the Withdrawal Letter (see Appendixes H and I), and the

Interview Questions for data collection (see Appendixes E and F) were in both English and

Spanish. In this manner, the consent was truly informed as well as ethically and legally effective

(PARTNERS, n.d). Ary et al. (2010) consider reciprocity as one of the potential rewards research

participants may receive for their participation, time, efforts, and cooperation during the research

process. Third, the research participants signed an informed consent as evidence of their

willingness to participate and commitment to the research study. These two levels of informed

consent represented clear parameters to conduct the research study (Tubbe, 2010). Official

permission from the school and ample participation about the study ensured recruitment of the

study participants.

According to U.S. Department of Health & Human Services (2001), “[f]or a variety of

reasons, a subject enrolled in a research study may decide to withdraw from the research, or an

investigator may decide to terminate a subject’s participation in research regardless of whether

the subject wishes to continue participating” (Section 4, para. 8). If the participants decide to

withdraw from the study, the researcher will discontinue all the research activities related to the

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data collection process. In this case, two recommendations in “Guidance for Sponsors, Clinical

Investigators, and IRBs: Data Retention When Subjects Withdraw from FDA-Regulated Clinical

Trials” (U.S. Department of Health & Human Services, 2001) were followed. These

recommendations were:

 According to FDA regulations, when a subject withdraws from a study, the data collected

on the subject to the point of withdrawal remains part of the study database and may not

be removed (p. 6).

 An investigator may ask a subject who is withdrawing whether the subject wishes to

provide continued follow-up and further data collection subsequent to their withdrawal

from the interventional portion of the study (p. 6).

The information concerning withdrawal was communicated to the participants through a

form letter (see Appendixes H and I). These letters contained information related to

confidentiality, the right to examine the data collected during the study, and the right to expect

respect and privacy after completion of the research study. In addition, individual letters

reiterated the research participants’ option to withdraw from the investigation without negative

consequences (Michael-Chadwell, 2008).

Sampling Frame

A sample framing establishes a series of criteria for identifying and choosing the

population (Gall et al., 2007). Qualitative research requires purposeful sampling to select the

participants and sites for the research study (Ary et al., 2010; Cohen et al., 2011; Creswell, 2005,

2009). The participants chosen allowed the researcher to gain a deep understanding of the central

phenomenon.

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 A purposeful sample of 12 stakeholders took part in the study by providing information

about their experiences in implementing a new foreign language curriculum proposal and how

leadership practices reflect in the institution. Also stated previously was that the teachers of

English chosen took part in official training by the Colombian Ministry of Education. This group

of educators participated in the Teacher Development Programme (TDP), a national teacher

training project. In line with the program, teacher professional development is pivotal in

improving the quality of foreign or second language education – English - in the country

(Ministry of Education Teacher Development Programme (MEN TDP), 2009). At the core of

TDP is the belief that both human and social capital are central to bring about change conducive

to transformation, quality, and accountability in the wider education arena (Bono & Anderson,

2005). Administrators, subject teachers, and parents have not taken part in professional training.

Nevertheless, these constituents have participated in formal meetings with higher education

officials to become familiar with and actively participate in the National Bilingual Program by

supporting bilingual efforts in the target institution.

The purpose of including subject teachers was to gather general opinions about

implementing English as a foreign language. Subject teachers’ opinions were useful because

with the advent of the National bilingual program, English has taken on added importance in

Colombian public schools. The impact of implementing an aligned foreign language curriculum

may receive the recognition, not only by administrators, teachers of English, and parents but also

other teachers who do not use English as a means of instruction in the classroom. Support at

home for school activities involve parents in the school curriculum, namely the foreign language

curriculum (Gellert, 2005). Homework supervision and students’ permanent contact with English

at school help parents understand the importance of English as part of an innovation process.

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One additional criterion for participant selection was the manifested willingness to participate in

the inquiry. This was not a strict condition. However, the researcher ensured continual

participation by making it explicit to the research participants.

The initial criterion for sample selection was stakeholders’ participation in the national

Bilingual Program. In phenomenological research, describing the lived experience of a small

number of participants who have experienced the phenomenon is paramount (Englander, 2012).

The sampling included primary school teachers of English and pre-service teachers who have not

participated directly in the national Bilingual Program, but had some connection with those

involved in the implementation of a new foreign language policy in Colombia. The expectation

was that all research participants would provide rich data about the phenomenon under

investigation (Creswell, 2007).

The school principal initially identified possible research participants and provided cell

phone numbers to contact them. The initial contact with the school principal allowed the

researcher to receive some general background information about the research participants, such

as names, current courses teachers taught, and parents’ regular visits to the school. As one of the

research participants, the school principal facilitated contact with the school coordinators for

both the pilot study and the current study. Telephone calls facilitated a first contact with some

research participants, namely primary school teachers and parents. The school principal, research

coordinators, teachers of English, subject teachers, and parents received letters at the target

school requesting their participation in the study and providing requirements for participation.

All recipients confirmed their participation in the study through the school principal, except for a

secondary school teacher of English who decided not to participate for no apparent reasons. One

primary school teacher canceled her participation for professional and personal reasons. One

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snowball referral (the pre-service teacher) was suggested by participants (Ary, Jacobs &

Sorensen, 2010; Cohen, Manion & Morrison, 2011). This referral agreed to participate in the

research process after receiving information through direct contact with the researcher. All

research participants participated in the interviewing process. Only teachers of English took part

in the focus group discussion due to their more direct and frequent contact with the

implementation of the aligned curriculum.

Confidentiality

Confidentiality was the other central issue in this investigation. Research participants

needed to know their presence in the study would not result in negative consequences (Cohen et

al., 2011). Therefore, disclosure of information would not be an available option. The researcher

demonstrated his faith in the research participants by respecting their rights to privacy. Aliases

and alpha numeric codes were useful as well. In this respect, participants’ names and the

information they provided remained confidential. Despite participants’ pre-existing relationships

between the researcher and the research participants, and among research participants

themselves, anonymity prevented the three groups of stakeholders from gaining access to

individual information. Leedy, Ormrod, and Nwachukwu (as cited in Johnson, 2009) suggest

using pseudonyms as an effective way to protect participants. The use of a tape recorder helped

to protect the transcribed data and keep the audio transcripts private for not less than three years

(Giles, 2009; Mason, 2010).

The transcripts of both face-to-face interviews and focus group discussion and the USB

drive as a storage device itself remained in a safe place during the data analysis process. Only the

researcher has access to the location of the data collected and the research instruments used.

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Secure storage included the use of safe, whose files related to the data collection and analysis

process will be erased. Related paper documents will be shredded.

Geographical Location

Individual and focus group interviews took place in the participants’ workplace. The

target school is one of the most traditional public schools in a Northern city in Colombia.

Accessible population was available at the institution as a natural single setting for the study

(Gall et al., 2007). Creswell (2007) states, “[m]ost importantly, [the participants] must be

individuals who have all experienced the phenomenon being explored and can articulate their

lived experienced” (pp. 119-122). In this respect, the setting was not a contrived or manipulated

field for the inquiry (Ary et al., 2010). On the contrary, the research site was a field that research

participants know well because of their continual permanence in the institution as tenured

workers. The influence of the setting on the research findings was an emergent factor throughout

the data collection process. Therefore, administrators’, teachers’, and parents’ perspectives was

the academic and leadership reality of the institution under study.

Instrumentation

Instrumentation as the process of selecting, developing, testing, validating, and using a

research instrument is central to qualitative research (Chenail, 2011). The basis for data

collection and analysis in this study was methodological triangulation through interviews, focus

groups, and the reflective diary. In methodological triangulation, the researcher uses and

compares information from different sources (Briller, Meert, Schim, Thurston, & Kabel, 2008).

The purpose of both interviewing and focus groups was to gather relevant-research data through

direct verbal interaction with the research participants (Cohen et al., 2011). As stated previously,

data collection consisted of semi-structured individual and group interviews. Unlike quantitative

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interviews in which the emphasis is on numbers, statistical information, and objective facts,

qualitative interviews center on transcripts of long in-depth interviews and focus group meetings

with teachers, and individual interviews with subject teachers, and parents. The purpose is not

for respondents to answer predetermined and fixed questions, but to answer open-ended

questions (Cohen et al., 2011). With the researcher as the main instrument, study-specific

questions permit the researcher to provide probes and pauses for the participants to organize and

clarify their answers (Ary et al., 2011; Chenail, 2011).

Open-ended questions allow the research participants to answer autonomously, using

their own words, knowledge, experience, and perspectives (Cohen et al., 2011).

Phenomenological research questions require the respondents to involve, describe, understand,

and interpret their own lived experiences according to specific situations in the research site, and

on the grounds of a flexible approach. Through interviews and focus groups, individual, and

collective information stems from discussions of topics that the researcher and the research

participants supply. In the present study, the interviewing process included not only specific

interview questions for the three groups of stakeholders, but also additional questions and probes

stemmed from the three interview sessions with the 12 research participants. The focus group

interview questions with teachers of English followed the same interactional dynamics.

Along with interviews and focus groups, the reflective diary represented the researcher’s

voice during and after the data collection process. The nature of this study required the inquirer

to keep a diary as a research tool for giving rise to reflexivity. Through note-taking during the

interviewing process, the researcher recorded his reaction and interpretation to the research

participants’ accounts, while meeting the phenomenon under investigation in a fresh manner

(Finlay, 2008). The reflective diary included space for both description and reflection to respond

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to the epistemological requirements of descriptive and hermeneutical phenomenology. In this

respect, bracketing interviews helped put the researcher’s assumptions in abeyance to ensure

objectivity throughout the research process (Rolls & Relf, 2006). Two critical aspects of

instrumentation are validity, reliability, and authenticity.

Data Collection

The purpose of data collection is to gather information through appropriate data

collection methods, consistent with ontological, epistemological, and methodological principles

(Byrne, 2001). Semi-structured in-depth interviews, focus groups, and the reflective diary was

the basis for collecting information about the lived experience of key stakeholders in the target

school. The success of the data collection process depended on effective communication between

the researcher and the research participants. Therefore, the school principal received enough

information about the other stakeholders who participated in the data collection process. The

subjects as participants are expected to become co-researchers by showing personal involvement

in the data collection process (Gall, Gall & Borg, 2007).

The in-depth interviews consisted of open-ended questions (see Appendix F). These

questions were subject to changes as the interviewing process unfolds (Ary et al., 2010). In a

phenomenological study, the long interview is the primary research method (Moustakas, 1994).

The interview leads to a deeper understanding of the central phenomenon and facilitates

communication with the interviewees (Van Manen, 1990). A rationale for choosing qualitative

interviews is that the purpose would respond to emergent information rather than looking for

responses implicit in prescribed categories, a characteristic of quantitative interviews (Cohen et

al., 2011).

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 The basis for gathering information through interviews in this study was one-on-one

interviews with administrators, teachers, and parents. One-on-one interviews allowed the

researcher to interview each participant individually (Creswell, 2005). Following Seidman’s

framework for phenomenological interviewing (as cited in Ary et al., 2010), the two

administrators, six teachers of English, two subject teachers, and two parents participated in a

series of three interviews. Interview one was about the participants’ context of experience and

lasted 30 minutes. According to Edward, Welch, and Chater (2008), individual interviews range

between 30 to 60 minutes. Interview two focused on the reconstruction of the participants’

experiences in the present and lasted one hour. Ary et al. (2010) contend that the length of

qualitative interviews can be from one to two hours. The focus of interview three was meaning

and lasted one hour. The three interviews with administrators, subject teachers, and parents

revealed information about foreign language curriculum policies in the institution, official views

about innovation, curriculum leadership, and institutional support. Interviews with the teachers

were longer – from one hour to one hour and 30 minutes. As curriculum implementers, teachers

provided comprehensive information about their roles as instructional leaders in the classroom

(Kurtz, 2009). Teachers grow as leaders, and participate in curriculum innovation projects at the

same time.

Data collection through interviews included tape-recording these interviews for

transcription and analysis (Ary et al., 2010; Cohen et al., 2011; Moustakas, 1994). One role of

the researcher was to incorporate emergent nondirective sub questions (probes), and maintain a

trusting atmosphere throughout the data collection process. Nondirective sub-questions

encouraged research participants to tackle the central phenomenon under examination

spontaneously (Cohen et al., 2011; Creswell, 2005).

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 The second data collection method in this study was focus groups. These are group

interviews in which the participants discuss four main topics: innovation, curriculum innovation,

aligned curriculum, and leadership, topics that the researcher proposes to obtain a collective view

about the central phenomenon (Cohen et al., 2011). The group members of a focus group in the

current study were the teachers of English. Interaction among group members helps the

researcher to gather data about the research participants’ beliefs, attitudes, and opinions. The

group members of a focus group in the current study were the teachers of English. The six

teachers of English formed a homogeneous group with the same academic status, facilitate

understanding of the social dynamic among the research participants, and promote discussion of

diverse perspectives (Ary et al., 2010; Redmond & Curtis, 2009). The teachers met once for a

two-hour focus group discussion (Ary et al., 2010).

The rationale for one select group for focus groups versus one-on-one interviews was

two-fold (Lambert & Loiselle, 2007). First, one-on-one interviews provided a general picture of the

phenomenon under study in the entire school context. Second, focus group discussion facilitated

access to more specific aspects of the phenomenon, namely the current implementation of the

aligned curriculum. This triangulation enhanced the depth and trustworthiness of the study

(Lambert & Loiselle, 2007).

The reflective diary complemented the data collection methods in this phenomenological

study. The fusion of descriptive phenomenology and interpretive phenomenology made it

possible to describe research situations and interpret them at the same time. Nicholl (2010)

contends that reflective diaries provide research opportunities to describe and interpret

individuals’ lived experience, and behaviors over time. Wall et al. (2004) suggest that reflective

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diaries provide both objective and subjective instances for the researcher to focus on the

phenomenon under examination with a fresh and epistemological lens. Keeping a reflective diary

permitted the researcher to be aware of the dynamic of the research process and reflect about it in

a meaningful manner. The researcher used the reflective diary to accomplish bracketing during

the data collection and analysis.

Data Analysis

Most data analysis procedures in qualitative research seek to achieve a sense of

understanding based on the data obtained from one or various data collection methods. Data

analysis includes transcribing information, coding it, and transforming it into categories and

themes (Ary et al., 2010; Creswell, 2005, 2009). In a phenomenological study, the purpose is to

describe the lived experiences of individuals who have lived those experiences to discover their

essence (Ary et al., 2010; Creswell, 2007; Moustakas, 1994; Van Manen, 1990). Creswell (2009)

states, “[p]henomenological research uses the analysis of significant statements, the generation

of meaning units, and the development of …an essence description” (p. 184).

A host of studies document the use of Colaizzi’s steps to analyze phenomenological data

(Creswell, 2007; Edward, Welch, & Chater, 2009; Kao & Long, 2004; Lacey, 2002; Mckeown,

2005; Moustakas, 1994). The basis for data analysis in this study was Moustakas’ (1994)

modification of Stevick-Colaizzi-Keen method of phenomenological analysis and Van Manen’s

(1990) hermeneutic approach to phenomenology (Dowling, 2004; Finlay, 2009a; Wojnar &

Swanson, 2007). The unit of analysis was Spillane, Halverson, and Diamond’s (2004) unit of

analysis (leaders, followers, and situations) as the point of departure to understand the

phenomenon of innovation in a public school. Administrators in this case emerge as school

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leaders, teachers, and parents as followers, and the dynamic of curriculum implementation, as the

situation.

In practice, Moustakas’ (1994) procedure includes:

1. Description of the research participants’ experience of the phenomenon.

2. Focus on verbatim transcripts to consider: individual statements for meaning purposes,

horizons or meaning units of the participants’ experience, transformation of invariant

units into themes, synthesis of a description of the textures of the experiences,

reflection of the researcher’s own textural description, and construction of a textural-

structural description of the meanings and essences of the research participants’

experiences.

3. Completion of the previous operations by the researcher and the research participants.

4. Composite of the meanings and essences of the research participants.

Embedded in these four general procedures are four key steps: bracketing, analyzing,

intuiting, and describing (Wojnar & Swanson, 2007). Bracketing leads to objectivity or

neutrality. Analyzing suggests Colaizzi’s seven steps for data analysis. Intuiting leads to the

researcher’s openness to the research participants’ experiences. Describing represents the

phenomenological purpose in theoretical terms.

Van Manen’s hermeneutic phenomenological research was a fundamental integral part of

the data analysis in the current study. Diekelmann’s, Allen’s, and Tanner’s hermeneutic data

analysis (as cited in Wojnar and Swanson, 2007, p. 177) includes six steps, which in turn relate

to Van Manen’s most research activities. These steps are: examination of the interviews for

general understanding, written summaries and coding for emergent themes, analysis of

transcripts for theme identification, clarification of interpretation with research participants,

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comparison and contrast of text for description and meaning clarification, identification of

related patterns, and feedback on interpretation. The following table presents the steps of two

different approaches and a possible way to combine characteristics of both in this study.

Table 3

Summary of the Methods of Analysis Used in the Study

Modification of Stevick- Van Manen’s Approach The Two Approaches

Colaizzi-Keen method of (Van Manen, 1990, pp. 77- Combined

Phenomenological Analysis 100)

(Moustakas (1994, p. 122 )

Describing the research Gaining entire Linking description to

participants’ experience of understanding of the interpretation through a

the phenomenon under participants’ lived continual reflection process

study experience through the mediated by a reflective

reading and rereading of the diary

data gathered

Focusing on verbatim Identifying selected Using intuition as the basis

transcripts to develop statements and analysis of for the understanding of the

significant statements emerging themes nature or essence of the

research participants’ lived

experience

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Completing the previous Identifying common themes Making interpretation

operations by grouping the among participants meaningful by incorporating

information into themes the researcher’s pre-

understandings and co-

creations but maintaining a

sense of epistemological

neutrality

Writing a composite of the Identifying and analyzing Validating interpretation by

textural description (what the multiple meanings of using participant feedback

participants experienced) lived experience.

and the structural

description (how the

experience occurred)

Presenting a final composite Use of language and

description of the thoughtfulness to show the

phenomenon under various aspects of lived

examination and experience

incorporating changes

resulting from iterative

analysis

(Moustakas, 1994, p. 122; Van Manen, 1990, pp. 77-100).

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 The process of preparing and organizing the data for appropriate analysis included

transcription and the use of qualitative data analysis software (Creswell, 2005, 2009). QSR

NVivoTM software helps in coding, creating text matrixes, and using concept mapping for

theme and meaning categories. The use of this program saves time and improves the efficiency

of the coding process. In addition, organizing the data consists of presenting them according to

particular issues or themes (Cohen et al., 2011).

In essence, qualitative data analysis seeks to reduce meaning, display it, draw

conclusions, and verify meaning from emergent data (Miles & Huberman, 1994). Data analysis

in this manner contributes to the credibility and conformability of the findings. One way to

achieve credibility and conformability in this study was to minimize the researcher’s and

research participants’ bias by avoiding leading questions, preconceived understandings, the

researcher’s perceptions of the respondents’ words, and the respondent’s misunderstandings of

the researcher’s questions (Cohen et al., 2011). The reflective diary helps to examine the

perspectives and positions about the various issues that stem from emergent streams of meaning

(Hamil & Sinclair, 2010).

Validity, Reliability and Authenticity

Validity, reliability, and authenticity contribute to the rigor of qualitative research (Ary et

al., 2010; Cohen et al., 2011; Seale, 2002; Whittemore, Chase & Mandle, 2001). In qualitative

research, validity refers to the credibility of instruments and findings. Principles underlying

qualitative studies are different from those of quantitative studies (Cohen et al., 2011).

Principles, such as context-based data, the researcher as the key instrument, and concern for the

process, inductive data analysis, respondent-bound data, and respondent validation permeate

qualitative research processes.

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 Data triangulation ensured credibility in this study (use of interviews, focus groups, and

the reflective diary). Ensuring validity reflects in three ways. First, the data reveals the

description of what happened rather than selective or distorted accounts. Second, participants’

meanings, and interpretations are the basis for fidelity of the current inquiry. Third, the insights

from the research help to understand similar research situations within specific curriculum

implementation purposes. In this respect, the findings from this study shed light on future

research on the implementation of the same aligned foreign language curriculum in two other

public schools in Northern city in Colombia and other schools in the department of Córdoba.

The possibility of implementing a common curriculum in other schools in the same city,

and the department guaranteed internal and external validity of the current research (Cohen et al.,

2011). Internal validity refers to the possibility of using the findings of the study to understand

curriculum implementation situations within specific school communities. External validity

allows the researcher to transfer the findings of the study across specific schools outside the

primary research site.

Another aspect associated with rigor in qualitative research is reliability. Reliability refers

to consistency, dependability, or trustworthiness of the research (Ary et al., 2010; Cohen et al.,

2011). Reliability in this context does not suggest a quantitative sense. The key evidence of

dependability in this study was consistent findings. The purpose was for the researcher to ensure

reliability by considering three main issues: stability of interviews and focus groups, parallel

forms, and inter-rater reliability (Denzin & Lincoln as cited in Cohen et al., 2011). Stability of

interviews and focus groups has to do with the researcher’s decision to conduct the same

interviews at different times and research sites. Parallel forms refer to the researcher’s interview

and interpretation purposes in observing a different phenomenon. Inter-rater reliability occurs

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when a different researcher uses the same theoretical framework to conduct an interview and

interpret the results.

The third criterion for rigor in qualitative research is authenticity. “Authenticity… is

demonstrated if researchers can show that they have represented a range of different realities

(‘fairness’)” (Seale, 2002, p. 105). Authenticity relates to validity and credibility and has to do

with research participants’ perceptions, lived experiences, and meanings. In this study,

authenticity involves research participants’ perspectives about and interpretation of the

phenomenon under scrutiny as well as the researcher’s awareness of the need to understand the

various voices present in the inquiry (Whittemore, Chase and Mandle, 2001).

At the heart of validity, reliability, and authenticity in qualitative research is the purpose

of neutrality (Ary et al., 2010). Guaranteeing neutrality requires the researcher to be free from

bias throughout data collection and data analysis. Rich description and meaningful interpretation

requires the researcher to be honest, deep, and objective to minimize his own bias and that of

research participants.

Pilot Study

Instrumentation is a fundamental aspect of both qualitative and quantitative research

(Chenail, 2011). In qualitative studies specifically, writing open-ended questions requires using

effective methods to validate interview instruments and provide credibility and trustworthiness to

the investigation. “A usual procedure for testing the quality of an interview protocol and for

identifying potential researcher biases is the pilot study in which investigators try out their

proposed methods …” (p. 257). According to Gall, Gall & Borg (2007), qualitative interviews

are prone to bias despite their value in terms of the data obtained from them. Associated with

bias are communication problems, respondents’ lack of motivation, wording issues, and diversity

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of interpretations (Gall et al., 2007). Chenail (2011) recommended the use of pilot studies to

ensure validity of instrumentation because such studies

 Ensure appropriate administration of the interview questions.

 Allow the researcher to receive feedback from participants about potential ambiguities

and difficulties in the questions.

 Ensure assessment of responses.

 Allow for revisions of questions to identify wording, length, and relevance issues.

Self-designed data collection instruments require conducting a pilot study for validation

purposes (S. Avans, personal communication, March 29, 2012). In this study, the researcher

conducted a pilot study to ensure validity, wording, clarity, redundancy, and sequence of the

interview questions. In addition, the pilot study assisted in determining the alignment between

the central question and the sub-questions with the interview questions (Scales, 2009). Pilot

study participants shed light on the alignment required. The pilot study included four

stakeholders from the target population in their workplace (administrators, teachers of English,

subject teachers, and parents) –one participant from each stakeholder group. Snowball sampling

served the purpose of selecting the pilot study participants. “In snowball sampling researchers

identify a small number of individuals who have the characteristics in which they are interested”

(Cohen, Manion & Morrison, p. 158).

Recruitment of the pilot study participants was similar to the actual study participants’

recruitment, including the use of the informed consent, the interview protocol, and a matrix for

the pilot interview (McDaniel-Echols, 2010; Michael-Chadwell, 2008). The matrix for the pilot

interview allowed the participants to indicate the feasibility, appropriateness of, and the need for

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modification to the interview questions (Michael-Chadwell, 2008). Any changes made to the

interview questions depended on the pilot study participants’ feedback.

Summary

This qualitative study addressed the issue of curriculum innovation by using a

combination of descriptive and hermeneutic phenomenology (Dowling, 2004; Lopez & Willis,

2004; Moustakas, 1994; Van Manen, 1990). The overarching purpose of describing and

interpreting the lived experiences of key stakeholders in implementing an innovative curriculum

proposal was an appropriate rationale for the combination of the two approaches. Twelve

stakeholders answered one central question and four sub questions because of their direct contact

with the phenomenon under investigation (Creswell, 2007; Finlay, 2000b). The use of

triangulation for data collection was consistent with the dialectic fusion of descriptive and

hermeneutic principles. Data triangulation involving semi-structured interviews, focus groups,

and the reflective diary ensured credibility and conformability (validity and reliability) of the

research study (Ary et al., 2010; Halcomb & Andrew, 2005). Informed consent and

confidentiality were issues throughout the research process. Internal and external validity led to

potential use of the findings in specific contexts. The semi-structured interviews included open-

ended questions as evidence that a pre-existing instrument is not an epistemological option in

qualitative research. The researcher emerged as the key research instrument.

Chapter Four discusses the findings of the current study. The discussion focuses on the

themes and categories that resulted from rigorous data analysis. The data analysis reveals key

issues about the failure of foreign language curriculum innovation attempts in public schools at

the local and national level in Colombia.

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 Chapter 4: Results

The purpose of this qualitative phenomenological study was to examine the lived

experiences of key stakeholders in implementing an aligned foreign language curriculum as an

innovation initiative at an urban public secondary school in a Northern city in Colombia, South

America. A descriptive and interpretive phenomenological design (Lopez & Willis, 2004)

underpinned this study with Moustakas’ (1994) modification of Stevick-Colaizzi-Keen method

of phenomenological analysis and Van Manen’s (1990) hermeneutic approach to

phenomenology (Dowling, 2004; Finlay, 2009a; Lopez & Willis, 2004). In essence, this study

described and interpreted the lived meanings of a group of stakeholders in depth and with the

richness of diverse perspectives on the phenomenon under consideration (Moustakas, 1994; Van

Manen, 1990. In fact, the current study aims at explicating the lived meanings of the research

participants as lived in their everyday involvement in the implementation of a new curriculum

without focusing on particular events (Van Manen, 1990). The fusion of descriptive and

interpretive processes allowed the researcher to gain understanding of how a group of 12

stakeholders have lived the experience of implementing an aligned foreign language curriculum

as a long-term strategy for improving the quality of foreign language education in Colombia.

Seidman’s (2006) series of three phenomenological interviews and Giogi’s descriptive

levels of the empirical phenomenological research (as cited in Moustakas, 1994) guided the

entire data collection process as follows. First, Interview 1: Naïve description: Open-ended

questions with a general perspective. Second, Interview 2: Structural description of the lived

experience based on a more detailed list of questions. Third, Interview 3: Naïve description and

structural description fused to give the full description of the lived experience a hermeneutic path

or orientation. Focus group discussion (Lambert & Loiselle, 2008) and the researcher’s reflective

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diary (Groenewald, 2004; Wall, Glenn, Mitchinson & Poole, 2004) accompanied the data

collection process. A pilot study ensured validity, wording, clarity, redundancy, and sequence of

the interview questions.

Descriptive and interpretive phenomenology was appropriate because this design led to

the description and interpretation of the research participants’ lived experiences in terms of

meaning of the phenomenon under investigation (Moustakas, 1994: Van Manen, 1990). The

purpose of this chapter is to provide the findings resulting from data analysis. The chapter

includes validation of findings, the findings (, pilot study, data collection process, data analysis,

demographics of participants, and final themes), and a summary of the key points covered.

Validation of Findings

This study incorporated methodological triangulation as a validity and trustworthiness

strategy (Ary, Jacobs & Sorensen, 2010; Creswell, 2009; Standing, 2009). Methodological

triangulation ensured a more holistic perspective by research participants (Cohen et al., 2011).

This method involved using in-depth one-on-one interviews, focus group discussion, and a

reflective diary to confirm and complete the various themes.

The combination of three methods facilitated data collection. Interviews and focus

groups assisted in the exploration of individual understandings and the collection of data through

the interaction among the research participants (Lambert & Loiselle, 2008). The reflective diary

helped to develop bracketing skills to inform the entire data collection process (Wall et al.,

2004).

Bracketing as a fundamental phenomenological principle guided the data collection

process (Hamill & Sinclair, 2010). Two ways to achieve bracketing during the interviewing

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process were to write a list of topics and issues related to interview topics and to keep a reflective

diary as a tool for writing the researcher’s feelings and perceptions about explicit and emergent

issues (Hamill & Sinclair, 2010). The reflective diary took the form of an analytical memo

(Groenwald, 2004; Saldaña, 2013; Wall et al., 2004). Using the reflective diary involved

preparing, reflecting, learning, and taking actions as a result of learning from the interview

encounters (Wall et al., 2004). (Appendix S).

Findings

Pilot study. The use of a self-designed data collection instrument required conducting a

pilot study for validation purposes (S. Avans, personal communication, March 29, 2012). “The

term “pilot studies” refers to miniversions of a full-scale study…, as well as the specific pre-

testing of a particular research instrument, such as a questionnaire or interview schedule” (Van

Teijlingen & Hundley, 2002, p. 1). The purpose of the pilot study was to ensure validity, proper

wording, clarity, redundancy, and sequence of the interview questions. The pilot testing included

the following steps:

1. Selection of four stakeholders from the target population in their workplace

(administrators, teachers of English, subject teachers, and parents) –one participant from

each stakeholder group. Each participant responded to one interview.

2. Use of the informed consent signed by the pilot study participants.

3. Reading of the Premises, Recruitment, and Name (PNR) Use Permission to ensure the

pilot study participants know the purpose of the study.

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 4. Presentation of the interview protocol and the matrix for pilot interview to the study

participants.

5. Conduct of the pilot study at the target research site.

The pilot study involved four stakeholders from the target population in their workplace

(school administrators, teachers of English, subject teachers, and parents) –one participant from

each stakeholder group. According to Baker (as cited in Simon, 2011), the 10-20% of the actual

study participants is enough to conduct a pilot study. Four participants were involved in the pilot

study. Two of them participated in the current study. It was not possible to exclude them from

the study. The reason for this inclusion was twofold (Van Teijlingen & Hundley, 2002). First, the

research site was a school. Second, a decrease in the sample in the main study was not desirable.

The sample for the pilot study consisted of one school coordinator, one teacher of

English, one subject teacher, and one parent. These stakeholders hold official positions in the

target school as well as administrative and academic responsibilities. For confidentiality reasons,

the pilot study participants and the actual study participants received corresponding codes for use

during the pilot study: SA1, TOE1, ST1, and P1.

The pilot study commenced once the research proposal received approval. Only the interview

questions were part of the pilot study, following Seidman’s three-interview series for

phenomenological interviewing (Seidman, 2006). The criterion for the selection of the pilot

study participants was purposeful sampling. Recruitment of the pilot participants was possible

through direct conversations and permission from the school principal. No incentives were

necessary to encourage participation, and signing an informed consent was not an IRB

requirement. The conduct of the interview implied contacting the pilot participants directly and

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individually and informing them of the purpose of the pilot study. The interview sessions took

place at the target school during the period of August 30, 2012 - September 18, 2012. Each

interview lasted 30 – 45 minutes. According to the feedback from the pilot participants, the

interview questions were clear, feasible, and appropriate to the study. Therefore, modifications

were not necessary.

A revision of the three interviews after the pilot study suggested a change in the sequence of

the interview questions to prevent the research participants from answering in the same way in

the three interviews. One way to resolve this issue was to divide the interview questions into the

three questionnaires so that the research participant could focus on the specific purpose of each

interview: Background of the experience, details of the current experience, and meaning based

on reflection (Seidman, 2006). A brief analysis of the interviewing process after the pilot study

and consent from the pilot participants led to the inclusion of 12 interview questions to make the

research instrument richer and thorough (Appendix J).

Data collection process. A qualitative descriptive and interpretive methodology served

as the basis to explore the lived experiences of 12 stakeholders while implementing an aligned

curriculum. The selection of the research participants was in line with the purpose and nature of

the study. “The idea behind qualitative research is to purposefully select participants or

sites…that will best help the researcher understand the problem and the research question”

(Creswell, 2009; p. 178). The strategy for the purposeful sampling of the research participants

was nonprobability sampling, which sampled a number of stakeholders who provided

information about curriculum innovation. This phenomenological study involved locating the

research participants at an urban secondary school in a Northern city in Colombia as a single

research site (Creswell, 2007).

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 Research participants attended a meeting to receive information about the research

project, the purpose of the study, and set the dates for the interview sessions. First and

subsequent individual encounters were about how to arrange the date and time for the three

interviews to take place (Walker, 2011). The use of interview protocols for both one-on-one

interviews and focus group interviews helped to collect the data (Creswell, 2007).

Interviews with school administrators and teachers took place in the office of school

administrators and a permanent office in the school. Some interviews with parents took place at

their homes and others at their places of work. Using the participants’ place of work as a venue

for the interviews resulted in frequent interruptions, which were difficult to avoid. First, the

presence of unexpected people in the interview rooms interfered with the flow of the interviews.

Second, other people’s need to communicate with the interviewees via technological devices

compromised interviewee’s concentration.

The data collection process relied on a set of open-ended question, which included sub-

questions derived from the central question and the list of interview questions prepared for the

study. In essence, the purpose was to determine the factors and processes embedded in the lived

experiences of the 12 research participants. The interview protocol consisted of 19 interview

questions for school administrators, 20 interview questions and eight focus group questions for

teachers of English, 16 interview questions for subject teachers, and 15 interview questions for

parents.

The open-ended questions for each interview in the series of three, the focus group

discussion, and the use of reflective diary were as follows. Two school administrators responded

to seven interview questions in Interview One, seven interview questions in Interview Two, and

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five interview questions in Interview Three. Six teachers of English answered six interview

questions in Interview One, nine interview questions in Interview Two, and five interview

questions in Interview Three. The same number of teachers responded to eight interview

questions in one focus group discussion. Two subject teachers responded to five interview

questions in Interview One, six interview questions in Interview Two, and five interview

questions in Interview Three. Two parents answered four interview questions in Interview One,

six interview questions in Interview Two, and five interview questions in Interview Three. The

research participants received copies of the interview questions before the interviews started. The

purpose was to inform them of the intent and nature of the interview (Cohen, Manion &

Morrison, 2011). The participants received and signed an informed consent before the interview

sessions began. Signing this informed consent indicated that their participation was voluntary.

The researcher’s reflective diary was a permanent tool throughout the conduct of both the

individual interview sessions and the focus group discussion (Wall et al., 2004). (Appendix R).

An interview schedule served the purpose of guiding the data collection process and

ensuring alignment with the central research question and the pursuit of the essence or the

thematic elements related to the phenomenon under study (Banner, 2010; Priest, 2002). Each

individual participated in a series of three interviews. The use of an interview schedule and a set

of open-ended questions assisted in conducting the interviews (Walker, 2011). Thirty-seven one-

on-one interviews, including the focus group interview were conducted during the period from

September 16, 2012 – to March 4, 2013. Interview One lasted 30 minutes. Interviews Two and

Three lasted 60 minutes. The focus group discussion lasted two hours and consisted of Round

One (1 hour) and Round Two (1 hour). Using a small portable digital recorder with the

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participants’ permission helped to capture the entire content of the interviews in terms of their

lived experiences.

Each interview started with a “grand tour question” (Walker, 2011, p. 4) represented by

the central question and the sub questions for the study (DiCicco-Bloom & Crabtree, 2006). The

interactive nature of in-depth-interviews led to the use of probes and prompts throughout the

three encounters with each research participant (Sorrell & Redmond, 1995; Walker, 2011;

Whiting, 2008). The focus group with the teachers of English relied on these interview tactics as

well.

Data analysis. Theme determination in this study involved using Moustakas’ (1994)

modification of Stevick-Colaizzi-Keen method of phenomenological analysis and van Manen’s

(1990) hermeneutic approach to phenomenological analysis, embedded in his “six research

activities…” (pp. 30-31). Hycner’s (1985) guidelines, which converge on the two authors’ data

analysis process, supported this study as well. The database was not large enough to use software

for qualitative data analysis. Therefore, transcribing manually was appropriate. A Spanish-

speaking person transcribed the interviews in the dialect of the research site. Reviewing and

listening to the digital recorder confirmed the accuracy of the transcriptions. Creating text

matrices and using concept mapping for theme and meaning categories was not a necessary part

of the analysis. Data analysis involved preparation and organization for analysis (Creswell,

2009). The next step was to use coding to reduce data into themes (Creswell, 2007; Saldaña,

2013). What follows is the description of the entire data analysis process based on Moustakas’

(1994) modification of Stevick-Colaizzi-Keen method of phenomenological analysis and Van

Manen’s (1990) steps.

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 Phenomenological data analysis begins with the reading and rereading of the data

collected (Cohen et al., 2000; Hycner, 1985; Moustakas, 1994; Van Manen, 1990). Focusing on

verbatim transcripts facilitates the identification of significant statements, which in turn leads to

the development of categories and themes (Burns & Bossaller, 2012; Smith & Firth, 2011). This

is a typical procedure in qualitative research, which aims at organizing the raw data for

subsequent later analysis (Neuman, 2011).

The previous analytical operations include grouping the information through a

progressive refinement of codes leading to themes. According to Creswell (2009), coding

facilitates organization of the data “before bringing meaning to information” (p. 186). Getting a

sense of the whole at this stage is paramount as well. The coding process is based on the

assumption that data analysis is an open-ended process, which implies using initial steps for

putting the actual analysis into perspective (Saldaña, 2013). Using initial coding helps to refine

codes and major categories to develop themes, the actual level of abstraction in

phenomenological research (Jacelon & O´Dell, 2005). In essence, initial coding serves as the

preparation stage for themeing the data. Using initial coding methods does not preclude the

possibility of making later phenomenological interpretations of the themes (Saldaña, 2013).

Qualitative research requires making sense of the data (Cohen, Manion & Morrison,

2011; Neuman, 2011). In this regard, phenomenological research requires a step-by-step coding

process to categorize the information, using inductive methods, including coding data into

specific themes (Byrne, 2001; Kakulu, Byrne & Viitanen, 2009; Wright, 2012). Therefore,

identifying and analyzing multiple meanings of lived experience implies using multiple coding

methods to describe the essence of the research participants’ shared experiences. Descriptive

wording, in this sense, facilitates the transformation of the data into related levels of analysis

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(Creswell, 2009; Neuman, 2011). The coding and reducing process range from descriptive to

inferential codes and moves from initial coding, subcoding, holistic coding, and in vivo codes to

descriptive and structural coding (Ary et al., 2007; Miles and Huberman, 1984; Saldaña, 2013;

Wright, 2012).

The key to reducing data into themes was coding. Themes identify concepts or entities at

a descriptive and condensed level, which indicate what data mean (De Santis & Ugarriza, 2000;

Linseth & Norberg, 2003; Saldaña, 2013). As a phenomenological concept, “[t]heme is the form

of capturing the phenomenon one tries to understand” (Van Manen, 1990, p. 87). Coding refers

to the process of organizing the data gathered and making sense of and expressing it through

categories or themes (Creswell, 2009). “Coding is analysis” (Miles & Huberman, 1994, p. 56).

The ontological and epistemological nature of the central question in this research study

determined the coding decisions during and after data collection (Saldaña, 2013). The coding

decisions relied on an emergent approach (Jacelon & O’Dell, 2005; Taylor & Gibbs, 2010;

Saldaña, 2013; Weston et al., 2001). Research questions in phenomenological research suggest

that research participants share experiences, which provide meaning for their lives in a common

context (Creswell, 2007). Each research question in the current study suggests lived experiences

that research participants share because all stakeholders have participated in the implementation

of curriculum innovation in the same institution. The rationale for analyzing according to

questions is threefold. First, questions-based analysis made it easier to identify, describe, and

interpret shared experiences. Second, the research questions serve as references to delineate

relevant units of meaning, develop categories, and construct themes (Hycner, 1985; Wright,

2012). This means that “the researcher addresses the research question to the units of general

meaning to determine whether what the participant has said responds to and illuminates the

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research question” (Hycner, 1985, p. 284). Third, analyzing according to research questions

helped to deal with data overload and facilitated write up (Miles & Huberman, 1984). Figure 1

presents the progressive refinement of the coding process alongside seven steps stemmed from

the combination of approaches.

Initial Coding

Initial Categories

Subcategories

Refined Categories (Broad Perspective)

PPPerspective)

Refined Categories (Merging Tentative

Categories)

Final Categories

Initial Themes

Final Themes

Figure 1: The Progressive Refinement of Codes from initial coding. The connections and

interconnections between and among the various boxes show how the refinement of codes

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progresses from first-impression data condensation to more intensive data analysis, leading to the

consolidation of thematic aspects of the analysis.

Step one in the combined approach involved transcribing the interviews verbatim,

translating 18 interview transcripts from Spanish into English (see Appendix S), and reading and

rereading the data obtained from data collection to describe and understand the research

participants’ lived experiences (Moustakas, 1994; Smith & Flirth, 2011). This activity required

using various coding methods. These coding methods result from the initial attempts at coding

the data (Saldaña, 2013). Initial coding led to the development of initial categories through the

use of various associated coding methods. Magnitude coding, for example, assisted in presenting

the progressive refinement of the coding process, determining the number of research

participants who endorsed the major themes in the form of percentages (see Appendix O).

Subcoding enriched the coding process by assigning more than one code to make a text segment

more detailed or specific. “A subcode is a second-order tag assigned after a primary code…”

(Saldaña, 2013, p. 77). Holistic coding as opposed to “line-by-line” coding (Saldaña, 2013, p.

142) helped to capture meaning from an entire excerpt from the interview transcripts. Structural

coding assisted in identifying content for a category in specific research questions. In practice,

structural coding translated into analyzing the narrative in relation to the questions from which

the data were generated. Process coding suggested meaning in terms of research participants’

lived experiences. Process coding reflects the meaning that the research participants assigned to

the various changes in the school due to the dynamics of a new curriculum implementation.

Changes in the school schedule, foreign language teaching methodology, and professional

interaction among the various parties involved in curriculum implementation were paramount.

Descriptive coding implied analyzing specific topics identified in the data. In fact, description is

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consistent with the focus of phenomenological analysis. In vivo coding involved using the

research participants’ original words to extract meaning from the data. In vivo code in this study

represents not only language originality but also a way to connote the various actions carried out

by the school’s key stakeholders, the purpose of process coding.

The first general aspects considered for initial coding were in-vivo codes/transcripts,

preliminary significant statements, and initial categories (Smith & Firth, 2011) (see Appendices

K1-K4). The principle of horizontalization guided the identification of significant statements

(Moustakas, 1994). The revision of these statements led to the exclusion of those that did not fit

into the initial identification process.

The focus of step two in the approach used was verbatim transcripts to develop categories

and themes from significant statements or units of meaning. Coding and recoding transformed

into a progressive refinement of codes, which led to a higher level of data analysis: refined

categories and subcategories from selective coding. Steps three and four in the combined

approach showed the refinement of codes evolved during the completion of grouping operations

to develop themes. These operations included refining categories by research questions (see

Appendices L) and determining tentative categories (see Appendix M). Creating initial and final

themes from final categories completed the progressive refinement of codes (Saldaña, 2013) (see

Appendix N).

Steps five and six presented the findings in the form of narratives for the textural

description of the phenomenon under study (what the research participants experienced) and the

structural description of the same phenomenon (how the experience occurred) using language

and thoughtfulness (Barrit, 1984; Creswell, 2007; Hycner, 1985; Moustakas, 1994; Spiggle,

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1994). Step seven completed the analysis by providing a composite description of the target

phenomenon and adjusting the activities in the previous steps through iterative analysis. The

researcher’s reflective diary helped to complete the entire data analysis process (Clarke, 2009;

Nicholl, 2010). The researcher’s sense of epistemological neutrality will make interpretation

meaningful. Feedback from participants will validate the data interpretation process.

Participant demographics. In this study, the population consisted of all stakeholders in

an urban public school in a Northern city in Colombia, South America. This is one of the most

traditional secondary schools in the city, which agreed to participate in the current study. This

school gained national certification and has been part of the bilingual program for four years.

Maximal variation as a type of purposeful sampling was the basis for participant selection

(Creswell, 2005). The sample consisted of 12 individuals, including school administrators,

teachers of English, subject teachers, and parents. This number of stakeholders was sufficient to

reach saturation. Saturation refers to the point at which research participants have endorsed the

major themes from the data provided through individual and focus group interviews (Ary, Jacobs

& Sorensen, 2010; Creswell, 2005; Walker, 2012).

All research participants are Colombian. Most of them hold an official position at the

target institution and work for the Colombian government. Only one teacher of English does not

work for the target school, but worked temporarily at this school as a pre-service teacher. The

two school administrators are part of a permanent administrative team. Both teachers of English

and subject teachers (Spanish and social sciences) are full-time in-service teachers. The two

parents are permanent members of the School Parent Association. Table Four shows more

demographic data about the research participants.

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Table 4

Demographic Information for the Research Participants

Experience
# of Years Teaching in
Participants Age in Public Experience Degree Level Curriculum Role
Education (In years) Innovation
Processes
(In years)

SA1 63 42 42 Specialist 10 Academic

Coordinator

SA2 56 38 38 Specialist 10 Headmaster

TOE1 31 7 8 Specialist 5 Teacher

TOE2 27 1 10 Specialist 1 Teacher

TOE3 50 32 32 Specialist 5 Teacher

TOE4 44 20 20 Undergraduate 5 Teacher

TOE5 21 1 1 1 Trainee
Undergraduate
Teacher

TOE6 50 32 32 Specialist 5 Area

coordinator

ST1 52 22 28 Specialist 10 Teacher

ST2 52 31 31 Specialist 10 Teacher

P1 45 5 5 Specialist 1 Parent

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 P2 47 0 11 Lawyer 3 Parent

Final themes. This subsection epitomizes the Findings section and represents a detailed

description of the results along with the interconnection between major themes and minor themes

or invariant constituents. In essence, the focus of this section is on the final themes resulting

from the coding process along with a description of what the research participants in the study

experienced with the phenomenon under scrutiny (Creswell, 2007; Moustakas, 1994). A short

description of how this experience occurred accompanies the presentation of each theme along

with a summary representing the essence of the experiences of the 12 research participants in the

target institution (Creswell, 2007; Moustakas, 1994).

Themes emerged from final categories and initial themes on the basis of the previous

conceptual consideration. “Themes are a level of abstraction beyond the categories” (Ary et al.,

2010). Clustering 21 invariant constituents or minor themes (Hycner, 1985; Moustakas, 1994;

Van Manen, 1990) resulted in seven themes as the “outcome of coding, categorization, and

analytic reflection…” (Saldaña, 2013, p. 175). (Appendices N and O). What follows is a

description of those themes in terms of what the research participants in the study experience

with the phenomenon under scrutiny, and how the experience occurred. This is consistent with

Moustakas’ (1994) modification of Stevick-Colaizzi-Keen method of phenomenological

analysis.

Theme 1: Aligned curriculum and political aims. All research participants indicated that

implementing an aligned curriculum means a prelude to the consolidation of current political

aims in foreign language education. Research participants experience the implementation of an

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aligned curriculum in different ways. SA1, for the school coordinator, for example, curriculum

design includes not only academic aspects but also operational and political issues. The

participant declared:

We have to consider the inherent aspects in relation to the academic processes,

mostly how the curricular design is framed in the procedure of the academic

development process. But also we must know that it cannot be separated from

the other inherent processes of the institutional operation and Ministry of

Education’s requirements.

Other supportive statements from a subject teacher, a school administrator, and a parent

were as follows. ST1 explained:

When I came here [the current institution] for the first time, I found something

similar to what I had found in a previous school. Of course, this is something

that involves everyone. It was such a change that the other schools wanted to

follow us. As we were the first ones to initiate this, it turned into an everyday

school routine; as a result we were less risk-averse to the changes

SA1 shared a similar perception and went on to say:

Our English teaching staff is a dynamic and hard-working team; they are

unquestionably devoted to their work. At least, say the staff is completely

qualified for working in the bilingual program. They are people who have put in

all their efforts to the program, and the results are noticeable in the students’

academic performance on extracurricular activities. (SA1).

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 P2 incorporated the change issue and stated:

Practice is the starting point for change; it is not only the mere intention, which is

sometimes what we’ve been observing progressively in the education field. At

least, in our case, Colombia introduced that practice as an innovation in its

academic curriculum, which allowed us to pass from a delay process and

stagnation to actually giving life to the academic process - and I hope this is

clearly understood.

Trying to define and understand the new curriculum, TOE1 stated, “Aligned curriculum, I

think is an organized and planned syllabus that the government – with some specialists- have

created for public schools in Colombia to follow.”

In an effort to relate prior experience to current experience of curriculum implementation,

specifically the lesson planning process, TOE3 added:

Before I bring the standards to the classroom, I…I prepare my lessons according

to these standards and competencies, trying to choose the ones that I need to

develop in a specific lesson. I always try to relate my topics and activities to the

standards and competencies that my students need to communicate in English.

The focus on curriculum is a concern for teachers of English and school administrators.

TOE1 commented, “Hmm … the curriculum should be focused on the students and on what they

are capable of doing. And they should be focused on that.” TOE2 stated, “If I had to choose a

topic, I needed to choose one related to the standards, what the Common European Framework

establishes, and what the students need to learn.” TOE3 commented, “The Ministry of Education

is always asking us to teach our students to communicate in English well.” SA1 explains that the

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school curriculum includes contents and competences as primary elements that lead to

communication, interpretation, and analysis concerning the anticipation of the results from the

aligned curriculum, a visible strategy of the National bilingual program. The participant put it in

this way:

We’ve considered very much, we’ve made sure our school curriculum design is

taking into account bilingualism. We have enriched our contents and competences

because it is not only about communication but also interpretation, analysis, and

all of those aspects really related to a curriculum that fills the bilingualism

expectations as such to see the expected results.(SA1).

Various stakeholders responded as follows with respect to specific characteristics of the

new curriculum and how they saw it in relation to previous curricula. TOE2 stated that the new

curriculum program made a difference.

What I really know is that in the past, before the implementation of the bilingual

national program was that the class was very traditional in some cases, but the

National bilingual program gives teachers the opportunity to have a different view

and different strategies that teachers could implement in class.

TOE1 agreed and explained:

It’s on the goal like you don’t get a second chance for teaching the same class like

you’re there, and you have to do it. So you have to come up like having backup

plans and …that comes from experience, from having done horrible things in the

past, things you don’t like doing and that you know are not working, and you have

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 to face those results, so having backup plans and…taking into account as many

factors as you can to make things work.

Similarly, the same participant observed:

When you’re working with an aligned curriculum, you have to prepare, even

though it is already prepared, but well, it is like the…what they ask you to do here

at school um…so you know what you ‘redoing, so there’s no room for

improvisation, you know.

TOE2 explained:

Defining an aligned curriculum implies basing on the current curriculum because

an aligned curriculum means following a sequence –standards, competences,

indicators, content, grammar- all the processes that students need to go through in

a classroom…You can align with literature, math, and other subjects.

Dealing with time is another concern for stakeholders as well. TOE6, for instance, stated,

“I think this curriculum has especially affected our schedule; because now students need to be

here from 6:20 AM to 2:10 in the afternoon -8 hours - every day”…“It doesn’t affect the school,

but it has affected the schedule.” ST1 clarified that “… It’s not the same having a traditional 3-

hour schedule as having an 8 or- 10 hour schedule for English. This breaks the traditional

paradigms, which were the rules for establishing the intensity of hours in the past …”

ST2 commented:

That’s what has worked. In the past we had 2 hours of English. This is not true

anymore. Now we have 10 hours, 8 hours and that is a great advantage and the

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 student is adapting to that schedule and he/she starts feeling that it is part of

his/her daily life, and there will be a moment in which they are going to feel

comfortable with it. (ST2).

The structures implicit in school administrators’ teachers’, and parents’ aligned

curriculum implementation are expressed in her view of academic processes, namely curriculum

design and curriculum development. With respect to core aspects of curriculum development,

participants are attuned to the implementation of political objectives for foreign language

education. Curriculum implementation is experienced as an operational function within official

purposes.

Foreign language curriculum innovation evokes previous experiences and awakens

interest in foreign language teaching. Curriculum innovation occurs at a professional and

practical level and fluctuates from an awareness of the need to change to current implementation.

Aligned curriculum in relation to curriculum in general and common professional practices is

defined as specialist-designed syllabus. This syllabus is a competency-based syllabus, which

includes course content, development of communication skills, expected results as a national

bilingualism strategy. The new curriculum evokes teachers’ previous teaching experience and

makes them redefine their professional, curricular, and classroom practices, including the use of

time.

Theme 2: Awareness of the significance of affectiveness. A majority of participants

(91.7 %) declared that implementing an aligned curriculum means motivation for foreign

language education and curriculum. What follows is the way various research participants

supported this theme throughout the series of three interviews. SA1 perceives a sense of change

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in the attitude of the school community due to the common use of the target language among the

students outside the classroom. She explained:

Based on bilingualism, we’ve seen that change in the attitude of the educational

community; as we said previously the use of the language outside the classroom is

perceived. During the breaks you can hear students having English conversations

at different moments during the English classes among themselves.

SA2 mentions that technology has made curriculum implementation pleasant, fearless,

and attractive. The participant stated:

English is really becoming something pleasant to the students, even more with the

technological resources that we have in the school. They already have some

listening abilities in the language. They feel less afraid of talking to their partners;

English has become kind of more interesting.

A teacher of English describes curriculum implementation as an attitudinal connection.

TOE1 noted, “It’s an articulation because the school principal needs our positive attitude to work

toward the implementation of the school curriculum.”

SA1 thinks of curriculum implementation as an ideal situation in which the entire

community is involved. The participant explained:

I think it’s positive. The ideal situation is that everyone shows interest in

continuing with the bilingual project. In most cases, there is a great acceptance.

There is progress perceived not only during the class because one can find some

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 notebooks marked in English, in Spanish, and they are making English become an

inherent part of their daily lives…

Parents favor foreign language curriculum implementation despite common problems and

obstacles. P2 noted, “Deserters may exist. I am very optimistic about perseverance, though.” The

participant continued to say:

Well, I think it’s positive. Actually, I’m positive, I like being positive about all

processes. It’s possible to find a couple of problems around; even there can be

disagreements between the school principal and the coordinator with me. I don’t

know…That would not be an obstacle to the process. On the contrary, they would

be seen as aspects to improve in the future, so I always see it from a positive

perspective.

P1 indicated:

In general, the school has received the curriculum innovation issue in the English

learning area with very good disposition. I think boys and girls feel happy. They

like English language methodology. In general, they always enjoy it, I mean what

I can capture from my son is that they feel satisfied with the process and the

institution has promoted.

Parents associate foreign language curriculum implementation with teacher training. P1

stated, “There’s no doubt that the school’s administration has been supportive, especially of the

new teachers’ complementary training plans. This is something that motivates them very much.

Many of them take it as an opportunity to be in the institution.”

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 School administrators experience foreign language curriculum implementation as an

English-speaking environment in which students use the target language to communicate. An

attitudinal connection and technology facilitate implementation and makes the process easier as

experienced by school administrators and teachers, and parents. Parents’ positive attitude and

perseverance help in solving implementation issues and disagreements. Teacher training helps

teachers to become more effective implementers.

Theme 3: A sense of ownership and lifelong learning. All research participants

indicated that implementing an aligned curriculum means expressing a sense of belongingness

and understanding people’s various roles as committed professionals and human beings. In

ST1’s words “At [the target school], we easily appreciate the people’s sense of belonging and

familiarity that we have as a community.” SA1 concluded that “So, we like the silent work [the

current school responsibilities], but at the same time it must result in real benefits to students,

showing evidence of the work done with great devotion and interest.” ST2 referred to acceptance

and shared commitment in this way, “I mean, there’s already an acceptance, both the family and

the student have a commitment.” He added, “Well, to establish a foreign language new

curriculum, it is indispensable to have a commitment, a commitment in which principals,

teachers and students are involved.” TOE2 responded, “OK, the factors that influence the

implementation of a new curriculum could be everybody’s involvement with what the institution

wants.”

Some research participants mention that all members of the school community have a

role to play. ST1, stated, “We are exclusive in that sense. All people in this school, including the

gatekeeper and the school administrators have a critical role to play in learners’ lives …” SA1

explained:

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 On a dynamic level, at least each management, process take place, but in the daily

matters we cannot separate a process from the other one because the academic

management is complemented with the Principals’ management with the

administrative management, with the financial management, and the management

offered to the community.

Addressing a student to whom she does not regularly teach, ST1 affirmed,

…He is a student at [the target school] and I am a teacher, he is part of the

institution, and he is in the process of learning. None of the parents cannot be

annoyed because I correct their children. Now what do I have to do to prevent

parents from getting annoyed so that students do not recognize me as an authority

or as punishment? I have to be aware of the way I do it.

Other research participants mention that all school community members do what is

expected of them because stakeholders know the needs they are expected to fulfill. TOE3 stated

in this respect, “[t]he principal does not need to force us to do something. Everyone in our

English curriculum does what they need to do.”

SA1, explained:

There is a great influence from the academic coordinator because along with the

legal requirements the ministry demands, we have to meet with the teachers who

will be implementing the syllabi, to construct with them the course contents, the

performance indicators, and the competencies that we will develop.

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 SA2 referred to the weaknesses that should be overcome in an effort to meet various

needs as a school administrator. The participant said:

As I am faced with it and that encounter with myself leads me to succeed. It helps

to identify my errors as well. That’s why I’ve always said that in life there are

weaknesses, there are threats, but one can’t take threats out of the way, but

instead, we should look for variables to minimize those effects…

Working with a new curriculum is a big decision, which helps to use more tools to

improve the quality of the teaching process. ST2 responded:

That was one of the most effective and strongest decisions because as a new

curriculum is introduced to strengthen the previous one, the institution receives

more tools to continue working for the educational quality. Therefore, we

perceived this as the best decision we’ve ever made, which will permit us to

progress more and more because that’s the way I feel it and the results show it, so

it is a good decision for me.

Therefore, there is no imposition in what the school community does. SA2 confirmed:

Yes, at a school level there is ownership because something that we have always

done is never to impose; just what is constructed in the school is collective work.

This has helped them feel that nothing has been imposed. That is constructed by

them with great enthusiasm.

Implementing an aligned curriculum makes teachers of English be creative and have

access to some school resources that other teachers do not have. TOE2 stated, “I think one thing

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most of the teachers have to have in mind is their capacity to be creative when it’s necessary. So

it all depends on our creativity.”

In a more extended elaboration, the same teacher responded:

Yes. The teacher didn’t have time to do things, to improve things because

uh…with that implementation, students have to uh…teachers have the opportunity

to do new things because uh…the Ministry is uh…just supporting things that we

didn’t have in the past, but now we have many things to do with the students. We

can go to the laboratory. We can use uh…tape recorders…We can use many

strategies that as teachers we think can work…We have to keep in mind those

things.

Referring to the resources teachers do not usually do, the space available in the school,

and the opportunities some teachers do not have, P1 asserted:

… [T]hey would like to do something similar, too. Maybe they are jealous in the

sense that they would like to have more resources, more space and also to have

the chance to go to the computer room, they said. But I think we should have

another computer room for social science so that teachers can do new things. (P1).

For school administrators, teachers and parents, working on an aligned curriculum

involves dedicated and silent work, and the school community’s full commitment. All school

community members demonstrate their responsibility to curriculum implementation by playing

their roles in the institution. All stakeholders struggle to fulfill students’ need because school

community members know what is expected of them. Academic, administrative, and financial

processes operate dynamically.

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 Working with a new curriculum involves responding to the demands of both high-level

entities and work. The decision to work with an aligned curriculum is one of evidence of

educational progress. Implementing an aligned curriculum has to do with teachers’ creativity and

use of exclusive school resources.

Theme 4: Communication as the cornerstone of implementation. All participants

indicated that implementing an aligned curriculum implies building and maintaining strong

relationships within a school community and a learning community, “Because we have to be

more connected, more communicative, and more interactive. We need to share more

experiences” (TOE3). In the same vein, P2 commented, “We are constantly in contact when we

have the chance, those changes that are being introduced through permanent conversations…”

SA1 stated:

I think I try to maintain a good relationship with the different members of the

educational community. I’ve been a person who knows perfectly that our service

is for the educational community, so that our students may be the center of our

work, but considering the welfare of all of us and the benefit that the community

should have.

SA2 refers to a set of values that school community fosters. The participant affirmed,

“Luggage means values, love, mercy, forgiveness, wisdom, as a human beings we have enough

richness to move forward and it does not surrender to nothing.” SA1 put it in this manner, “We

are trying to work within an organized environment that reflects peace, peaceful cohabitation.”

SA2 indicated:

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 I describe it as a pleasant communication because there are not stages that we

cannot reach, everyone has access, and we are all willing to support this bilingual

process in the school. Some of us are honest-we don’t know this, but we know

other things - so there is humility to recognize and to know how far we can go as a

part of the bilingualism program in the institution.

ST2 summarized the common values within the school community as follows:

… Our pedagogical model is a model of processes and values. So with that model

we are promoting values in our students and each profession must be

accompanied by those values to make students aware that their task is not only to

gain knowledge but to know how to be competent in society. Also to understand

that there are many risks in a particular society, which implies to be prepared on a

spiritual level, in terms of their own values, such as responsibility, respect,

honesty.

Decision-making in curriculum implementation is a collective activity. P2 stated, “Let’s

say that decision-making is not individual, but collective, subjected to democracy.” SA2

explained:

I don’t know much about English but I’ve had a good connection with my

teachers. I represent them when the people from the Ministry of Education come

for a visit. I prepared myself and I answer their questions because I’ve tried to

understand the situations and when I don’t know something, they are there for me.

Negotiation relies on discussion to identify the program’s strengths and weaknesses.

Collective perception leads to use the strategies to improve students’ achievement. SA2 added:

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 One [works] with the teachers in a space provided by the Institution – the course

plans; so when I meet the English teachers, we can talk about the emergent

weaknesses and strengths of the program. Once we perceive the difficulties, we

proposed strategies that lead us to improve our students’ outcomes.

Communication is of concern for SA1. She indicated:

It is easy to pass that bridge when you are involved in the process…as I told you,

we always have a permanent dialogue with the other administrators we always

have information about the good things for the Institution as well as the recent

developments and innovation that will occur.

Communication during foreign language curriculum implementation is experienced as a

permanent interactive process. During this process, teachers and school administrators use

conversation as a tool for maintaining professional relationships with other members of the

school community. The institutional values unite the school community. Honesty and humility

make the curriculum implementation process move forward. Responding to the institutional and

pedagogical model helps as well. Foreign language curriculum implementation is possible

through preparation for national assessment and trust among the school community members.

Through discussion and dialogue, obstacles and weaknesses can be overcome in the institution,

the school, and home.

Theme 5: Ability to face uncertainty and challenges. A majority of participants (91.7 %)

manifested that implementing an aligned curriculum means being able to overcome professional

and personal fears as well as acknowledging exploration as a fountain of knowledge and success.

The implementation of a curriculum having new characteristics in terms of time distribution and

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the connections with other curriculum subjects causes confusion and uncertainty. ST1

commented, “No, at the beginning the teachers’ million-dollar question was: how many hours of

social science will be taken away? How many hours of any subject will be taken away?” SA2

said, “Teachers, I knew that would worry you because the most important subjects of the school

are Spanish, mathematic and biology, but don’t worry since the luggage [the curricular change]

will increase the number of hours.” ST1 commented, “At the beginning the acceptance was

chaotic because we already know that any change brings about resistance, worry. That’s when

we ask: What is happening to me?” SA1mentioned that “first I was scared and when our

representatives described what bilingualism is and the strengths they have gained from the

program, they heard with pleasure and acceptance, then they congratulated us…”

TOE1 responded:

We kind of faced with a big question: What are we going to do now? How are we

going to do this? Because we never thought about it. We were just waiting for the

books and, the books were there. OK, how are going to do it? Are the students

going to take them home? Are we going to keep them here? Are they going to

write with a pencil or a pen? Are they going to erase? (TOE1).

Describing her uncertainty and fear as a professional, TOE1 continued to declare:

I felt scared, I didn’t like what I was doing, I thought I was wasting my time and

my students’ time, yeah, I didn’t like it. Then I kind of found a goal or some

guide, then I started, Ok, let’s try to make this work. I’m still trying, yeah.

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ST1 explained, “Because change implies a challenge that we have to overcome, incorporate into

our lives, and enjoy its taste, which is what the most difficult thing to do i. You don’t enjoy what

you don’t accept.”

Implementing the new curriculum proposal is a challenge for teachers of English. TOE4

stated, “I think a challenge is related to my performance, my professional performance.” TOE1,

emphasizing the idea of continued learning through living new experiences and situations, added,

“Again, we felt like in an unknown territory. We didn’t know what to do. We were just starting.

Huh…now it is easier. Now we have kind of ….like…it’s like a dance, we know.”

Worried about the new professional skills that a teacher of English had to possess, TOE1

declared:

I did not have the experience to do that because you have to study, you have to be

good at creating and planning a syllabus, and I didn’t know how to do it. I was

following some course books that I thought were good for my students. I didn’t

really know what I was doing, so I don’t think it’s a very good idea that each

teacher can do anything.

In general, teachers’ and administrators’ aligned curriculum current implementation in

relation to time distribution in the institution is filled with professional uncertainty, fear, and

confusion. Nevertheless, clarification provided by authorized government representatives helps

to transform these feelings into acceptance and enthusiasm. Experiencing the new curriculum in

the classroom makes teachers respond positively to a professional challenge.

Theme 6: Ability to create transformational leadership. A majority of research

participants (91.7 %) indicated that implementing an aligned curriculum means transcending

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conventional leadership roles. SA1 recognizes that management and leadership interact with the

school community regarding playing the role as a coordinator.

The participant defined leadership in this way: “Leadership is the ability that a person has

to control all his or her work…that has to be my role as a coordinator. Obviously, I must have

leadership skills because I am the head of teachers...”.

P1 identified a leader as someone who holds Christian values by declaring,

“Undoubtedly, SA2. She comes from a good school in which she learned the

Christian philosophy very well. Likewise, there are many teachers who have a

good knowledge; for example, the school counselor, some teachers, and several

teachers whose names I don’t remember. Anyway they are people who have a

good orientation in that sense…

Foreign language curriculum implementation for ST1 is about taking turns exercising

leadership voluntarily. In this respect, ST1 explains that there is a need to believe in oneself and

believe in the people around us. She noted, “… Concerning the project implementation, we all

have to be leaders in the project development. Today it’s my turn, tomorrow is the others’ turn,

and so on.”

ST2 declared:

Well, I have a positive concept of myself. I’ve always felt a leader inside me

because a leader doesn’t force people to do something. He must be an example for

the others, so I’ve felt that my students can see me as a leader.

SA2 commented:

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 I don’t feel alone. I always feel that I have to take advantage of all opportunities

that I can get. I feel that I have to respond to the level of confidence that the

internal and the external community and families give me; so, I feel it is a chance

for the institution to be in a continuing improvement.

During curriculum implementation teachers of English see themselves as leaders. TOE4

noted that “Yes, but I have to share with my peers because there is not just one leader. We are all

leaders. We have to keep talking about new strategies, keep talking about new situations in

different moments.” TOE2, adhering to the previous comment, added, “In terms of a curriculum

leader, I know that I have to change what doesn’t work.” TOE5 responded, “I think my role as a

leader didn’t change in terms of the role you’re playing. You’re the teacher.” TOE4 finally

added, “I think I should continue being a guide for my students. I consider myself an example for

them.”

Foreign language curriculum implementation is one of the school community’s shared

contributions to the Institution’s progress. P2 noted that “When I’ve had the chance, I think

about ideas for the institutional welfare and all its participants. Then we socialize them, and

integrate them with great ideas proposed by parents, school administrators and teachers.”

Foreign language curriculum implementation is experienced as both dynamic work and

desire to acquire more knowledge as well. TOE1 noted:

The thing about attitude is that it kind of takes a lot of things within itself. It’s like

preparing, hum…working a bit more and trying to look for things that will help

you do a good job in applying this new curriculum in this exact situation. So

attitude kind of has a lot of things within it, like that like being, like wanting to do

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 it, you know, like saying, “Ok, I might have to work more: I have to read; I have

to look for things.”

SA2 explained what operating at a higher position means as follows:

Making adjustments from a higher position means that many things should be

done; however, what we need to do is go to the classrooms to make sure that what

I think is actually being done. I live with my students and teachers; that’s why I

don’t run the risk of making a mistake…

Concerning curriculum implementation in relation to leadership, school administrators,

teachers, and parents attuned to playing their roles and holding Christian values. Leadership

involves sharing and guiding, not only at professional meetings but also in the classroom an

outside it. Curriculum implementation implies living with students and teachers and not running

the risk of making mistakes.

Theme 7. Transcendence toward innovation. A majority of research participants (91.7

%) stated that implementing an aligned curriculum relates to transcendence of innovation. TOE4

commented, “I think today English is very important for people to do everything.” SA2 noted, “I

think it [English] makes the institution gain reliability. Also, our students can access higher

education and the job market more easily. It helps those who have chances to continue studying

as well.” P2 clarified, “Well, it is not specifically the same language but we are actually trying.

This is at least one of the schools in Monteria that has been certificated …”

TOE1 suggests abandoning old meaningless practices to make students aware of how

they can change their lives and achieve their goals using English as a tool. TOE1made the

following reflection:

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 I’ve been um…trying to leave like bad ways, and this way of teaching that didn’t

mean anything and now having students understand and think and make them

aware of what is ahead of them, not just even think this is about English, but their

lives, making them realize that the world is all theirs and that they can achieve

anything they want as they should have goals and I think English um…has a big

role in that because it is telling them, “Ok, the world, if you can go anywhere if

you can speak English…anywhere, so you do it.

TOE1 recognizes that during the implementation of the new curriculum administrators

have always been ready to help. Doing something different makes them feel proud and happy.

OK, administrators, they have been so helpful. Anything you need, they’re there

for you like they really like, for them like thinking and feeling, helping students,

and they’re doing something different. Not all schools are doing, so they feel

proud and say, “Oh yes, we have the bilingualism project, and we’re doing it, so

they feel good about it, and they do anything they can.”

The results of implementing an aligned curriculum should be not only foreign language

learning but also education at large. ST1 articulated this perception in the following manner:

…[R]emember boys that you are educated not to be inside the four walls, but for

life, and you live outside the four walls. You are a social being par excellence and in each space

you should reflect your integrated education, that is, “they know where they are going to.

ST2 commented:

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 Well, curriculum innovation is how to implement a number of tools to help

achieving this knowledge and expertise. It is not only those students keep that

knowledge but also that they can project it because they can use it throughout

their lives to defend themselves on a family, market job, social level.

Finally, teaching relates to curriculum innovation. TOE5 stated, “Foreign language

curriculum is something that maybe, we know, but the clue here is innovation, innovation in

foreign language teaching.” TOE6 noted that “Curriculum innovation means that the teacher

needs to change his or her strategies and everyday use activities that let students practice in class

–prepare projects and study English, not only for the ICFES test, no.” SA1 commented:

…I think that when we are in the exercise of pedagogy, we can’t forget that we

always have to innovate; we always have to be amazed. We always have to create

in our students the ability to philosophize and to be philosophers every day.

Curriculum innovation translates into students’ success. TOE5 responded, “What factors

influence the success…it could be the results that teachers can see in the students, right?” SA1

agreed with this response and said, “Well we have seen the progress and even in the assessment

results, mainly in children who have increased their performance in English.”

Some stakeholders provide their definitions of innovation in an effort to recognize the

results of the national bilingual project in the form of an aligned curriculum in practice. SA2’s

statement articulated this perception: “I say, my God, how much we have progressed…!”

ST1’s definition was:

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 To innovate is to change, to transform, to modify, but the man does not change or

transform, or modify, but feel the need, and the state, the government, the family,

and society have felt the need that there should be innovations in the curricula of

academic institutions…

ST2 responded:

It represents progress, development, and improvement on an institutional level in

what has to do with the student’s human quality. It is good to see that our students

are being favored and benefited, and this will be useful for the institution. It is

important because the institution is projected and becomes more competitive.

In the same vein, P1 stated:

The word “innovation” means change. It represents the breaking of paradigms that

sometimes we have as difficult because we get pigeonholed into the same old

thing. Everyone, the student, parents, and teachers ... Therefore, I see curriculum

innovation and change as a search for breaking paradigms.

Curriculum innovation has to do with the collective satisfaction that comes from working

on a project that benefits the entire school community. The school environment is now clear for

language learning. Teachers describe school administrators’ job as helpful during curriculum

implementation. Curriculum innovation occurs when teachers decide to implement new

pedagogical practices conducive to success described by teachers, school administrators, and

parents as results, progress, development, improvement, change, and the breaking of a paradigm.

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 In summary, the lived experiences of key stakeholders while implementing an aligned

foreign language curriculum is characterized by distinctive features in each of the three major

stages of curriculum development –planning, implementation, and evaluation. Of particular

importance is the consideration of both academic and political processes and requirements.

Stakeholders’ functions are operational in nature and curriculum planning becomes an

institutional responsibility. A close bond between them permeates curriculum work from start to

finish. Total involvement and role fulfillment marks stakeholders’ participation and contribution

to the implementation of the new curriculum. From the beginning, stakeholders have been in

permanent communication to develop a pedagogical model, which guides curriculum

implementation in the school. The pedagogical model includes honesty, responsibility, religion,

humility, and respect. Despite strong feelings of uncertainty, fear, and confusion, stakeholders

are able to turn obstacles into professional acceptance and enthusiastic engagement. Research

participants in this study distinguish between leadership and management. However, the various

curriculum development moments make stakeholders share common responsibilities. Most

community members account for institutional organization, course planning, teaching, student

assessment, and student counseling. The school community receives institutional, academic,

educational, and professional benefits from the implementation of the aligned foreign language

curriculum. Stakeholders feel satisfaction from implementing innovation in the institution.

Summary

The purpose of this chapter was to provide the results of the current study. The chapter

included the findings of a pilot study to validate the research instrument as well as a summary of

the demographics for 12 research participants. The body of the chapter consisted of the

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validation of findings, the findings (, pilot study, data collection process, data analysis,

demographics of participants, and final themes).

The chapter provides a description of the data collection process, which includes a brief

discussion of a qualitative descriptive and interpretive methodology as the epistemological

foundation for gathering the data. Also mentioned was the type of sampling used to select the

research participants. A detailed description of each method for data collection, including in-

depth interviews, focus group discussion, and a reflective diary follows. The main focus was on

the actual conduct of the interviews as the central data collection method. Moustakas’ (1994)

modification of Stevick-Colaizzi-Keen method of phenomenological analysis and van Manen’s

(1990) hermeneutic approach to phenomenological analysis guided the data analysis process.

The focus was the description of the practicality of a combined method, a brief discussion of the

concept of coding, and the use of related coding methods in the current research study.

The findings present the connection between the four research questions and the themes

that emerged from the data. Seven themes emerged from the same number of final categories and

under four types of phenomena: factors, processes at the macro level, processes at the micro

level, and evidence of change. All research participants related the implementation of an aligned

foreign language curriculum to a prelude to the consolidation of current political aims in foreign

language education. Most research participants associated that implementation with an

awareness of the significance of the affective tenet as an educational drive toward foreign

language teaching and learning. All participants indicated that implementing an aligned

curriculum has to do with having a sense of ownership and lifelong learning and communication

as the cornerstone of successful organizations and foreign language communities. Most research

participants reported that implementing an aligned curriculum in a public school implies facing

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uncertainty and challenges with support from a variety of sources. A majority of research

participants indicated that implementing an aligned curriculum means transformational

leadership. Most research participants reported that the same type of curriculum transcends the

mere pragmatic educational expected outcomes and translates into an innovative venture.

Chapter Five will present the conclusions of the study in terms of implications of the inquiry, and

recommendations.

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 Chapter 5: Conclusions and Recommendations

The failure of various innovative attempts to improve the quality of foreign language

education at the secondary level in diverse contexts, including current bilingual education

policies around the world has stressed the need to make those initiatives more consistent,

specific, stable, informed, and systematic (Berestova, 2009; Desimone, 2002). Dziwa1,

Chindedza, and Mpondi (2013) stated, “[One] …reason for curriculum innovation is the need to

make the curriculum relevant to individual, societal, and national needs” (p. 3). A pervasive

challenge in this regard is effective curriculum implementation (Desimone, 2002).

The purpose of this phenomenological study was to examine the lived experiences of key

stakeholders in implementing an aligned foreign language curriculum as an innovation initiative

at an urban public secondary school in a Northern city in Colombia, South America.

Accomplishing the purpose implied interviewing 12 major stakeholders currently working at the

target institution and using Moustakas’ modification of Stevick-Colaizzi-Keen method of

phenomenological analysis and Van Manen’s (1990) hermeneutic approach to phenomenology

(Dowling, 2004; Finlay, 2009a; Wojnar & Swanson, 2007). Focus group discussion (Lambert &

Loiselle, 2008) and the researcher’s reflective diary (Groenewald, 2004; Wall, Glenn,

Mitchinson & Poole, 2004) helped to accomplish the research purpose as well. Descriptive and

interpretive phenomenological processes assisted in understanding the various stakeholders’

lived experiences of implementing an aligned foreign language curriculum.

Chapter 5 consists of conclusions and recommendations. The chapter’s intent is to

interpret the findings from the research study. The conclusions section relates the findings to

current literature, the approach, the data analysis, and other emergent factors. Also included are

the significance, the meaning of the inquiry to various constituents along with the social

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significance of the research, and the scope, and limitations of the study. The recommendations

section presents conclusions concerning the limitations of the study, the limitations of the data,

and the limitations of the data analysis. Implications of the research beyond specific

recommendations, ethical dimensions of the research, and suggestions regarding the need for

further research will complete the chapter.

Conclusions

The essence of the responses of 12 stakeholders’ experience of implementing an aligned

foreign language curriculum relate to diverse perceptions of that experience and results in the

complex interaction among the various themes. Table 5 delineated the themes connected with

each research question. Research Question One was What factors influence the implementation

of a new curriculum from the perspectives of the three groups of stakeholders involved in the

study? Two themes relate to this research question. Research Question Two was What processes

influence the implementation of a new curriculum from the perspectives of the three groups of

stakeholders involved in the study? This research question comprises two themes. Research

Question Three was How is curriculum innovation reflected in the school and classrooms as

perceived by the three groups of stakeholders participating in the study? One theme related to

this question. Finally, Research Question Four was How do key stakeholders perceive curriculum

innovation?

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Table 5

Research Questions and Core Themes

Research Question # Core Themes

1 Aligned curriculum and political aims

Ability to face uncertainty and challenges

2 A sense of ownership and lifelong learning

Communication as the cornerstone of

implementation

3 Awareness of the significance of

affectiveness

4 Ability to create transformational leadership

Transcendence toward innovation.

Discussion of findings for Research Question One. Research Question One -what

factors influence the implementation of a new curriculum from the perspectives of the three

groups of stakeholders involved in the study? -encompasses two themes: an aligned curriculum

and political aims and ability to face uncertainty and challenges.

Theme 1: Aligned curriculum and political aims. All research participants acknowledge

the significance of these factors in curriculum alignment and implementation (100%).

Curriculum alignment is associated with the provision of global education by educational

institutions, which express their desire and make their contributions to the consolidation of recent

foreign language policies for the teaching of English in Colombia. Global education attempts to

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develop global aims (Oliva, 2005). As an approach to language teaching, global education aims

to “enable students to effectively acquire a foreign language while empowering them with the

knowledge, skills, and commitment required by world citizens to solve global problems” (Asian-

Pacific Human Rights Information Center, n.d, para., 2). This political economic and cultural

dimension is present in the implementation of foreign language education in Colombia.

Colombian citizens should be able to communicate in English to be a part of a globalized world,

which demands global communication, global economy, cultural understanding, and greater

diversity (Mejía, 2011).

School administrators at the target school strive to make the National bilingual program

visible in the institution. As major stakeholders, they try to translate official policies into

continual and effective implementation (Wang, 2010). The aligned curriculum represents the

strategy through which school administrators reaffirm the government presence in both policy

and curriculum implementation. Regardless of numerous constraints, school administrators focus

on substantial aspects of implementation to transmit a positive perception to other stakeholders,

mainly teachers of English, subject teachers, and parents.

The impetus for the consolidation of current political aims in foreign language education

is to validate current practices in curriculum alignment in terms of what teachers do in the

classroom and what they expect from their students. As primary curriculum implementers

(Wang, 2010), teachers strive to teach students the required knowledge and skills that allow them

to function in an ever-changing world because “language and language education are highly

political issues” (Saarinen & Pöyhönen, 2011, p. 2). A major concern of the teachers of English

is, for example, to follow the Basic Standards for English in Colombia along with a learner-

centered approach to language teaching, which implies increasing exposure to real-life topics,

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using a communicative methodology and appropriate assessment strategies. Implicit in these

curricular practices is the purpose of ensuring educational accountability to the central

government concerning the overarching National bilingual program (Anderson, 2002).

Another prevalent expression of curriculum alignment among the school community is

the impetus for the integration of English as a foreign language with the other subjects in the

curriculum. English across the curriculum is a current response to internationalization of

curriculum in foreign language education (Bettencourt, 2011). Integrating English with Spanish,

mathematics, arts, or social science, for example permits students to view English in a wider

context and transcend mere linguistic knowledge. “Designating foreign language study as one of

[the] core subjects is essential for a successful program” (Gilzow & Rhodes, 2000, p. 2). In fact,

designing English as another core subject on the school curriculum has resulted in an opportunity

to give it a higher status and make it to compete with other core subjects.

Theme 5: Ability to face uncertainty and challenges. The other theme embedded in the

research participants’ responses to Question One relates to a sense of uncertainty and challenges

with support from a variety of sources. Despite their commitment to change, the various

stakeholders expressed a sense of uncertainty about implementing the aligned curriculum and

take on that responsibility as a challenge. Bennie and Newstead (1999) stated, “[t]he introduction

of a new curriculum…poses a range of challenges to teachers and schools” (p. 1).

At a personal level, most stakeholders are concerned about the new implementation as

evidence of innovation, and their ability to respond to it successfully. This reaction is consistent

with Marsh and Willis’ (2003) stages of concern according to which the “[i]ndividual is

uncertain about the demands of the innovation, his or her adequacy to meet those demands, and

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his or her role in the innovation…” (p. 254). For most stakeholders, namely teachers and parents,

the first challenge to face was to overcome professional fears stemming from their interaction

with the new curriculum at the administrative, academic, and classroom level. This model

indicates that key stakeholders in the institution started with the third stage of concern and

gradually went from management to consequence, from consequence to collaboration, and

finally to refocusing. This last stage leads to exploration, knowledge, and success through

professional curiosity and intuition. National, local, and institutional support, including personal

religious beliefs, entices the various stakeholders to develop their full potential for the benefits of

the students, the school community, and their own benefits.

Discussion of findings for Research Question Two. Research Question Two was: what

processes influence the implementation of a new curriculum from the perspectives of the three

groups of stakeholders involved in the study? Two major themes stemmed from this question: a

sense of ownership and lifelong learning, and communication as the cornerstone of

implementation.

Theme 3: A sense of ownership and lifelong learning. All stakeholders understand that

ownership, lifelong learning, and communication leads to successful implementation, innovation,

and change (100%). Ownership takes the form of sense of belonging, needs fulfillment,

professional commitment, informed decision-making, and sense of self-actualization. At the core

of these manifestations are stakeholders’ emotional and functional attachment to their institution,

their colleagues, and their individual selves as human beings and members of a community and

society (Datta, 2008; Elizur & Koslowsky, 2001). Their teamwork resulted in a productive

synergy through their commitment to the project as well as a feeling of faithfulness to the

organization (Dale & Fox, 2008; Owens & Valesky, 2007).

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 The principle of lifelong learning drives stakeholders’ continual training and professional

development. “Lifelong learning is the continuous building of skills and knowledge throughout

the life of an individual (Courter, Anderson, McGlamery, Nathans-Kelly & Nicometto, n.d, p. 1).

Lifelong learning is an opportunity to grow at the individual, collegial, and institutional level.

Theme 4: Communication as the cornerstone of implementation. Communication is an

essential driver of curriculum innovation. The research findings suggested that the various

stakeholders communicated their views, assumptions, feelings, and professional fears about the

implementation of a new curriculum. Russ (2007) stated, “[O]rganizations do not change through

automation. Rather, change is implemented and sustained through human communication” (p. 1).

Through continual and professional interaction, school administrators, teachers, and parents used

communication to develop healthy relationships and reinforce negotiation processes. These

relationships in turn allowed them to exchange and value ideas, perceptions, and suggestions

about the curriculum implementation process (Russ, 2007). “Regardless of the type of

organization, communication is the element that maintains and sustains relationships in it”

(Richmond, McCroskey & McCroskey, 2005, p. 16).

The research findings indicated the nature of communication among stakeholders

involved with the implementation of the innovation initiative. Values-based communication as a

pillar of innovation and change took the form of respect, responsibility, autonomy, and desire to

participate in change processes, professionalism, and resistance to change within the school

community. The open and permanent interaction among stakeholders strengthened these values.

Brenner (2008) suggests that the diverse members of a community reinforce shared values.

Communication of goals and expectations of the innovation assisted in reducing resistance to

change and professional concerns and frustrations (Norman, 2004; Palmer, 2004).

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 Discussions of findings for Research Question Three. Research Question Three was:

how is curriculum innovation reflected in the school and classrooms as perceived by the three

groups of stakeholders participating in the study? The significance of awareness of affectivenes

emerged as the central theme that most research participants addressed during the interview

process (91.7%).

Theme 2: Awareness of the significance of affectiveness. Collective involvement from

the outset reflects stakeholders’ motivation for the innovative enterprise. In addition to adherence

to current developments in foreign language education, ownership, and professional

development, stakeholders acknowledged student achievement as a major reason for accepting

innovation and striving for subsequent change. Current literature on the variable acknowledges

the role of motivation in language learning (Paneta, n.d). The implementation of an aligned

curriculum at a secondary level depends on the motivation of key stakeholders (Dornyei, 1998;

Youssef, 2012). “It is the professional responsibility of the teachers and education managers,

including other stakeholders, for example, parents to concertedly propel the curriculum to its

logical accomplishment” (Roselyne, 2013, p. 355).

The findings revealed that each stakeholder group has a specific motivation for making

innovation occur. School administrators, for example seek academic status sustainability and

accreditation. Teachers of English pursue professional development and self-actualization.

Subject teachers aim for self-actualization and immersion in a globalized world. Finally, parents

strive for a more effective and productive education for their children. According to Herzberg's

Theory of Motivation (as cited in Hoat et al., 2009), intrinsic motivator factors encourage

stakeholders to participate in change processes. These factors translate into the driving force

behind work, performance, responsibilities, and expectations.

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 Discussion of findings for Research Question Four. Research Question Four was: how

do key stakeholders perceive curriculum innovation? Two themes emanated from this question:

ability to create transformational leadership and transcendence toward innovation.

Theme 6: Ability to create transformational leadership. Most research participants

endorsed the salience of an aligned curriculum as transformational leadership and its significance

as both pragmatic educational outcomes and innovative endeavors (91.7%). Transformational

leaders encourage their followers to support their vision by using communication as an effective

psychological and managerial instrument for organizational development and institutional

growth (Nwagbara, 2011). School coordinators, teachers, and parents play leadership roles on the

grounds of common convictions, goals, and expectations. Curriculum implementation needs

support from transformational leaders because their idealized influence, inspirational motivation,

intellectual stimulation, and individualized consideration (Salter, Green, Duncan, Berre & Torti,

2010) reinforce followers’ organizational commitment, trust, and performance.

Key stakeholders take responsibility for a new implementation irrespective of their roles

as leaders or followers. The spirit of their participation is collective professional and

administrative commitment guided by someone who transmits integrity. Transformational

leadership “describes a form of leadership in which there is motivation and enthusiasm from the

leader that, in effect, transforms both the organization and the people within it…” (Winchester,

2013, p. 4).

Mutual exchange among school administrators, teachers, and parents epitomizes

transformational leadership. Educational institutions that rely on mutual trust are more likely to

adopt innovation successfully. The provision of educational resources of diverse types, based on

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moral and professional integrity ensures curriculum innovation environments and success.

“Leaders who [make these decisions] cultivate their followers’ potential and challenge them to

develop the skills, talents, and natural tendencies they bring to an organization” (Rudnick, 2007,

p. 37). The effective use of this individual and collective professional repertoire transforms

inertia into action. Transformational leadership suggests a purposeful and systematic pursuit of

institutional, professional, and personal transformation (Luzinski, 2011).

The prevalence of English as the current world standard language (Hasman, 2000) is of

enormous importance for key stakeholders in implementing innovative curricula. According to

the research findings, learning English per se is not the unique purpose of foreign language

teaching and learning in Colombia. School administrators, teachers, and parents acknowledge

that English should be a part of all Colombian citizens’ life and professional projects. The

National bilingual program represents national, regional, local, and institutional prestige. In this

respect, foreign language teaching transcends conventional school practices at the preschool,

basic, and secondary education levels in the country. The institutional spirit is to equip students

with a multipurpose tool for facing the challenges of higher education and the globalized society.

“The widespread use of English as a language for wider communication will continue to exert

pressure toward global uniformity” (Hasman, 2000, p. 2).

Theme 7: Transcendence toward innovation. An aligned foreign language curriculum

moves stakeholders toward higher socio-political and academic status. School administrators’

aspirations, for example, are to become leaders in foreign language education at the regional

level. A teacher of English’s major objective is to consolidate his or her foreign language

teaching community. Subject teachers’ major goal is to become bilingual with the school

community’s support. Parents view the National bilingual program as an opportunity to reinforce

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their communication channels with the institution. According to Mata (2012), a country’s

political, economic, cultural, and technological advancement is contingent on curriculum

innovation and change.

English has become an active component of lifelong learning. Thus, educational

stakeholders tend to view foreign language education as an open door to a lifelong perspective

on education at large. Somtrakool (2002) suggests that life needs education and education needs

life. This is educational stakeholders’ perspective when implementing innovation initiatives and

introducing change at the national, regional, and local level. In essence, education’s ultimate goal

is human beings’ well-being, self-actualization, and happiness (Somtrakool, 2002).

Openness to continuous innovation is a pervasive attitude among educational

stakeholders. Continuous innovation as change, progress, creativity, and improvement

consolidates school administrators’, teachers’ and parents’ aspirational statuses, and overarching

institutional goals. These ideals seek to establish a culture for continuous innovation and change,

namely continuous curriculum innovation (Yates, 2011). “Innovation is a continuum of small

shifts to quantum leaps –from evolutionary to revolutionary changes” (Smith & Slesinski, 1991,

p. 1).

Discussion of findings for the Central Research Question. The Central Research

Question was: what is the lived experience of key stakeholders involved in implementing an

aligned curriculum at an urban public secondary school in a Northern city in Colombia, South

America? The research findings suggested that the adoption and success of innovation greatly

depends on political, institutional, and professional factors as well as individual stakeholder

differences, and motivation as the major individual force. Most stakeholders perceive curriculum

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innovation as a necessary condition for institutional and professional development. Educational

institutions set forth development when key stakeholders take on responsibility for student

achievement, professional and personal growth, and the school community’s social, political,

cultural, and academic growth.

School administrators, teachers, and parents fulfill leadership and followership roles

because they understand the importance of ownership and communication for the success of

innovation attempts. Ownership moves human beings towards their professional and personal

ideals, irrespective of what is necessary to ensure success. Effective communication allows

leaders and followers to harness not only resources but also the dynamic of an organization itself

(Nwagbara, 2011). Through effective communication, community members ensure professional

and personal relationships for the benefit of the entire organization and society at large. Effective

communication assists in minimizing current and potential conflicts, fears, frustrations, and

professional concerns within a learning community.

The key stakeholders involved in implementing an aligned foreign language curriculum

in Colombian public institutions strive to demonstrate productive adherence to performance-

based approaches to language teaching and learning. The key to success in this respect is results

(student achievement). As an innovation in public schools, aligned foreign language curricula

ensure political, social, academic, and professional status.

The philosophy of lifelong learning guides institutional learning communities. Lifelong

learning helps adults to continue their professional development by keeping them prepared to

face the challenges of the knowledge society (Willcox, 2005). Implementing an aligned foreign

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language curriculum requires key stakeholders to become lifelong learners to guarantee the

success of future innovation attempts.

Research approach, data collection, and data analysis. Qualitative research facilitates

understanding lived experience at various levels –ontological, epistemological, and

methodological (Maggs-Rapport, 2001). Descriptive and interpretive phenomenology can be

useful to determine the key factors and processes in implementing curriculum initiatives in

foreign language education. Description leads to interpretation, and interpretation in turn,

uncovers the essence of those factors and processes in terms of what fundamental aspects the

various stakeholders experienced with the phenomenon under study and how these aspects

occurred (Creswell, 2007).

Data collection and data analysis as simultaneous processes (Saldaña, 2013) assists in

selecting substantial features of the phenomenon under investigation in an iterative interaction

between the researcher, the data collection methods, the data, and the data analysis methods. This

interaction capitalizes on some aspects that emerge as the result of the in-depth understanding of

the target phenomenon. Qualitative findings evolve at a referential and inferential level (Miles &

Huberman, 1994; Neuman, 2011; Saldaña, 2013). Both levels of meaning are helpful for

phenomenological research and permits completion of the data analysis process.

The use of a combined approach to data analysis and methodological triangulation as a

validation technique provide credibility and trustworthiness to qualitative studies. Uncovering

essences of the phenomenon of innovation translated into complex processes due in part to the

huge amount of qualitative data. The fundamental methodological principle of bracketing helps

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to understand a phenomenon from the research participants’ perspectives regardless of the

amount of data that requires analysis (Hamill & Sinclair, 2010).

Significance of the study. The results of this study to contribute to the expansion of

knowledge related to curriculum innovation, foreign language curriculum innovation, and

curriculum leadership. The findings indicated that curriculum innovation is feasible at the

secondary level with the collaborative, institutional, local, regional, national, professional, and

personal efforts of various stakeholders. Curriculum innovation at the secondary level is a major

contribution to the academic development of public schools as well as private institutions with

reference to curriculum implementation, curriculum alignment, and change sustainability.

Educational institutions at the secondary level may need to promote research within their

learning communities to determine the success or failure of innovation attempts.

The findings revealed that more curriculum innovations may be possible if key

stakeholders fulfill their potential for the benefit of students, the school community, and the

educational system. In addition, the findings indicated that foreign language education projects in

Colombia are more likely to succeed if current educational and philosophical trends develop.

Trends, such as societal curriculum ideals, learner-centeredness, ownership, lifelong learning,

transformational leadership, capacity to handle uncertainty successfully, values-based

communication, and openness to continuous innovation and change can guide such initiatives.

These overarching trends become the point of departure for further projects related to innovation

in general and curriculum innovation in particular.

Significance of the study to related constituents. The current study may awaken the

interest of foreign language policy makers, government agencies (secretaries of education and

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language departments), curriculum developers, researchers, and school curriculum leaders at the

local, regional, and national level. The results of this study can help foreign language policy

makers bring about innovation and change by fostering educational institutions’ strategies for

new projects and its sustainability. Policy makers, in addition, can support the professional

learning community. Policy makers can also facilitate the relationships between centralized

agencies and target educational institutions at various levels. This political and professional

relationship can lead to policy makers’ competency by an ongoing assessment of their provisions

as government representatives.

Government agencies, such as municipal and departmental secretaries of education, may

also improve their connections with related organizations, such as schools or universities. In so

doing, these institutions contribute to the diffusion of innovation in diverse contexts.

Government agencies at the departmental level, for example can help municipal counterparts to

develop their competencies to foster and sustain innovation and change at the local level.

Diffusion of innovation can also strengthen the educational relationships among various regional

agencies in the country. At a higher level, regional agencies can be a direct connection with

university foreign language departments to set up and support innovation projects of common

concern.

The research findings reveal the possibility of establishing closer communication between

curriculum developers and teachers of English and subject teachers. Closer communication

facilitates curriculum development in terms of planning, implementation, and evaluation.

Through professional interaction, school administrators, teachers, and parents can understand the

philosophies of new projects. In curriculum planning, for example, curriculum implementers will

understand interrelated issues, such as goals, objectives, competencies, and content. Curriculum

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implementation may ensure teachers’ understanding of teaching and learning assumptions

embedded in teaching resources and teaching materials, including current technology. Permanent

and closer communication may ensure effective evaluation of both project implementation and

student achievement.

The research findings indicate the imperative need for closer communication between

teachers of English, subject teachers, and parents. This relationship serves as the point of

departure for carrying out projects of common interest as a learning community. Participating in

the implementation of an aligned curriculum, for instance, encourages subject teachers and

parents to pursue short-term goals related to their professional and personal growth.

The results of this study suggest the need to support research projects on innovation,

curriculum innovation, and curriculum alignment. Research uncovers potential threats to

innovation, namely curriculum innovation in public schools. Research can also discover hidden

obstacles to implementing specific curricula (aligned foreign language curricula, for example).

Research projects on these issues transforms into an opportunity to make key stakeholders aware

of the need to reflect on their daily routines as professionals of education, colleagues, and

individuals engaged in and responsible for the transformation of their community and the

Colombian society. Researchers, scholars, and practitioners may incorporate the results of this

study into their daily practice and professional development processes by capitalizing on major

aspects related to their own interests or area of inquiry.

The research findings highlight the need for more school and curriculum leaders who can

steer innovation in their institutions, entice others to take up leadership roles, and sustain

institutional decisions relating curriculum innovation and school development. Schools and

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foreign language communities need to establish clear strategies to exercise their leadership roles,

not only within their organizations but also within other school communities. These strategies

resulted in learning and learning is conducive to more effective leadership, decision-making, and

willingness to be a part of a learning organization.

On a broader social level, this descriptive and hermeneutic phenomenological study

contributes to the consideration of phenomenological research as a fundamental tool for

uncovering the essences of the experience gained by participating in curriculum innovation

processes in public schools in Colombia. The scarcity of phenomenological studies has

prevented schools from discovering internal and external factors conducive to failure of

innovation as well as macro and micro processes, which in turn may perpetuate stagnation in

educational institutions and other organizations. This study is unusual, namely in the Colombian

context, which is not familiar with phenomenology as a research strategy. This approach values

human experience as a fountain of knowledge, intuition, imagination, and scientific awareness.

Scope and limitations of the study. This study included one secondary school in a

Northern city in Colombia, South America. The research design facilitated the exploration of the

phenomenon of innovation among 12 key stakeholders who have lived the experience of

implementing an aligned foreign language curriculum. Although other qualitative strategies

could have helped to identify existing factors and processes relating to failure of innovation in

Colombia, phenomenology was found to be the most appropriate strategy on the grounds of its

emphasis on lived experiences.

There were some limitations to this study. One of them was the sample size. The

representativeness of the sample reflects the belief of the specific group of individuals who

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participated in this current study, but the data may or may not be reflective of a broader

population. Repeating the study with another sample would be an appropriate recommendation.

Time constraints interfered with data collection and data analysis because of the research

participants’ multiple responsibilities in the place of work. Spacing of interviews did not ensure

connection between them, and this lack of connection could have impacted the quality of an

interview in the series of three. Although these interviews followed a specific schedule, it was

impossible to follow it strictly.

Two possible biases against the study were the interviewing process and the data analysis

process. The former refers to the participants’ limited familiarity with phenomenological

interviewing. At the beginning, most of them evidenced specific preparation for the sessions and

a tendency to answer according to technical declarative knowledge. This did not help the

interviewing process in terms of reflection and deep analysis of the issues under consideration.

The latter bias has to do with the huge amount of data that resulted from the three interviews

with each participant and a focus group discussion. Such an amount of data resulted in an

overwhelming process, which required time, patience, deep thinking, and experience for the sake

of rigor. Although the data analysis relied on solid theoretical assumptions and technical

considerations, it is possible to think of unconscious omissions or exclusions during the entire

process.

Most of the findings of the current study revealed generally accepted views in curriculum

innovation. Current research (Carless, 2003; Dowell & Bickmore, 2012; Kirkgoz, 2008; Spillane

& Orlina, 2005; Wang, 2010) found that curriculum innovation in educational organizations is

contingent on the collaborative work of school administrators and the individuals who are closer

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to the consideration of the phenomenon under study. The implementation of an aligned foreign

language curriculum in the target institution greatly depended on the school principal, other

curriculum administrators, and teachers of English as primary implementers of innovation.

Nevertheless, such an implementation resulted in a greater collaboration among other

stakeholder groups, such as subject teachers and parents. These stakeholder groups contributed to

collective leadership, followership, and implementation sustainability.

Recommendations

The purpose of this phenomenological study was to examine the lived experiences of key

stakeholders in implementing an aligned foreign language curriculum as an innovation initiative

in an urban public secondary school in a Northern city in Colombia, South America. Descriptive

and hermeneutic approaches served the purpose of uncovering the lived experiences of key

stakeholders closely connected with that implementation. Case study as a research potential

strategy can yield useful findings to understand curriculum innovation from a broader

perspective. Various individuals who are not directly connected with the specific curriculum

implementation can provide substantial data conducive to other significant factors and school

processes not addressed in the current study.

Another recommendation can be to include more subject teachers as representatives of

common competing core subjects, such as mathematics, Spanish, and natural science. The

analysis of this type of data can yield significant findings concerning the views of those teachers

who may feel affected by the current foreign language curriculum implementation. Current

literature found that traditional core subjects have achieved more status, overestimating the

importance of English as a part of the school core curriculum (Gilzow & Rhodes, 2000).

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 Adding more subject teachers represents an increase in the sample size used in this study.

More school administrators also can be part of the research sample. An implication for an

increase in the sample size would imply increasing the amount of data obtained from research

participants. In this respect, a practical recommendation would be to increase the length of time

for the project. Replication of the study would be possible as well.

The research participants’ multiple work responsibilities interfered with the data

collection and data analysis processes. One way to prevent this interference is to ask school

administrators to create specific spaces for research activities in their schools. This strategy

would imply negotiating with the rest of the school community and make its members aware of

the need to promote research in the institution for professional development purposes. Taking

advantage of specific spaces for research in schools would favor data collection and data analysis

because of the epistemological relationships between the two processes.

Recommendations for dealing with possible biases against the current study may

contribute to improving the interviewing process and the data analysis process. The research

participants demonstrated lack of knowledge of and experience in phenomenological

interviewing. One recommendation for dealing with this limitation can be to organize seminars

as part of schools’ research activities intended to help school communities become familiar with

current research strategies in education. In so doing, future researchers will not have to cope with

similar obstacles, and research participants will be more prepared to participate in

phenomenological interviews.

Analyzing the large amount of data obtained from a series of three interviews with each

participant and a focus group discussion with various research participants may result in complex

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process conducive to unconscious omissions or exclusions of significant data. Using current

software programs can help researchers to organize, manage, retrieve, code, and analyze the

mountains of data emanated from in-depth interviewing (Johnson, Dunlap & Benoit, 2010;

Saldaña, 2013). This is a way to ensure validity and reliability of the analysis if the researcher

decides to analyze by hand as well.

Implications of the research beyond specific recommendations. Implications of this

research for foreign language policy makers, government agencies (secretaries of education and

language departments), curriculum developers, researchers, and /school curriculum leaders at the

local, regional, and national level beyond specific recommendations have to with the ultimate

responsibilities that these constituencies have toward the direct or indirect beneficiaries of their

realizations in both theoretical and practical terms. Policy makers can understand and consider

the findings of this study to reinforce or create new policies for foreign language education, not

only at the trial level but also for subsequent implementation of those policies with a broader

perspective –at the national level, including preschool, basic education, and higher education in

Colombia. In this respect, the implementation of the National bilingual program is possible in

public schools, private schools, and universities in the country.

To transform revised or new policies for foreign language education in Colombia should

be a priority for centralized and decentralized government agencies –departmental and municipal

secretaries of education and language departments in universities. These agencies can assist in

allocating enough and effective resources to make policies a reality at the local, regional, and

national level. This study may make these agencies aware of the need for more investment in

foreign language education in the country.

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 The challenge for curriculum developers should be to implement official policies in terms

of visible tools for use in foreign language education. As members of a syllabus team, a textbook

team, or a testing team (Wang, 2010), for example, curriculum developers can assist with the

design, selection, and adaptation of materials for various levels of education. Such participation

in this respect will ensure quality and availability of suitable resources and materials.

A first-order responsibility for researchers would be the promotion and support of

research projects, namely phenomenological projects in Colombian schools and universities.

Research on leadership, commitment, communication, and motivation should be of interest to

both experienced and novice researchers. The findings of this study would be an opportunity for

school-based research with emphasis on what school administrators, teachers, parents, and other

school community members do.

Finally, school/curriculum leaders translate policies into action in schools. School leaders

move innovation forward to ensure sustainability, commitment, and motivation. Although they

may not know much about the current implementation of a new project, they strive to guide

schools with enough knowledge and competencies (Jenkins & Pfeifer, 2012). School leaders, in

addition, are the channel between teachers of English as primary implementers of curriculum

projects and the other school community members.

Curriculum leaders work with school leaders. The major concern is successful

implementation and student achievement. Planning and helping others guarantees learning

processes in the classroom. The current study should be the point of departure for introducing

innovative classroom practices at the various educational levels in Colombia. Innovative learning

processes and classroom practices reflect change and include the need for continuous innovation.

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 This study may have implications for the broader society. Learning communities and the

society at large recognize the importance of research as a fundamental source of knowledge.

Research feeds academia and illuminates human thinking. This study should be of enormous

interests to society because it capitalizes on human lived experience, explores new knowledge

horizons, and relied on sound phenomenological inquiry.

Ethical dimension of the study. Ethical issues may arise before, during, and after a

research study (Ary, Jacobs, & Sorensen, 2010; Creswell, 2009; Gall, Gall, & Borg, 2007). The

key point in this regard is being able to cope with these issues for the sake of trust, integrity, and

appropriate conduct (Creswell, 2009). In this study, ethical issues relate to the research problem,

the research purpose and questions, the data collection, the data analysis, and the data

interpretation.

From the outset, the research participants understood the significance of the research

problem for the target population, the target institution, and the researcher. To avoid deception,

the research participants received enough information about the research purpose and the

research questions. The signature of an informed consent preceded the data collection process to

ensure confidentiality of the research participants. Although these participants did not participate

directly in the research process, gatekeepers assisted in facilitating access to the research site.

Respect for the research site prevented disruption during the data collection process. The

relationship between the researcher and the research participants did not jeopardize the

information gathered and the agreements established before the research project started (Ary et

al., 2010).

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 Concerning data analysis and interpretation, there was no disclosure of the participants’

authentic names. Protecting their anonymity was a major concern during data analysis. The

informed consent resolved the issue of ownership in relation to the data collected (Creswell,

2009). Interpretation of findings provided accuracy of the information, including in vivo codes

and original excerpts from the interview transcripts.

Creating some opportunities and overcoming some constraints was necessary to ensure

the integrity of research. The interviews with the research participants, for instance, took place in

a safe and silent place to protect the quality of the recordings, ensure originality of the

information, and avoid possible interruptions. The research participants did not have access to

the information provided by their counterparts. Only the researcher and his mentor had access to

the information gathered.

Some constraints relating to data collection required intervention to preserve the research

integrity. Contingency plans and new interview schedules solved eventual unavailability of

research participants for some reason. Although rescheduling interviews implied verbal

agreements, rescheduling did not hinder the integrity of the research.

Suggestions for further research. Curriculum innovation evolves to meet the needs of

specific contexts worldwide. Therefore, more research on curriculum innovation in the

Colombian context will be necessary to respond to new demands at the regional and local level.

Further research on related topics will be evidence of commitment to national foreign languages

policies and institutional short-term goals and institutional ideals. Additional research would

include related topics, such as the intended curriculum versus the enacted curriculum and the

tested curriculum, teacher leadership and parent leadership, school leaders’ and curriculum

175
leaders’ response to followers’ contribution, current implementation of learner-centeredness,

teachers’ encouragement of lifelong learning in the classroom, and internal communication vs.

external communication.

According to this study’s findings, stakeholders highlight the importance of what is

current at the national and institutional level and what teachers currently do in the classroom in

terms of official mandated requirements, approaches to language teaching and learning, and

assessment. Research on this issue would shed light on the alignment between theory and

practice (Glatthorn, 1999). Exploration of this type of alignment at the primary, secondary, and

tertiary level in Colombia would help policy makers strive for a more unified foreign language

curriculum at the national level.

Although the findings showed commitment to curriculum implementation, research on

the current leadership roles of teachers and parents would illuminate future research on

curriculum innovation projects. Teachers and parents play a pivotal role in schools’ success and

students’ education (Griffith, 2001; Kurtz, 2009). However, further mixed methods curriculum

innovation projects would help government educational agencies and schools to determine the

type of leadership both teachers of English and subject teachers as well as parents execute at the

school and community level.

This study showed a close relationship between leaders and followers. Nevertheless,

more research on the school leaders’ and curriculum leaders’ response to followers’ contribution

may shed light on the extent to which such a response meet the needs of followers in terms of

crucial decision-making (Hollander, 1992). The results of this type of study may contribute to

teacher self-actualization and empowerment.

176
 Teachers of English claim that they implement learner-centeredness as a primary

philosophy in the classroom. However, there is scarce research on the issue in foreign language

education in Colombia. Current literature found that one of foreign language teachers’

professional concerns is to move from teacher-centered curriculum implementation to learner-

centered teaching and learning (Brown, 2003). Focusing on this issue in future innovation

projects would help the foreign language community to self-evaluate and make informed

decisions about their current professional performance.

Lifelong learning was one of the central findings in this study. Therefore, further research

on curriculum innovation should explore how teachers encourage lifelong learning in the

classroom. Lifelong learning helps students to learn how to learn (Kavaliauskienė, Anusienė, &

Kaunienė, 2011). An issue for research in this respect would be to explore students’ individual

strategies for learning how to learn.

A final and pertinent issue for further research, derived from the current study, would be

internal communication versus external communication in organizational communication.

Communication is at the heart of curriculum innovation processes. “Societies and organizations

are continuously constructed by their members through communicative processes” (Johansson,

2007, p. 1). Research on internal and external communication would allow school leaders to

uncover the nature of internal and external communication in educational organizations and how

the characteristics of this communication impacts leadership processes.

Reflections

Qualitative research involves using reflective diaries to keep track of the researcher’s

work and their experiences and integrate valuable data with other data collection methods

177
(Jasper, 2005). As a novice researcher, I will reflect on the use of a personal reflective diary as a

form of understanding and learning from practice during the entire phenomenological research

process (Jasper, 2005). The current reflection will focus on three central aspects. First, how my

prior experiences as a researcher relate to a specific research situation, including my own actions

(Johns, 1994; Thorpe, 2004). The consideration of these experiences and actions will explain

what I did in the research context and why (Thorpe, 2004). Second, how I tried and finally

achieved bracketing during the data collection and analysis process (Wall, Mitchinson & Pool,

2006). Third, how I tried to answer questions related to epistemological reflexivity (Dowling,

2006).

Research is a professional experience, which entails both the researcher’s use of prior

experience in a specific research setting and his or her actions to move the research process

forward. Most of my decisions and actions were intended to keep the data collection and analysis

processes active and dynamic to move on and produce reliable quality results and facilitate

closure. However, it appears that effective organization does not always lead to immediate

success. Phambuka-Nsimbi (2012) suggested that research is not always a smooth and natural

process. Despite preparation and well-planned research activities, the reality of research is

different, namely at the data collection process stage due to unexpected factors.

Although most diary contents concentrated on bracketing and other epistemological

aspects of research, I used it to record particular conditions that hindered the entire research

process, such as research site and research participant availability. What did I do when the

research site or the research participants were not available? I responded with flexibility and

adaptation (Phambuka-Nsimbi, 2012). I tried not to get demotivated or frustrated even though

this was not always easy to do. I understood that unforeseen circumstances should be part of a

178
researcher’s agenda. Another action that helped me cope with contingencies was to try to take

advantage of the time allotted to the research process when unavailability of research participants

prevented me from continuing with the process, namely the data collection process. Using this

time was an effective way to keep the process alive and spend some time on preliminary data

analysis activities (listening to recorded interviews for general understanding and considering

tentative procedures for initial data analysis).

A typical concept associated with phenomenological inquiry is bracketing. “Bracketing is

the attempt to suspend preconceived ideas and attitudes towards the phenomenon of interest”

(Priest, 2007, p. 3). Although in qualitative research, the researcher’s interaction with the

research participants and his or experiences are an essential part of the research process

(Holloway & Biley, 2011), I struggled to achieve bracketing during both the data collection and

the data analysis, namely in the interviewing process. The plan was to make the results as

objective as possible despite the hermeneutic part of the study (Dowling, 2006). To accomplish

this goal I was aware of the features I had to hold in abeyance my foreknowledge to ensure

worthiness of research (Hamill & Sinclair, 2010).

The task of undertaking bracketing was not easy. I used Wall’s Mitchinson’s and Poole‘s

(2006) framework to deal with bracketing during the interviewing process. This structure

consisted of steps: “pre-reflective preparation, reflection, learning, and action for learning” (p.

22). Through these steps, it was possible a) to prepare for the interviews in advance, b) to

consider and reflect about the three interviews in relation to the research participants and the

course of the interview questions, c) to identify the learning that resulted from the interviews and

bracketing process, and d) to use the new knowledge to make the interviewing process more

productive.

179
 Epistemological reflectivity has to do with three specific questions intended to make the

researcher focus on epistemological aspects of the research process: “How has the research

question defined and limited, what can be found, and how could the research question have been

investigated differently?” (Dowling, 2006, p. 11). The three issues relate to each other and aimed

at exploring other research alternatives when tackling the same research topic and problem

(Dowling, 2006).

The importance of these three questions lies in their relationship with the nature of the

current study. The hermeneutic element of this inquiry implies understanding through

involvement (Dowling, 2006). Interpretation is connected to the researcher’s and co-researchers’

worldviews and understandings. The data collection and data analysis processes made me aware

of potential questions for future research and findings derived from the examination of the same

or a similar topic.

In conclusion, conducting research results in a challenging experience for novice

researchers (Priest, 2007). Inexperienced researchers should be able to understand how their

previous experiences impact decision-making in specific research contexts (Thorpe, 2004). Also,

researchers need to develop bracketing skills to carry out phenomenological inquiry efficiently

(Hamill & Sinclair, 2010). Understanding the nature of bracketing in phenomenological studies

leads to productive data collection and analysis. Finally, epistemological reflexivity helps the

researcher to reflect on current and potential ways to define and delimit research questions

(Dowling, 2006). Reflexive considerations include future findings stemmed from other ways to

tackle the same research questions.

180
Summary

This study consists of five chapters that addressed related research content. Chapter 1

centered on the description and discussion of key elements of research, such as research problem,

background of the research problem, purpose statement, significance of the study, nature of the

study, research questions, conceptual or theoretical framework, assumptions, scope and

delimitations, and limitations. A list of key terminology accompanied the chapter. Chapter 2

contained current literature on innovation, foreign language education, bilingualism and bilingual

education, curriculum alignment, communicative language teaching, and appropriateness of a

phenomenological research method. Chapter 3 included a discussion of qualitative methodology,

and a rationale for the use of a combination of descriptive and hermeneutic phenomenology as

the most appropriate research design.

Chapter 4 presented the findings that emerged from the analysis of data about the

research problem. Chapter 5 contained discussion of findings and recommendations and

implications for specific audiences. This chapter included ethical dimensions of the research,

suggestions for further research, and conclusions.

This descriptive and hermeneutic phenomenological study intended to examine the lived

experiences of key stakeholders during the implementation of foreign language curriculum

innovation initiatives and to understand how current school leadership supports school

innovation in an urban public secondary school in Colombia, South America. The current study’s

central question was: What is the lived experience of key stakeholders involved in implementing

an aligned curriculum at an urban public secondary school in a Northern city in Colombia,

South America? This research question led to four research questions, which in turn, dealt with

various types of phenomena, including the factors level, the processes level, and the factors level

and the processes level combined. The sub-questions that gave orientation to the study were as
181
follows. What factors influence the implementation of a new curriculum? What processes

influence the implementation of a new curriculum? How is curriculum innovation reflected in

the school and classrooms as perceived by the three groups of stakeholders participating in the

study? How do key stakeholders perceive curriculum innovation?

Following are the themes that emerged from the study: a) aligned curriculum as a prelude

to the consolidation of current political aims in foreign language education, b) awareness of the

significance of the affectiveness as an educational drive toward foreign language teaching and

learning, c) a sense of ownership and lifelong learning, d) communication as the cornerstone of

successful organizations and foreign language communities, e) ability to face uncertainty and

challenges with support from a variety of sources, f) ability to create transformational leadership,

and g) transcendence toward innovation. The six themes related to the implementation of an

aligned foreign language curriculum in an urban public school in a Northern city in Colombia. A

number of subthemes supported the major themes.

Improving the quality of foreign language education in the country continues to be a

priority for policymakers and school leaders. Understanding the lived experience of key

stakeholders in implementing an aligned curriculum may assist national, regional, and local

government agencies in adopting more standardized curricula conducive to significant student

achievement, higher status of foreign language teaching and learning, and continual professional

development. Key recommendations from this study may translate into implementation and

sustainability of more bilingual programs at the secondary and primary level as well as the

common acceptance of the current Colombian school communities. The findings of the study can

also contribute to the understanding of the need for bilingual education as a strategy for

internationalizing curricula.

182
 This study contributes to the expansion of knowledge of curriculum innovation, namely

at the level of curriculum implementation, by presenting the lived experiences of key

stakeholders connected with the current implementation of an aligned foreign language

curriculum. As research participants, these stakeholders provided responses that illuminate

potential decision making concerning foreign language curriculum innovation. The study’s

findings suggest future research and commitment to national curriculum innovation initiatives

and efforts.

183
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 Appendix A: Permission from the School Principal in English

“OFFICIAL TRANSLATION FROM SPANISH INTO ENGLISH OF AN

APPENDIX”“(Appendix A: Permission from the School Principal in English)” # 00083-12

_______________________________________________________________

(Page 1 of 2)

Institución Educativa Antonio Nariño

DANE Nº.123001002176 NIT 800193795-6

Approved as a public high school as per Resolution #0755 issued by Monteria’s Education
Department on June 12, 2009.

Montería, January 19, 2012

Mr. Pedro Aguas Castillo

Doctoral Student at University of Phoenix.

Dear Mr. Aguas,

As per your letter of permission to use our institution as the site for your research project, we are pleased
that you have chosen our educational institution. This institution welcomes this type of initiatives and
expects your project to lead to improvement in most of our academic processes.

We are awaiting the definition of terms of the administrators’, teachers’, and parents’ participation as you
mention it in your request.

Sincerely yours,

(Signed)

SOFIA GATTAS OBEID (Signed)

School Principal

Calle 44 Nº 2-23 Tel. 7817691 Montería - Córdoba – Colombia

___________________________________________________________________________

233
 (Page 2 of 2)

Translator’s Remarks:
1. This document hereby bears, on the upper-left margin, a printed seal corresponding to school’s official
letterhead.
2. Also, it bears, on the centered area of letterhead some information in Spanish as follows:
NIT: Colombian acronym for Taxpayers Identification Number.
DANE: Colombian acronym for National Department of Statistics.

I, HAMID JALILIE VÉLEZ, Official Translator/Interpreter with License No. 0742 issued by
Colombia’s Ministry of Justice on August 13, 2002, do hereby certify that this is a true and faithful
translation of the document presented to me on this 7th day of June, 2012 and I affix my signature and
seal.

Montería, Colombia, 7 de junio de 2.012.

Address: Cra. 6, Nº 31-31

Telefax: (57) – (4) – 781-7138 (Office)
Phone: (57) – (4) - 781-7910 (Home)
Mobile: (57) – (321) – 516 – 0313
e-mail: hajavel@gmail.com
Montería, Colombia, South America.

234
Appendix B: Permission from the School Principal in Spanish

235
 Appendix C: Informed Consent

INFORMED CONSENT: PARTICIPANTS 18 YEARS OF AGE AND OLDER

Dear Colleague,
My name is Pedro Aguas Castillo and I am a student at the University of Phoenix working on a doctoral degree. I
am conducting a research study entitled A Phenomenological Study of Key Stakeholders’ Lived Experiences while
Implementing an Aligned Foreign Language Curriculum. The purpose of this study is to examine the lived
experiences of key stakeholders during the implementation of foreign language curriculum innovation initiatives and
to understand how current school leadership support school innovation in an urban public secondary school.

Your participation will involveanswering open-ended questions to gather rich information about the phenomenon
under examination during the data collection process. Data collection through interviews will include tape-recording
these interviews for transcription and analysis. You can decide to be a part of this study or not. Once you start, you
can withdraw from the study at any time without any penalty or loss of benefits. In addition, the investigator may
decide to terminate your participation in the research project regardless of your intention to continue participating.
Under these circumstances, the researcher will be allowed to retain and analyze the collected data obtained from
your participation regardless of your consent. The sample for this phenomenological study will consist of 12
stakeholders: two administrators, six teachers of English, two subject teachers, and two parents. The results of the
research study may be published but your identity will remain confidential and your name will not be made known
to any outside party.
In this research, there are no foreseeable risks to you except for some minimal stressors that may be caused by your
participation in a series of long face-to-face interviews.
Although there may be no direct benefit to you, a possible benefit from your being part of this study is continual
professional development for policy-makers, foreign language curriculum leaders, teachers, parents, students, and
the community at large. The cost to your participation will translate into having the opportunity to contribute to your
workplace improvement through research.

If you have any questions about the research study, please call me at (574)7864218 or email at
aguaspedro@yahoo.com.For questions about your rights as a study participant, or any concerns or complaints,
please contact the University of Phoenix Institutional Review Board via email at IRB@phoenix.edu.
As a participant in this study, you should understand the following:

1. You may decide not to be part of this study or you may want to withdraw from the study at any time. If
you want to withdraw, you can do so without any problems.
2. Your identity will be kept confidential.
3. Pedro Aguas Castillo, the researcher, has fully explained the nature of the research study and has answered
all of your questions and concerns.
4. If interviews are done, they may be recorded. If they are recorded, you must give permission for the
researcher, Pedro Aguas Castillo, to record the interviews. You understand that the information from the
recorded interviews may be transcribed. The researcher will develop a way to code the data to assure that
your name is protected.
5. Data will be kept in a secure and locked area. The data will be kept for three years, and then destroyed.
6. The results of this study may be published.

236
Since three stakeholder groups (administrators, subject teachers, and parents) do not speak English, the researcher
will have to proceed ethically in dealing with language constraints. According to the Department of Health and
Human Services (DHHS) regulations and Food and Drug Administration (FDA) regulations, “investigators should
carefully consider the ethical and legal ramifications of enrolling a subject when there is a language barrier”
(PARTNERS, n.d, para. 2).

According to PARTNERS (n.d), all written translated versions must be done and certified by professional
translators. The written translations in Spanish for this study will be done by the doctoral student and a certified,
professional translator from a Colombian University.

The information concerning withdrawal will be communicated to the participants through individual letters. These
letters will contain information related to confidentiality, the right to examine the data collected during the study,
and the right to expect respect and privacy after completion of the research study. In addition, individual letters will
reiterate the research participants’ option to withdraw from the investigation without negative consequences
(Michael-Chadwell, 2008).

“By signing this form, you agree that you understand the nature of the study, the possible risks to you as a
participant, and how your identity will be kept confidential. When you sign this form, this means that you are 18
years old or older and that you give your permission to volunteer as a participant in the study that is described here.”

( ) I accept the above terms. ( ) I do not accept the above terms. (CHECK ONE)

Signature of the interviewee ____________________________________ Date _____________

Signature of the researcher __ _ ________________________Date 05/11/2012____

237
 Appendix D: Informed Consent in Spanish

“TRADUCCIÓN OFICIAL DE INGLÉS A ESPAÑOL DE UN ANEXO” (Appendix

E:Carta de Consentimiento: Participantes de 18 y Mayores de 18 Años) #00086-12.

_____________________________________________________________________________________

(Página 1 de 3)

Apreciado profesor (a):

Mi nombre es Pedro Aguas Castillo, estudiante de Doctorado de la Universidad de Phoenix, Estados Unidos y me
encuentro realizando el proyecto de investigación titulado Estudio Fenomenológico de la Experiencia Vivida de los
Principales Grupos de Interés al implementar un Currículo Alineado para Lenguas Extranjeras. El propósito de la
investigación será examinar la experiencia vivida por los participantes durante la implementación de iniciativas de
innovación curricular y comprender cómo el liderazgo institucional apoya la innovación curricular en una institución
pública de educación Básica Secundaria.

Su participación implicará responder preguntas abiertas para recoger información sobre el fenómeno investigado
durante el proceso de recolección de datos. La recolección de datos mediante entrevistas incluirá la grabación de
éstas con propósitos de transcripción y análisis. Usted puede decidir participar o no participar en este estudio. Una
vez iniciado el mismo, usted se puede retirar en cualquier momento sin sanción alguna o pérdida de los beneficios
previstos. Además, el investigador puede tomar la decisión de terminar la participación de cualquier persona en el
Proyecto independientemente de la intención expresa de esa persona de continuar en el proceso. Bajo estas
circunstancias, el investigador podrá retener y analizar los datos ya recogidos independientemente de su
consentimiento. La muestra para este estudio fenomenológico será de 12 miembros de los grupos de interés: dos
administrativos, seis profesores de inglés, dos profesores de otras áreas y dos padres de familia. Los resultados de la
investigación podrán ser publicados pero su la identidad del participante se mantendrá en reserva y su nombre no se
dará a conocer a ningún agente externo.

En esta investigación, no habrá riesgos previsibles con la excepción de algunas tensiones mínimas que pueden surgir
por la participación en una serie de entrevistas extensas cara a cara. Aunque no se prevén beneficios directos para
los participantes, su participación en el Proyecto se puede traducir en desarrollo profesional para los creadores de
políticas educativas, los líderes curriculares en la enseñanza de lenguas extranjeras, docentes, padres de familia y la
comunidad en general. El costo de su participación se representará, además, en la oportunidad de contribuir al
mejoramiento de su institución a través de la investigación.

Si tiene alguna duda sobre el Proyecto, me puede llamar al teléfono (574)7864218 o escribir a la dirección
electrónicaaguaspedro@yahoo.com. Para preguntas sobre sus derechos como participante en el estudio de
investigación o cualquier otra inquietud o queja, usted puede contactar el Consejo Institucional de Evaluación de la
Universidad de Phoenix a través de la dirección electrónica IRB@phoenix.edu. Como participante en el Proyecto,
usted debe entender lo siguiente:

238
 (Página 2 de 3)

1. Puede decidir participar o no participar en el proyecto o retirarse en cualquier momento. Si decide retirarse,
lo puede hacer sin ningún problema.

2. Su identidad se mantendrá en reserva.

3. Pedro Aguas Castillo, el investigador, ha explicado ampliamente la naturaleza del proyecto y ha

respondido todas sus preguntas e inquietudes.

4. Si se realizan las entrevistas, éstas se podrán grabar. Si no se graban, usted debe darle el permiso al
investigador, Pedro Aguas Castillo, para grabarlas. Usted entiende que la información obtenida de las
entrevistas grabadas se podrán transcribir. El investigador desarrollará un mecanismo para codificar los
datos y asegurar que su nombre sea protegido.

5. Los datos se guardarán en un lugar seguro y blindado, y, se protegerán durante tres años, al cabo de los
cuales se destruirán.

6. Los resultados de este estudio podrán ser publicados.

En virtud de que los tres grupos de interés (administrativos, docentes de otras áreas y padres de familia) no hablan
inglés, el investigador tendrá que proceder éticamente al manejar limitaciones lingüísticas. De acuerdo con las
normas del Departamento de Salud y Servicios Humanos (DHSS, por sus siglas en inglés) y la Administración de
Alimentos y Drogas de los Estados Unidos de Norteamérica (FDA, por sus siglas en inglés), “los investigadores
deben considerar las implicaciones éticas y legales de incluir a un individuo cuando existe una barrera lingüística”
(PARTNERS, n.d. para. 2).
De acuerdo, con PARTNERS (n.d), todas las versiones escritas, las traducirán y certificarán traductores
profesionales. No obstante, las traducciones escritas al español del presente estudio, las realizarán el estudiante
doctoral y un traductor oficial y profesional certificado por una universidad colombiana.
La información relacionada con el retiro será comunicada a los participantes mediante cartas individuales, las cuales
incluirán información relacionada con la confidencialidad, el derecho de examinar los datos durante la investigación
y el derecho a ser respetado yde gozar de privacidad después que finalice el estudio. Además, las cartas individuales
reiterarán la opción que tienen los participantes de retirarse de la investigación sin afrontar consecuencias negativas
(Michael-Chadwell, 2008).

“Al firmar esta carta de consentimiento, usted acepta que entiende la naturaleza del Proyecto, los posibles riesgos
que puede correr como participante, y de qué manera su identidad se mantendrá en reserva. Si firma esta carta,
significa que usted tiene 18 años o más y que participas voluntariamente en este estudio”

( ) Acepto los términos. ( ) No acepto los términos. (MARQUE UNA)

Firma del entrevistado (a): __________________________________________ Fecha: _____________________

239
 (Página 3 de 3)

Firma del investigador: __ _ ______________________Fecha: 05/11/2012

________________________________________________________________________________

Yo, HAMID JALILÍE VÉLEZ, traductor e intérprete oficial inglés-español-inglés, con

Licencia Nº 0742, expedida por el Ministerio de Justicia de Colombia, el 13 de agosto de 2.002,
certifico que la anterior es una traducción fiel y fidedigna del original que he tenido a mi vista.
Por lo cual estampo mi firma y sello en el espacio siguiente.

Montería, Colombia, 7 de junio de 2.012.

Address: Cra. 6, Nº 31-31

Telefax: (57) – (4) – 781-7138 (Office)

Phone: (57) – (4) - 781-7910 (Home)

Mobile: (57) – (321) – 516 – 0313

e-mail: hajavel@gmail.com

Montería, Colombia, South America

240
 Appendix E: Interview and Focus Group Questions

Central Question: What is the lived experience of key stakeholders involved in

implementing an aligned curriculum at Antonio Nariño High School in Montería,
Colombia, South America?

Research Question 1: What factors influence the implementation of a new curriculum?

Questions for Administrators

a. What does the expression “foreign language curriculum” mean to you?
b. How would you describe your personal decision-making that prompted your
acceptance of a new foreign language curriculum?
c. How would you describe your experience and perception concerning the
implementation of an aligned foreign language curriculum in the institution?
d. How does it feel to be an institutional leader, to represent the people who are
introducing curriculum changes?

Questions for Teachers of English

a. How would you define this term “aligned curriculum”?

b. How has teaching an aligned curriculum affected the day-to-day teachers’
educational practices?
c. What factors do you believe influence the successful implementation of a new
curriculum?
d. Has the use of an aligned curriculum represented any challenges and rewards?

Questions for Subject Teachers

a. What does the expression “foreign language curriculum” mean to you?

b. How would you describe decision-making processes that prompt acceptance of a
new curriculum dynamics in educational institutions?

Questions for Parents

a. What does the expression “foreign language curriculum” mean to you?
b. How would you describe decision-making processes that prompt cooperation in the
implementation of a new curriculum?

Research Question 2. What processes influence the implementation of a new

curriculum?

Questions for Administrators

a. How would you describe your relationship with the members of the school
community?
b. What factors do you perceive may hinder the implementation of a new curriculum?

241
 c. How does it feel to be the leader of a major curriculum process?
d. As a leader, what do you believe is the most important aspect in managing a new
curriculum process?

Questions for Teachers of English

a. How would you describe an aligned curriculum in practice?

b. How would you describe your relationship with your peers, parents, and
administrators?
c. How has your role as a curriculum leader changed in response to the new
experience?
d. As a leader, what do you believe is the most important aspect in managing a new
curricular practice?

Questions for Subject Teachers

a. What implications do you think implementing new curricula have for the school
community?
b. What do you think leaders can do to increase the community’s acceptance of a new
curriculum

Questions for Parents

a. What implications do you think implementing new curricula have for the school
community?
b. What do you think leaders can do to foster parental cooperation in successful
curriculum implementation?

Research Question 3. How is curriculum innovation reflected in the school and

classrooms as perceived by the three groups of stakeholders participating in the study?

Questions for Administrators

a. How would you describe foreign language curriculum practices in the school?
b. How do aligned curriculum practices influence the school environment?
c. How do aligned curriculum practices influence the school community?

Questions for Teachers of English

a. How would you describe foreign language curriculum practices in the classroom?
b. How do aligned curriculum activities influence the classroom atmosphere?
c. How do aligned curriculum practices influence the foreign language teaching
community in the institution?

242
Questions for Subject Teachers

a. How would you describe foreign language curriculum practices within the foreign
language teaching community?
b. How do aligned curriculum practices influence general curricular activities in the
institution?

Questions for Parents

a. How do parents perceive foreign language curriculum practices in the institution?

b. How has aligned curriculum practices impacted the day-to-day roles of parents?

Research Question 4. How do key stakeholders perceive curriculum innovation?

Questions for Administrators

a. What does the expression “curriculum innovation” mean to you?

b. How does curriculum innovation processes influence the entire curricular dynamics
in the institution?

Questions for Teachers of English

a. What does the expression “foreign language curriculum innovation” mean to you?
b. How do foreign language curriculum innovation processes align with general
curriculum processes?

Questions for Subject Teachers

a. What does the expression “curriculum innovation” mean to you?

b. How does curriculum innovation processes align with curriculum processes in
other areas?

Questions for Parents

a. What does the expression “curriculum innovation” mean to you?

b. How does curriculum innovation processes align with parents’ association
activities?

243
 Focus Group Questions for Teachers of English

Topics: Innovation, curriculum innovation, aligned curriculum, and leadership.

1. Describe your professional decision-making that prompted the acceptance of an

innovation curriculum process in the institution?
2. How have curriculum innovation processes affected the school curriculum?
3. How would you describe the communication process during in the last three years?
4. How has the aligned curriculum affected your classroom instructional practices?
5. How has curriculum innovation affected teacher attitudes in the institution?
6. What effect do you think the aligned curriculum has had on the students?
7. What perceptions have heard from administrators, subject teachers, and parents
about the new curriculum?
8. How would you describe leadership roles within the foreign language teaching
community?

244
 Appendix F: Interview Questions in Spanish

“TRADUCCIÓN OFICIAL DE INGLÉS A ESPAÑOL DE UN ANEXO” (Appendix G:

Cuestionario para la Entrevista Abierta) #00084-12.
__________________________________________________________________________________________
(Página 1 de 3)

Pregunta de Investigación # 1: Qué factores influyen en la implementación de un nuevo currículo?

Preguntas para el Personal Administrativo.

e. Qué significa para usted la expresión “currículo para lenguas extranjeras”?
f. Cómo describiría usted el proceso de toma de decisiones que la llevaron a aceptar el nuevo currículo para las
lenguas extranjeras en la institución?
g. Cómo describiría usted su experiencia y percepción de la implementación de un currículo alineado en la
Institución?
h. Cómo se siente ser el líder institucional que representa a las personas que introducen cambios curriculares?

Preguntas para los Docentes de Inglés.

e. Cómo definiría usted el término “Currículo alineado?

f. De qué manera la enseñanza de un currículo alineado ha afectado la práctica educativa diaria de los docentes?
g. Qué factores cree usted influyen en la implementación exitosa de un nuevo currículo?
h. Ha representado el uso de un currículo alineado algún tipo de retos o beneficios personales?

Preguntas para Docentes de otras Áreas.

c. Qué significa para usted la expresión “Currículo para lenguas extranjeras”?

d. Cómo describiría usted el proceso de toma de decisiones que llevó a la aceptación de una nueva dinámica
curricular en la Institución?

Preguntas para los Padres de Familia.

c. Qué significa para usted la expresión “Currículo para lenguas extranjeras”?
d. Cómo describiría usted los procesos de toma de decisiones que llevaron a la cooperación en la
implementación de un nuevo currículo?

Pregunta de investigación # 2. Qué procesos influyen en la implementación de un nuevo currículo?

Preguntas para el Personal Administrativo.

e. De qué manera describiría su relación con los miembros de la comunidad educativa?
f. Qué factores percibe usted pueden dificultar la implementación de un nuevo currículo?
g. Cómo se siente ser el líder de un proceso curricular importante?
h. Como líder, cuál cree usted que es el aspecto más importante en la administración de un nuevo currículo?

Preguntas para los Docentes de Inglés.

e. Cómo describiría usted un currículo alineado en la práctica?

f. Cómo describiría usted sus relaciones con sus colegas, los padres de familia y el personal administrativo?
g. How has your role as a curriculum leader changed in response to the new experience?
h. As a leader, what do you believe is the most important aspect in managing a new curricular practice?

245
 (Página 2 de 3)

Preguntas para Docentes de otras Áreas.

c. Qué implicaciones cree usted tiene la implementación de nuevos currículos para la comunidad educativa?
d. Qué cree usted que los líderes pueden hacer para aumentar la aceptación de un nuevo currículo por parte de la
comunidad?

Preguntas para los Padres de Familia.

c. Qué implicaciones cree usted tiene la implementación de nuevos currículos para la comunidad?
d. Qué cree usted que los líderes pueden hacer para fortalecer la cooperación de los padres de familia en la
implementación curricular exitosa?

Pregunta de Investigación #3. Cómo se refleja la innovación curricular en el colegio y las aulas tal como la
perciben los tres grupos de interés que participan en este estudio?

Preguntas para el Personal Administrativo.

d. De qué manera describiría las prácticas en la enseñanza de las lenguas extranjeras en la Institución?
e. De qué manera las prácticas de un currículo alineado influyen en el ambiente escolar?
f. De qué manera las prácticas de un currículo alineado influyen en la comunidad educativa?

Preguntas para los Docentes de Inglés

d. De qué manera describiría las prácticas en la enseñanza de lenguas extranjeras en el aula de clases?
e. De qué manera las actividades de un currículo alineado influyen en el ambiente del aula de clases?
f. De qué manera las prácticas de un currículo alineado influyen en la comunidad educativa en lengua
extranjera?

Preguntas para Docentes de otras Áreas.

c. Cómo describiría usted las prácticas en la enseñanza de lenguas extranjeras dentro de la comunidad
educativa en segunda lengua?
d. De qué manera las prácticas de un currículo alineado influyen en el desarrollo de las actividades curriculares
de la Institución?

Preguntas para los Padres de Familia.

c. Cómo perciben los padres de familia las prácticas de la enseñanza de lenguas extranjeras en la Institución?
d. De qué manera las prácticas de un currículo alineado han impactado los roles diarios de los padres de familia?

Pregunta de Investigación # 4. De qué manera los grupos de interés perciben la innovación curricular?

Preguntas para el Personal Administrativo.

c. Qué significa para usted la expresión “Innovación curricular”?

d. De qué manera los procesos de innovación curricular influyen en la dinámica curricular de la Institución?

Preguntas para los Docentes de Inglés.

c. Qué significa para usted la expresión “Innovación curricular”?

d. De qué manera los procesos de innovación curricular en lengua extranjera se alinean con los procesos
curriculares de la Institución?

246
 (Página 3 de 3)

Preguntas para los Docentes de otras Áreas.

c. Qué significa para usted la expresión “Innovación curricular”?

d. De qué manera los procesos de innovación curricular se alinean con los procesos curriculares de otras áreas?

Preguntas para los padres de Familia.

c. Qué significa para usted la expresión “Innovación curricular”?

d. De qué manera los procesos de innovación curricular se alinean con las actividades de la asociación de padres
de familia?

______________________________________________________________________________________

Yo, HAMID JALILÍE VÉLEZ, traductor e intérprete oficial inglés-español-inglés, con

Licencia Nº 0742, expedida por el Ministerio de Justicia de Colombia, el 13 de agosto de 2.002,
certifico que la anterior es una traducción fiel y fidedigna del original que he tenido a mi vista.
Por lo cual estampo mi firma y sello en el espacio siguiente.

Montería, Colombia, 7 de junio de 2.012.

Address: Cra. 6, Nº 31-31

Telefax: (57) – (4) – 781-7138 (Office)
Phone: (57) – (4) - 781-7910 (Home)
Mobile: (57) – (321) – 516 – 0313
e-mail: hajavel@gmail.com
Montería, Colombia, South America

247
 Appendix G: Common Reference Levels: Global Scale

C2 Can understand with ease virtually everything heard or read. Can

summarize information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex
situations.
C1 Can understand a wide range of demanding, longer texts, and
Proficient User recognize implicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can
use language flexibly and effectively for social, academic and
professional purposes. Can produce clear, well-structured, detailed
text on complex subjects, showing controlled use of organizational
patterns, connectors and cohesive devices.
B2 Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialization. Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text on a
wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and Independent disadvantages of various
options.

B1 Can understand the main points of clear standard input on familiar

Independent User
matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area where
the language is spoken. Can produce simple connected text on topics
which are familiar or of personal interest. Can describe experiences
and events, dreams, hopes and ambitions and briefly give reasons
and explanations for opinions and plans.

A2 Can understand sentences and frequently used expressions related to

areas of most immediate relevance (e.g. very basic personal and
family information, hopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and
Basic User direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very

basic phrases aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself and others and can ask and answer
questions about personal details such as where he/she lives, people
he/she knows and things he/she
has. Can interact in a simple way provided the other person talks
slowly and clearly and is prepared to help.

248
 Appendix H: Withdrawal Letter in English

Study Title: A Phenomenological Study of Key Stakeholders’ Lived Experiences while

Implementing an Aligned Foreign Language Curriculum

Participant’s Name:

Date:

Dear Pedro Aguas Castillo.

This letter is to inform you of my decision to withdraw from your study due to

______________________________________________________________________________

_________________________________.

I am aware that the information collected about me as part of the research process will be kept

confidential. I am also aware that I can expect respect and privacy after the study and no negative

consequences will result from my decision.

Sincerely,

____________________________

Signature

249
 Appendix I: Withdrawal Letter in Spanish

“TRADUCCIÓN OFICIAL DEL INGLÉS AL ESPAÑOL DE UN ANEXO” (Appendix I:

Carta de retiro) #00087-12.

__________________________________________________________________________________________

(Página 1 de 2)

Titulo del Estudio:Estudio Fenomenológico de la Experiencia Vivida de los Principales Grupos

de Interés al implementar un Currículo Alineado para Lenguas Extranjeras

Nombre del Participante:

Fecha:

Mediante la presente le informo sobre mi decisión de retirarme de su estudio debido a

______________________________________________________________________________

_________________.

Soy consciente de que la información que yo suministre será mantenida en reserva.

Asimismo entiendo que puedo esperar respeto y privacidad después que finalice el estudio y que

mi decisión no tendrá consecuencias negativas.

Atentamente,

______________________________

Firma

250
____________________________________________________________________

(Página 2 de 2)

Yo, HAMID JALILÍE VÉLEZ, traductor e intérprete oficial inglés-español-inglés, con

Licencia Nº 0742, expedida por el Ministerio de Justicia de Colombia, el 13 de agosto de 2.002,
certifico que la anterior es una traducción fiel y fidedigna del original que he tenido a mi vista.
Por lo cual estampo mi firma y sello en el espacio siguiente.

Montería, Colombia, 7 de junio de 2.012.

Address: Cra. 6, Nº 31-31

Telefax: (57) – (4) – 781-7138 (Office)
Phone: (57) – (4) - 781-7910 (Home)
Mobile: (57) – (321) – 516 – 0313
e-mail: hajavel@gmail.com
Montería, Colombia, South America

251
 Appendix J: Additional Questions after Pilot Study

Interview
1 What was foreign language teaching like before the
implementation of the National Bilingual Program?

Administrators Interview How would you describe the students’ participation in the
2 implementation of the National Bilingual Program?

Interview How does the school community express its confidence and
3 credibility in the new curriculum?

Interview What was your teaching like before the implementation of

1 the aligned curriculum?

Teachers of Interview
English 2 What was it feel like discovering that you were introducing
different activities in the classroom?

Interview What is it like working as part of a foreign language

3 community involved with new professional practices?

Interview How do you describe the experience of accepting and

1 promoting the implementation of new curricula in the
Subject institution?
Teachers
Interview How would you describe your own participation in the
2 implementation of a new foreign language curriculum?

Interview How does the change in official educational policies reflect

3 in the implementation of a new curriculum?

Interview What was your experience like in your role as parent

1 involved in curriculum processes before the implementation
of the National Bilingual Program?
Parents
Interview How do other parents actively participate in current English
2 teaching practices in the institution?

Interview How do parents show they understand and identify with the
3 institution’s philosophy?

252
 Appendix K1: Samples of Preliminary Significant Statements & Initial Categories for Teachers

of English from Research Question 1 and Interviews 1, 2, and 3

Central Question: What is the lived experience of key stakeholders involved in implementing an aligned
curriculum at Antonio Nariño High School in Montería, Colombia, South America?

Research Question 1: What factors influence the implementation of a new curriculum?

Code: RQ: Research Question

Participants Interview Preliminary Significant Statements Initial Categories

#
TOE1 1 The curriculum meets students’ needs. 1 Students’ needs and the
curriculum

Goals are necessary in curriculum Curriculum goals and

implementation. curriculum implementation
2

The goal of language teaching is Communication as the goal of

communication. language teaching
3
Goals are a guide as to language teaching. Curriculum goals
4

An aligned curriculum implies organization. Organization

Curriculum specialists create aligned curricula Lesson planning

for public schools.

Activities require direction Organization and success

Organization leads to success. Organization

Improvisation is not the answer Preparation R

Goals and standards define students’ level Goals and standards

A curriculum is necessary for teaching Curriculum and teaching

Standards are necessary Importance of standards

Teachers’ attitude gives life to the curriculum Attitudes

Curriculum delivery requires a positive attitude Attitudes

2 Implementing the curriculum requires careful Materials

consideration

The curriculum guarantees organized work. Organization

253
 The curriculum guides teaching Curriculum

The curriculum implies specific roles. Roles

The curriculum suggests status and students’ Status and engagement

engagement

The curriculum leads to professionalism and Professionalism and

organization organization

3 The curriculum suggests teachers’ preparation Teachers’ preparation

The curriculum suggests good results Results/achievement

Experience permits teachers to try again and Teacher leadership

again to make it better each time

Teaching English is an opportunity to make The leadership role of

students aware that English can help them teachers of English
achieve their goals

Being a leader in the classroom implies trying The true role of a teacher in
new things and wanting to do them the classroom.

TOE2 Students’ needs are important Students’ needs

The project suggests a new approach to Approaches to language

language teaching teaching

Students need to know what they are expected Expected outcomes

to learn.

Tools availability requires proper use Teaching tools

Materials are important in curriculum Materials

implementation

English is important Status of foreign language

Students’ needs should be taken into account. Students’ needs

The teaching context is important Context

An aligned curriculum includes a number of Components

essential elements.

An aligned curriculum includes subjects other English across the

than English. Curriculum

Alignment is possible with other school subjects English across the curriculum

Standards suggest final achievement Achievement

Teaching involves all curriculum components Components

254
 Curriculum was not important in the past Status

Curriculum implementation is flexible Flexibility

Using standards suggest careful topic selection Components

An aligned curriculum suggests adaptation Adaptation

The English curriculum aligns with other English across the curriculum
curriculum subjects

Curriculum innovation has always been a part of Projects

school projects

An aligned curriculum is not an Isolation

isolated curriculum
Curriculum implementation suggests flexibility Flexibility

Involvement is crucial for the success of Involvement

curriculum implementation

Implementing an aligned curriculum requires Teamwork

teamwork

An aligned curriculum suggests the inclusion of Diversity

diverse elements

Students need English to compete in the labor Competitiveness

market

An aligned curriculum refers to the entire school Curriculum

curriculum

Curriculum includes a number of essential Components

components

An aligned curriculum involves all institutional Educational institution

aspects

Teachers have a goal for teaching Goals

The aligned curriculum, the basis Goals

Teachers have a common teaching discourse Teaching/pedagogical

discourse

3 Using an aligned curriculum requires autonomy Autonomy

Using an aligned curriculum implies responding Challenges

to classroom challenges

Autonomy is a component of curriculum Autonomy

implementation

Using an aligned curriculum requires effective Communication

255
communication

Teamwork is necessary Teamwork

Curriculum leaders need to change what doesn’t

work Leadership and change

Being a leader implies having professional Leadership and

assumptions professionalism

Teachers want to become leaders The desire to be a leader

256
 Appendix K2: Sample of Preliminary Significant Statements & Initial Categories for School

Administrators from Research Question 2 and Interviews 1, 2 and, 3

Central Question: What is the lived experience of key stakeholders involved in implementing an aligned
curriculum at Antonio Nariño High School in Montería, Colombia, South America?

Research Question 2: What processes influence the implementation of a new curriculum?

Participants Interview Preliminary Significant Statements Initial Categories

#
SA1 1 The aligned curriculum focuses on foreign Modern world’ requirements.
languages based on the requirements of modern
world.

There is a difference in the intensity of hours Time.

Academic coordinators guide the planning Planning.

process.

Working on the various learning areas Communication

represents communication among the three
groups of stakeholders.

Involvement with the process makes Communication

communication easier.

The new intensity of hours and teaching Time and materials

materials facilitate the learning process

Students are interested in English. Interest in English

There is a good relationship among the school Relationships

community members.
This relationship is active and brings about Relationships and
improvement improvement

There is direct contact between the various Communication

members of the school community
Monitoring focuses on difficulties and Monitoring and improvement
improvement strategies
English teachers are qualified and committed to Qualified teachers and
their job commitment

Availability of resources facilitates learning, Resources, motivation, and

motivation for English, and student achievement student achievement

Amazement means striking impact Amazement

The National bilingual program brought about Amazement

amazement

257
 The goal of teaching English changed and A new goal of language
facilitates access to new knowledge teaching

Teaching facilitates innovation and amazement, Innovation, amazement, and

and helps students reflect reflection

Teachers’ attitude and familiarity with the new Attitudes, knowledge of

curriculum are vital for curriculum curriculum, and curriculum
implementation implementation

The school is always open to new challenges Openness to challenges

Course content and course competences are Curriculum components

expanded.

The extended shift, the course competences, and Time, attitudes, and
students’ attitudes are evidence of innovation innovation

SA2 2 National entities, pedagogical demands, and Official policies and

contextual demands influence curriculum curriculum implementation
implementation
Neutrality is the basis for dealing with regular Direct and open
school issues communication

Communication with teachers is direct and open Communication and

involvement

Negotiating Negotiation

English has become a part of the school routine Acceptance

among students
Teamwork permeates the relationship between Teamwork
school administrators and the other members of
the school community
Teaching the new curriculum includes the Teamwork
participation of the entire school community
The relationship between administrators and Communication and humility
teachers is good and they always admit their
professional limitations
There is two-way communication when it Two-way communication
comes to making new curriculum proposals
Language teaching is a complete and dynamic The foreign language
process teaching process

Curriculum planning in the past is different Change in curriculum

from what it is today planning

The high cost of teaching materials is a problem Cost of teaching materials

Sharing and communication led to continuous Sharing, communication, and

improvement of the curriculum improvement

Administrators are satisfied with what they [the Success and satisfaction
teachers] are doing
Being fair Sense of justice

258
 Understanding the complexity of human nature Understanding new dynamics
and situations

Exploring alternative methodologies New pedagogies

Devoting a lot of time to school work Time

Reflecting on the decision-making processes Reflection on personal acts

Showing concern about students’ personal Concern about students

living conditions
Aligning core curriculum processes with the Curriculum alignment and
new curriculum core curricula

Working toward the same goal Common goals

Supporting curriculum implementation Support

Recognizing support from God Support from God

3 Using technology effectively and productively Technology

Recognizing willingness and knowledge as the Willingness to work,

basis for decision-making knowledge, and decision-
making

Teachers are committed to the project Commitment to change

Being aware of potential crisis Potential crisis

259
 Appendix K3: Samples of Preliminary Significant Statements & Initial Categories for Subject

Teachers from Research Question 3 and Interviews 2, and 3

Central Question: What is the lived experience of key stakeholders involved in implementing an aligned
curriculum at Antonio Nariño High School in Montería, Colombia, South America?

Research Question 3: How is curriculum innovation reflected in the school and classrooms as
perceived by the three groups of stakeholders participating in the study?

Code: RQ: Research Question

Participants Interview Preliminary Significant Statements Initial Categories

#
ST1 2 Understanding interrelated processes Learning processes

Recognizing the importance of the native The role of the native

language in learning a foreign language language

Suggesting more visible evidence and more Motivation and strategies

motivational strategies
Suggesting more motivational strategies in the Motivation and immersion
school strategies

Having a sense of academic overload Academic overload

Having a sense of commitment Commitment

Good planning means organization and actual Planning and implementation

curriculum implementation
3 Being aware of the need to demonstrate basic The 21st competencies for
competencies in English. language teachers

Being concerned about the new challenge. Challenges

Concerning about the need to be prepare for the Professionalism

challenges of today’s world.

Searching for other professional goals Lifelong learning

Teachers’ own concerns and search for their Lifelong learning

own goals

Teaching is providing students with tools for Tools

learning.

Accepting change offers resistance and causes Uncertainty

fears
Feeling fear of making mistakes Teachers’ fears

Developing oral and written skills in real-life Integration

260
 situations
Integrating the various curriculum areas. English across the curriculum

Showing integrity in education Integrity

Showing concern about a new potential school Concern about potential

dynamics change and uncertainty

Teachers’ concerns and fears Teachers’ concerns and fears

Being aware of the need to respond to new Responsibilities

responsibilities

Awareness about the students’ social conditions Awareness about the

and new responsibilities students’ social conditions
and new responsibilities

Suggesting more English practice Practice

ST2 2 Using creativity. Creativity and involvement

Providing an effective strategy for learning Strategies for learning

Motivation and enthusiasm Motivation

Expecting to study English Learning English as a

professional expectation

21st competencies for teachers and students 21st competencies for teachers
and students

Communication and support. Communication and support

Having autonomy Autonomy

Expressing satisfaction Self-actualization

Involving in new projects Involvement

3 Support and collaboration Support and collaboration

Suggesting involvement and collaboration Involvement and

collaboration

Commitment and administrative collaboration Commitment and

collaboration

Professionalism. Professionalism.

Administrative involvement, responsibility, Administrative involvement,

encouragement, and support responsibility,
encouragement, and support

Sharing work Communication

261
 Appendix K4: Samples of Preliminary Significant Statements & Initial Categories for Parents

from Research Question 4 and Interviews, one, 2, and 3

Central Question: What is the lived experience of key stakeholders involved in implementing an aligned
curriculum at Antonio Nariño High School in Montería, Colombia, South America?

Research Question 4: How do key stakeholders perceive curriculum innovation?

Code: RQ: Research Question

Participants Interview Preliminary Significant Statements Initial Categories

#
P1 1 Striving for academic performance and Academic performance and
competency development competencies

Changing and improving. Change

Making the curriculum more attractive to Curriculum innovation

students
Responding positively to change Change

Making additional efforts to adapt to a new Change

curricular situation
Feel free to express one’s opinions Freedom

Having difficulties with learning and lack of Learning and motivation

motivation
Breaking paradigms to move forward Breaking current paradigms

3 Motivation for own improvement Motivation and improvement

A new approach to teaching and learning A new approach to teaching

and learning

Involvement in innovative projects Innovation and involvement

A new model of education A new model of education

Dealing with a new reality and support Change and support

Sense of community Sense of community

Organizational commitment and altruism Organizational commitment

and altruism

Care for children’s education Diversity

Diversity and people’s full potential Diversity and people’s full

potential

262
 Benefiting from the aligned curriculum Benefiting from the aligned
curriculum

Adopting innovation Adoption of innovation

A new pedagogical discourse A new pedagogical discourse

Communication and receptivity Communication and

receptivity

P2 1 Change at the educational level Change in education

Evidence of commitment to the Commitment to

community/society community/society

Change and innovation Change and innovation

English as a part of the globalization process English and Globalization

Being aware of the need for learning English Learning English and status
and giving it more status

2 National Certification. Official accreditation

Training, responsibility, and commitment Training, responsibility, and

commitment

Academic commitment and high-level academic Academic commitment and

performance academic performance

The school makes a difference Change

Working for the benefits of students Benefits to students

Concern about future generations Future generations

English as survival in a globalized society English as survival in a

globalized society

Starting to understand new changes Adoption of change/transition

Communication Communication

The logic of communication Communication

3 The importance of research projects for Innovation and research

innovation
Knowledge application Application

Organizational commitment, cooperation, and Organizational commitment,

success cooperation, and success

Updating and leading Updating and leading

263
Servant leadership and religious orientation Servant leadership and
religious orientation

A feeling of friendship Friendship

Service and innovation Service and innovation

Logic of communication Communication

264
 Appendix L: Research Question 1-4 - Refined Categories 1: Broad Perspective

Model for curriculum Demands on modern Individual stakeholder Professionalism,

development citizens Differences Strategies for
Commitment to the Individual stakeholder Professionalism, professional
institution differences strategies for Development, and
Individual stakeholder A model for curriculum professional Career Goals
differences development in practice development, and Uncertainty
Theory of language Communication in career goals Decision-making
organizations
Communication in Commitment to the Leadership and
organizations Institution communication
Total support
Beliefs systems Leadership Individual Stakeholder
Professionalism,
(People’s ethos) Core school processes Differences
Professional
Leadership in action in practice Commitment to
development strategies,
Resources Communication in community/society
and Career goals
The decision-making Organizations Resources
General Impact and
process Professional Concerns Communication in
Student Achievement
General Impact and General Impact and organizations
Decision-making
student achievement Student Achievement General Impact and
Beliefs systems
Uncertainty: How a Belief student Achievement
(People’s Ethos)
new school dynamics Systems/decision Total Support
Uncertainty
will work making Core School processes
Core school processes
Professionalism, Model for curriculum Model for curriculum
Theory of language
strategies for development development
Resources
professional Resources Demands on modern
Curriculum policy
development, and Total Support society
implementation
career goals Theory of language
Total support Uncertainty
Core School Processes Curriculum policy
implementation

265
 Appendix M: Research Question 1-4 - Refined Categories 2: Merging Tentative Categories.

Research Question Research Question Research Question Research Question Final categories
One Two Three Four

What factors What processes How is curriculum How do key

influence the influence the innovation reflected stakeholders
implementation of a implementation of a in the school and perceive curriculum
new curriculum? new curriculum? classrooms as innovation
perceived by the
three groups of
stakeholders
participating in the
study?

Curriculum policy Foreign language Model for Demands on Foreign language

implementation curriculum curriculum modern society curriculum policies
development development in in action in public
processes in public action schools
schools
The nature of
stakeholder
differences in
foreign language
teaching and
learning

Absolute The decision-making Individual General Impact and Total commitment

Commitment to the stakeholder Student to key decision-
process
institution differences in achievement: making processes as
foreign language Visibility of an organizational
curriculum equitable, response to
implementation democratic, and administrative,
processes effective professional, and
educational efforts societal demands,
and school
processes

Beliefs systems Communication in Effective values-

organizations based
(People’s ethos)
communication in
educational
institutions
Total support True Leadership Uncertainty and
support as
productive synergy
to face challenges

Principal and
Uncertainty collective
followership as
pillars of

266
 educational
leadership
Core School
Processes

267
 Appendix N: From final Categories to Initial & Final Themes
Final Categories
Foreign language curriculum
policies in action in public schools
The nature of stakeholder
differences in foreign language
teaching and learning
Initial Themes
Implementing an aligned
curriculum means adopting new
theoretical perspectives on foreign
language education
Implementing an aligned
curriculum is being aware of the
significance of affective variables
in foreign language teaching and
learning
268
Final Themes and their
invariant Constituents
Implementing an aligned
curriculum means a prelude to the
consolidation of current political
aims in foreign language
education
Implementing an aligned
curriculum is planting educational
seeds in fertile ground
Implementing an aligned
curriculum means a struggle for
compliance with social, economic,
and political trends
Implementing an aligned
curriculum is the adherence to
prescribed curriculum models for
foreign language teaching and
learning
Implementing an aligned
curriculum is understanding the
impact of time on curricula
Implementing an aligned
curriculum is being aware of the
significance of the affective tenet
as an educational drive towards
foreign language teaching and
learning

Total commitment to key
decision-making processes as an
organizational response to
administrative, professional, and
societal demands, and challenges
Implementing an aligned
curriculum means being able to
demonstrate true organizational
commitment in response to
administrative, professional,
personal, and societal demands,
and school processes
269
Implementing an aligned
curriculum means having
motivation for foreign language
education
Implementing an aligned
curriculum is a professional
impulse to work and
responsibilities
Implementing an aligned
curriculum is having a sense of
ownership and lifelong learning
Implementing an aligned
curriculum means expressing a
sense of belongingness.
Implementing an aligned
curriculum is understanding
people’s various roles as
committed professionals and
human beings
Implementing an aligned
curriculum means fulfilling
various needs as members of a
community and society
Implementing an aligned
curriculum means being able to
make informed decisions.
Implementing an aligned
curriculum means having a sense
of self-actualization

Effective values-based
communication in educational
institutions
Support as productive synergy to
deal with uncertainty and
challenges
Implementing an aligned
curriculum means establishing
values-based communication as
the cornerstone of successful
organizations and foreign
language teaching communities
Implementing an aligned
curriculum is reducing uncertainty
and dealing with challenges with
visible support
270
Implementing an aligned
curriculum means having
communication as the cornerstone
of successful organizations and
foreign language communities
Implementing an aligned
curriculum means building and
maintaining strong relationships
within a school community and a
learning community
Implementing an aligned
curriculum means negotiating at
various levels
Implementing an aligned
curriculum is facing uncertainty
and challenges with support from
a variety of sources
Implementing an aligned
curriculum is being able to
overcome professional and
personal fears.
Implementing an aligned
curriculum is acknowledging
exploration as a fountain of
knowledge and success

Principal and collective
followership as pillars of
educational leadership
General Impact and Student
achievement: Visibility of
equitable, democratic, and
effective educational efforts
Implementing an aligned
curriculum means being able to
inspire as both an individual
holding a high-level
administrative position and as a
leader as a community leader
Implementing an aligned
curriculum means making
educational endeavors visible
through high performance and the
practice of equity and democracy
in all social contexts
271
Implementing an aligned
curriculum means
transformational leadership
Implementing an aligned
curriculum is transcending
conventional leadership roles
Implementing an aligned
curriculum means believing in our
own self and the self of others
Implementing an aligned
curriculum is transforming inertia
into action
Implementing an aligned
curriculum transcends the mere
pragmatic educational expected
outcomes and translates into an
innovative venture
Implementing an aligned
curriculum is the implicit search
for socio-political and academic
status
Implementing an aligned
curriculum means adopting a
lifelong perspective on education
Implementing an aligned
curriculum means openness to
continuous innovation
 Appendix O: Final Themes, Invariant Constituents, and Responses by Participants
Final Themes
Theme 1. Implementing an
aligned curriculum means a
prelude to the consolidation of
current political aims in foreign
language education
Theme 2. Implementing an
aligned curriculum is being
aware of the significance of the
affective tenet as an
educational drive towards
foreign language teaching and
learning
Theme 3. Implementing an
aligned curriculum is having a
sense of ownership and lifelong
learning
Invariant Constituents # of Participants Percentage
Implementing an aligned
curriculum is planting 12 100%
educational seeds in fertile
ground
Implementing an aligned
curriculum means a struggle
for compliance with social,
economic, and political trends
Implementing an aligned
curriculum is the adherence to
prescribed curriculum models
for foreign language teaching
and learning
Implementing an aligned
curriculum is understanding
the impact of time on curricula
11 91.7%
Implementing an aligned
curriculum means having
motivation for foreign
language education
Implementing an aligned
curriculum is a drive to work
and responsibilities
Implementing an aligned
curriculum means having a
sense of self-actualization
Implementing an aligned 12 100%
curriculum is feeling a sense
of belongingness
Implementing an aligned
curriculum is understanding
people’s various roles as
272

Theme 4. Implementing an
aligned curriculum means
having communication as the
cornerstone of successful
organizations and foreign
language communities
Theme 5. Implementing an
aligned curriculum is facing
uncertainty and challenges with
support from a variety of
sources
Theme 6. Implementing an
aligned curriculum means
transformational leadership
Theme 7. Implementing an
aligned curriculum transcends
the mere pragmatic educational
expected outcomes and
committed professionals and
human beings
Implementing an aligned
curriculum means fulfilling
various needs as members of a
community and society
Implementing an aligned
curriculum means being able
to make informed decisions.
Implementing an aligned
curriculum means having a
sense of self-actualization
Implementing an aligned 12 100%
curriculum means building
and maintaining strong
relationships within a school
community and a learning
community
Implementing an aligned
curriculum means negotiating
at various levels
Implementing an aligned 11 91.7%
curriculum is being able to
overcome professional and
personal fears.
Implementing an aligned
curriculum is acknowledging
exploration as a fountain of
knowledge and success
Implementing an aligned 11 91.7%
curriculum is transcending
conventional leadership roles
Implementing an aligned
curriculum means believing in
our own self and the self of
others
Implementing an aligned
curriculum is transforming
inertia into action
Implementing an aligned 11 91.7%
curriculum is the implicit
search for socio-political
status
273
translates into an innovative
venture

Implementing an aligned
curriculum means adopting a
lifelong perspective on
education

Implementing an aligned
curriculum means openness to
continuous innovation

274
 Appendix P: Research Questions and Specific Themes Incorporated by Research Participants

Theme 1: Implementing an aligned curriculum means a prelude to the consolidation of current political aims in
foreign language education

Theme 2: Implementing an aligned curriculum is being aware of the significance of the affective tenet as an
educational drive towards foreign language teaching and learning

Theme 3: Implementing an aligned curriculum is having a sense of ownership and lifelong learning

Theme 4: Implementing an aligned curriculum means having communication as the cornerstone of successful
organizations and foreign language communities

Theme 5: Implementing an aligned curriculum is facing uncertainty and challenges with support from a variety
of sources

Theme 6: Implementing an aligned curriculum means transformational leadership

Theme 7: Implementing an aligned curriculum transcends the mere pragmatic educational expected outcomes
and translates into an innovative venture

Research Stakeholder/Research Specific Themes endorsed Total Number of Themes endorsed

Question Participant by Research Participants

SA1 7
1-2-3-4-5-6-7

SA2 6
1-2-3-4-5-6

1 ST1 6-2-5-7-1-4-3 7

ST2 6

1-6-5-2-7-3

P1 2-1-6-7 4

P2 4
6-3-5-7

275
 TOE1 5
1-2-6-7-5

TOE2 2-7-6-3-1-5 6

TOE3 1-3-7-5-6 5

TOE4 1-4-6.2-5 5

TOE5 7-4-2-1-5-6 6

TOE6 1-2-3-7-5-6 6

SA1 6-1-3-4-5-2 6

SA2 1-3-6-7-5-4-2 7

ST1 1-6-3-4 4
2

ST2 2-1-4-5-6-3 6

P1 2-4-3-4-7 5

P2 1-7-3-5 4

SA1 1-3-2-6-7 5

SA2 1-3-6-2 4

3 ST1 3-7-6-2-1-4 6

ST2 3-7-6-5-1 5

P1 6-3-4 3

P2 1-2-3-6 4

SA1

276
 3-7-1-6-2-5 6

SA2 3
7-3-6

4 ST1 3-2-7-6 4

ST2 7-6-2-3-4-1 6

P1 7-6-2-4 4

P2 7-6-1-3-5 5

277
Appendix Q1: Research Questions and Themes Incorporated by Individual Participants 1

Total Number
of Themes
Research Question Stakeholder/Research mentioned by
Participant Research
Participants

What factors influence the implementation of a new SA1 7

curriculum? SA2 6

What processes influence the implementation of a SA1 6

new curriculum? SA2 7

How is curriculum innovation reflected in the school SA1 5

and classrooms as perceived by the three groups of SA2 4
stakeholders participating in the study?

SA1 6
How do key stakeholders perceive curriculum SA2 3
innovation?

278
 Appendix Q2: Research Questions and Themes Incorporated by Individual Participants 2

Stakeholder/Research Total Number

Research Question Participant of Themes
mentioned by
Research
Participants

TOE1 5
What factors influence the implementation of a
new curriculum? TOE2 6

What processes influence the implementation of a TOE3 5

new curriculum?
TOE4 5
How is curriculum innovation reflected in the
school and classrooms as perceived by the three 6
groups of stakeholders participating in the study? TOE5

How do key stakeholders perceive curriculum 6

innovation? TOE6

279
 Appendix Q3: Research Questions and Themes Incorporated by Individual Participants 3

Total Number
Stakeholder/Research of Themes
Research Question Participant mentioned by
Research
Participants
What factors influence the implementation of a new ST1 7
curriculum?
6
ST2
What processes influence the implementation of a ST1 4
new curriculum?
ST2 6

How is curriculum innovation reflected in the school ST1 6

and classrooms as perceived by the three groups of
stakeholders participating in the study? ST2 5

ST1 4
How do key stakeholders perceive curriculum
innovation? ST2 6

280
 Appendix Q4: Research Questions and Themes Incorporated by Individual Participants 4

Total Number
Stakeholder/Research of Themes
Research Question Participant Mentioned by
Research
Participants
What factors influence the implementation of a new P1 4
curriculum?
P2 4

What processes influence the implementation of a P1 4

new curriculum?
P2 6

How is curriculum innovation reflected in the school P1 3

and classrooms as perceived by the three groups of
stakeholders participating in the study? P2 4

P1 4
How do key stakeholders perceive curriculum
innovation? P2 5

281
 Appendix R: The Researcher’s Reflective Diary. A simple of an Analytical Memo Excerpt

Analytical Memo –Interview 1: Focused Life history/Background Questions for Teachers of

English. September 16, 2012.

Questions 1-5

How would you define this term “aligned curriculum”?

What was your teaching like before the implementation of the aligned curriculum?

What does the expression “foreign language curriculum innovation” mean to you?

How do foreign language curriculum innovation processes align with general curriculum
processes?

What factors do you believe influence the successful implementation of a new curriculum?

My positive attitude toward the interviewing process gave me a sense of confidence for
the first experience as a researcher. A common characteristic of research participants was that
they decided to prepare for the interview sessions. I could see that they had notes about the
interview questions and tried to follow them all the time. This behavior was against my general
assumptions about the interviewing process. From the beginning, I assumed that the research
participants would engage easily in phenomenological interviewing. Actually, I took for granted
that the research participants would not center their experiences on their knowledge about
curriculum and curriculum development. I concluded that this was not an easy mental process –
the research participants prepared answers for the interviews. This was evident in the way they
spoke about the questionnaire issues and their personal notes about the interview topics. I should
confess that bracketing in this respect was not easy to achieve for me even though I had read a
lot about to do it. I thought that this happened because the research participants received a copy
of the three interviews in advance, and I was not an expert in conducting phenomenological
interviewing.
I always used probes and prompts to focus the participants on phenomenological
reflections. Also, I used these techniques to redirect the course of the interviews when the
research participants deviated from the question topics. What I learnt from my first experience of
conducting phenomenological research was that phenomenological questions are often difficult
to do with people who know a lot about the interview topics. My reflection was that it was
difficult for research participants not to refer to declarative knowledge related to curriculum
design and curriculum development. This assumption is consistent with Sorrell & Redmond’s
(1995) belief that educated people tend to answer according to the specifics of the topics they get
involved in. This first experience made me think about the entire process of phenomenological
interviewing: What happened during the interviews? What happened in later interviews? How
did they come along? What did I have to do to guide the interviewees back to the interview

282
topics? What did I need to do in subsequent interviews? I thought the subsequent interviews
would be different despite the research participants’ prepared answers to the research questions.
My personal challenge was to achieve bracketing –something that I would try to do carefully and
from the beginning of each interview. The key words for later interviews were lived experience
with reflective insights and bracketing –the former related to the research participants and the
latter associated with the researcher.

283
 Appendix S: Interview Transcripts in English and Spanish
Interview Transcripts in Spanish
Hay que tener en cuenta los inherentes a los procesos
académicos más que todo como el diseño curricular
se enmarca en un procedimiento del proceso de
gestión académica. Pero también debemos saber que
eso no se puede hacer desligado de todos los demás
procesos inherentes al funcionamiento de la
institución y a las exigencias que nos pide el
Ministerio”.
“…otro proceso también a tener en cuenta para
diseñar un currículo son las necesidades de las
expectativas de la proyección comunitaria de lo que
queremos hacer. De la comunidad y para la
comunidad y otro proceso que me parece
fundamental es la satisfacción de las necesidades de
los estudiantes que llegan a nuestra institución que
ese currículo realmente corresponda a la solución de
las necesidades en los estudiantes en la comunidad y
en la sociedad en general”
Cuando yo llegué aquí encontré algo muy parecido,
claro que esto es algo que ya es para todos, tanto que
cuando los demás colegios quisieron caminar en este
cambio, ya para nosotros esto era algo tan cotidiano
o como que empezamos primero, fuimos menos
reacios a aceptar que teníamos que cambiar”.
Los docentes del área de inglés es un equipo muy
dinámico muy trabajador son personas entregadas
completamente a su trabajo y por lo menos yo diría
totalmente diseñado para trabajar el bilingüismo son
personas que se han entregado este programa con
todas las ganas, con todo el interés y el resultado se
ve en el rendimiento de los estudiantes en las
actividades extracurriculares que se presentan”. SA1
“La práctica es aquello en que de verdad se da inicio
a un cambio, no se queda en la mera intención que es
lo que a veces se ha dado en la parte educativa por lo
menos en nuestro caso Colombia incorporo esa
práctica en lo que pudiéramos llamar innovación en
la parte curricular de la educación en Colombia paso
en un proceso de retardo de sueño de quietud a darle
English Language Version
We have to consider the inherent aspects in relation
to the academic processes, mostly how the curricular
design is framed in the procedure of the academic
development process. But also we must know that it
cannot be separated from the other inherent
processes of the institutional operation and Ministry
of Education’s requirements.
“…another process concerning curriculum design is
the necessary expectations at the community level,
which we want to meet –from the community and for
the community. Another essential process is that the
curriculum should respond to students’ needs and the
needs of the society at large.”
When I came here for the first time, I found
something similar. Of course, this is something that
involves everyone. It was such a change that the
other schools wanted to follow us. As we were the
first ones to initiate this, it turned into an everyday
school routine; as a result we were less risk-averse to
the changes.
Our English teaching staff is a dynamic and hard-
working team; they are absolutely devoted to their
work. At least, I’d say the staff is completely
qualified for working in the bilingual program. They
are people that have put in all their efforts to the
program, and the results are noticeable in the
students’ academic performance on extracurricular
activities.
“Practice is really the starting point for change; it is
not only the mere intention, which is sometimes
what we’ve been observing progressively in the
education field. At least, in our case, Colombia
introduced that practice as an innovation in its
academic curriculum, which allowed us to pass from
a delay process and stagnation to actually giving life
284
vida de verdad al proceso educativo y espero de
verdad que con esto me dé a entender.
Nosotros hemos tenido muy en cuenta, nos hemos
cuidado en el diseño curricular teniendo en cuenta el
bilingüismo. Se amplían también los contenidos y las
competencias porque no solamente se trata de la
comunicación sino también de la interpretación, el
análisis y de todos aquellos aspectos que tienes que
ver con realmente un currículo que llene las
expectativas de bilingüismo como tal para que se den
los resultados esperados”.
“… no es lo mismo tener una programación con 3
horas que sería lo tradicional a tener una
programación con 8 y 10 horas de inglés se rompe el
paradigma de lo que eran las normas de la intensidad
horaria…”.
“Eso es lo que ha servido, antes eran 2 horas de
inglés, ya no, ya tenemos 10 horas, 8 horas y eso es
una gran ventaja y el estudiante se va acomodando a
ese horario y va sintiendo que eso es de su vida
diaria y va a llegar un momento en que los
estudiantes van a sentir eso como normal”.
Yo pienso que sí, que desde el bilingüismo, sí hemos
visto ese cambio de actitud en toda la comunidad
educativa, por que como decíamos anteriormente se
percibe en el uso de la lengua en la utilización aun
fuera de la clases. En los momentos de descanso
usted oye conversaciones en ingles en momentos
diferentes en el ejercicio de la clase entre ellos
mismos.
Bueno a nivel de los directivos, la toman con mucha
expectativa porque los currículos, esa innovación
que se va a hacer a nivel de un nuevo currículo en
ingles, le va a traer beneficios a la institución
educativa como empresa innovadora y va a permitir
mayor avance.
El inglés realmente se está volviendo algo del agrado
del interés de nuestros estudiantes inclusive con la
facilidad de algunas tecnologías que tenemos en el
colegio. Ya ellos tiene oído para el idioma del ya
ellos lo expresan con más facilidad, sienten menos
temores para dirigirse con sus compañeros, el inglés
se ha vuelto como más interesante.
to the academic process - and I hope this is clearly
understood.
We’ve considered very much, we’ve made sure our
school curriculum design is taking into account
bilingualism. We have enriched our contents and
competences, because it is not only about
communication but interpretation, analysis, and all
of those aspects that are really related to a
curriculum that fills the bilingualism expectations as
such to see the expected results.
“… It’s not the same having a traditional 3- hour
schedule as having an 8 or- 10 hour schedule for
English. This breaks the traditional paradigms ,
which were the rules for establishing the intensity of
hours in the past …”
“That’s what has worked. In the past we had 2 hours
of English. This is not true anymore. Now we have
10 hours, 8 hours and that is a great advantage and
the student is adapting to that schedule and he/she
starts feeling that it is part of his/her daily life, and
there will be a moment in which they are going to
feel comfortable with it”.
I think so. Based on bilingualism, we’ve seen that
change in the attitude of the educational community;
as we said previously the use of the language outside
the classroom is perceived. During the breaks you
can hear students having English conversations at
different moments during the English classes among
themselves”.
Well, at the managerial level, they assume it with a
great expectation because the curricula, that
innovation that will be introduced concerning a new
English curriculum will bring benefits to the
educational institution as an innovative company and
it will allow more progress.
English is really becoming something pleasant to the
students, even more with the technological resources
that we have in the school. They already have some
listening abilities in the language. They feel less
afraid of talking to their partners; English has
become kind of more interesting.
285
Ianista
Dentro de las dificultades para el desarrollo de un
currículo es importante contar con la disposición de
nuestros docentes.
Yo lo veo muy positivo. Lo ideal es que todos
demuestren ese interés por el bilingüismo por salir
adelante. En la gran mayoría hay una gran
aceptación. Hay unos avances que se perciben no
solamente en el momento de la clase sino que ya uno
muchas veces encuentra cuadernos marcados en
ingles en Spanish y ya ellos están haciendo el inglés
algo inherente también a su diario vivir…
En esta institución Antonio Nariño fácilmente se
aprecia un sentido de pertenecía y de familiaridad de
las personas que conformamos la comunidad”. ST1
“Entonces nos gusta el trabajo silencioso pero que a
la vez tenga grandes frutos para los estudiantes que
de bastante evidencias del trabajo que se hace con
mucho interés con mucha entrega
O sea hay una aceptación ya, hay un compromiso
tanto de familia como del estudiante.
Bueno lo esencial para que se establezca un nuevo
currículo a nivel de lengua extranjera es el
compromiso, el compromiso que tengan tanto
directivos, docentes y estudiante.
A nivel dinámico por lo menos cada gestión cada
proceso se realiza, pero en el diario que hacer no
podemos separar un proceso de otro porque la
gestión académica se complementa con la gestión
directiva, con la gestión administrativa con la gestión
administrativa financiera y con la gestión que le
ofrecemos a la comunidad.
…es Ianista y yo soy docente y está dentro de la
institución está dentro del espacio de formación.
Ningún padre de familia se puede molestar porque
yo le corrija a su hijo ahora que debo cuidar para que
se moleste el padre para evitar para que el estudiante
no me reconozca como autoridad si no como castigo
debo cuidar la forma como lo hago.
Somos exclusivos en ese sentido aquí desde el
A student at institución Educativa Antonio Nariño.
Among the difficulties for designing a curriculum, it
is important to count on the teachers’ willingness.
I think it’s positive. The ideal situation is that
everyone shows interest in continuing with the
bilingual project. In most cases, there is a great
acceptance. There is progress that is perceived not
only during the class, since one can find some
notebooks marked in English, in Spanish and they
are making English become an inherent part of their
daily lives…
At Institucion Antonio Nariño, we easily appreciate
the people’s sense of belonging and familiarity that
we have as a community”. ST1
“So, we like the silent work, but at the same time it
must result in real benefits to students, showing
evidence of the work done with great devotion and
interest.
I mean, there’s already an acceptance, both the
family and the student have a commitment.
Well, to establish a foreign language new
curriculum, it is indispensable to have a
commitment, a commitment in which principals,
teachers and students are involved.
On a dynamic level, at least each management,
process is carried out, but in the daily matters we
cannot separate a process from the other one,
because the academic management is complemented
with the principals’ management, with the
administrative management, with the financial
management, and the management offered to the
community.
…He is an ianista and I am a teacher, he is part of
the institution, and he is in the process of learning.
None of parents cannot be annoyed because I correct
their children. Now what do have to do to prevent
parents from getting annoyed so that students do not
recognize me as an authority or as punishment? I
have to be aware of the way I do it.
We are exclusive in that sense. All people in this
286
portero hasta el administrativo cumplen un rol
determinante en la vida del educando…
Desde la coordinación académica es mucho la
influencia que se tiene por que en conjunto con las
disposiciones legales que nos piden el ministerio
tenemos que reunirnos con los docentes que van a
ejecutar los planes de área construir con ellos
precisamente los contenidos los temas los
indicadores de desempeño las competencias que,
vamos a desarrollar.
Nosotros por lo menos el seguimiento se hace
teniendo en cuenta los avances y las dificultades.
Entonces al detectar las dificultades se planean
estrategias para el mejoramiento y vamos haciéndole
ese seguimiento de lo que se planeo para ver si se
alcanzo el resultado si esa debilidad se convirtió en
una fortaleza con el fin de ir solucionándolo los
problemas que se presenten.
Entonces ya ese confrontar y ese encuentro conmigo
mismo me lleva determinar muchos aciertos como
también me ayuda a identificar mis errores, entonces
siempre he dicho que en la vida hay debilidades hay
amenazas pero que las amenazas uno nos las puede
quitar del camino sino buscar variables para
minimizar esos efectos,…
Si a nivel del colegio sí se da la apropiación porque
algo que hemos tenido es jamás imponer si no lo que
se construye en el colegio es construcción del
colectivo. De tal manera que esto ha servido que
ellos se sientan que esto es de ellos que esto no es
impuesto que es construido por ellos y como es de
ellos más lo trabajan con mucho interés.
Esa fue una de las decisiones más efectivas,
fortalecidas porque al llegar a la institución un nuevo
currículo que fortalece al que ya estaba, es darle
herramientas a la institución para que siga trabajando
por la calidad educativa. Entonces lo percibimos
como una decisión bastante acertada y que nos va a
llevar lejos porque así lo presiento y los resultados lo
perciben, entonces para mi es una decisión buena.
Esa idea como que la hemos ya hecho propia. Se la
school, including the gatekeeper and the school
administrators have a critical role to play in
learners’ lives …
There is a great influence from the academic
coordinator because along with the legal
requirements the ministry demands, we have to meet
with the teachers who will be implementing the
syllabi, to construct with them the course contents,
the performance indicators, and the competencies
that we are going to develop.
At least, monitoring is carried out on the basis of the
advances. In this respect, having the difficulties
detected, strategies are planned for the improvement;
and while we are monitoring what we planned to see
if the outcomes were achieved, if that weakness
turned into a strength, with the purpose of solving
the problems that come along the way.
As I am faced with it and that encounter with myself
leads me to succeed. It helps to identify my errors as
well. That’s why I’ve always said that in life there
are weaknesses, there are threats, but one can’t take
threats out of the way, but instead, weshould look for
variables to minimize those effects…
“Yes, at a school level there is ownership because
something that we have always done is never to
impose; just what is constructed in the school is
collective work. This has helped them feel that
nothing has been imposed , that is constructed by
them with great enthusiasm”
That was one of the most effective and strongest
decisions because as a new curriculum is introduced
to strengthen the previous one, the institution
receives more tools to continue working for the
educational quality. Therefore, we perceived this as
the best decision we’ve ever made, which will permit
us to progress more and more, because that’s the
way I feel it and the results show it , so it is a good
decision for me.
That idea already seems to be as part of us. I’ve
287
he propuesto y como que la idea se ha vendido muy
bien, si por que ya ellos saben que el cómo es la
autonomía nuestra.
…a ellos también les gustaría hacer algo parecido.
De pronto hay un poco de celos en el sentido que
quisieran ellos de disponer de más recursos, más
espacio y para ellos también tener la oportunidad en
lo que tiene que ver por ejemplo la sala de
informática, dicen. Porque yo pienso que
deberíamos tener otra sala de informática para que
también nosotros los profesores de sociales
hiciéramos cosas nuevas.
Equipaje significa valores, equipaje en cuanto al
amor en cuanto a la misericordia el perdón a la
sabiduría que el ser humano tiene mucha riqueza y
yo creo que con la riqueza del ser humano no se
dobla nada, con eso es suficiente para avanzar.
.
Estamos en permanente contacto cuando tenemos la
oportunidad, en permanente conversación todos
estos cambios que se están dando…
…y los trabajos asignados a cada área esos
coordinadores son un puente entre los docentes los
estudiantes y la parte directiva de la institución,
entonces son como un puente…
Yo pienso que trato de llevar una buena relación con
los diferentes miembros de la comunidad educativa.
He sido una persona que ha tenido muy en cuenta
que nuestro servicio es para la comunidad educativa
que sea el centro de nuestro trabajo sea nuestros
estudiantes pero pensando en el bienestar de todos y
el beneficio de esa comunidad debe tener.
“Nosotros tratamos de trabajar en un clima
organizacional que proyecte un paz una convivencia
pacífica” SA1
La describo como una comunicación agradable,
porque no hay unos escalones en que nosotros no
podamos penetrar. Todos tenemos acceso y todos
estamos dispuestos a apoyar ese proceso de
bilingüismo en el colegio. Algunos somos sinceros
no sabemos esto pero sabemos otras cosas entonces
hay existe humildad para reconocer y para saber
hasta donde uno puede ser parte de este proceso de
proposed it to him and is like the idea has really been
sold, because they’ve already know how our
autonomy is.
… they would like to do something similar, too.
Maybe they are jealous in the sense that they would
like to have more resources, more space and also to
have the chance to go to the computer room, they
said. But I think we should have another computer
room for social science so that teachers can do new
things.
Luggage means values, love, mercy, forgiveness,
wisdom, as human beings we have enough richness
to move forward and it does not surrender to
nothing.
We are constantly in contact when we have the
chance, those changes that are being introduced
through permanent conversations…
… and the responsibilities assigned to each area.
Those coordinators are a bridge between teachers,
students and the school administration, so it is like a
bridge…
I think I try to maintain a good relationship with the
different members of the educational community.
I’ve been a person that knows perfectly that our
service is for the educational community, so that our
students may be the center of our work, but
considering the welfare of all of us and the benefit
that the community should have.
“ We are trying to work within an organized
environment that reflects peace, peaceful
cohabitation” SA1
I describe it as a pleasant communication, because
there are not stages that we cannot reach, everyone
has access, and we are all willing to support this
bilingual process in the school. Some of us are
honest-we don’t know this, but we know other things
- so there is humility to recognize and to know how
far we can go as a part of the bilingualism program
in the institution.
288
bilingüismo en la institución.
… el modelo pedagógico es un modelo de procesos y
valores. Entonces con nuestro modelo estamos
implementándole valores a nuestros muchachos y
cada profesión debe estar acompañada de esos
valores para que el joven vea que no solamente es
producir concomimiento sino también poder ser
competente ante una sociedad y mirar que hay
muchas riesgos a nivel de esa sociedad y que si no
está preparado a nivel espiritual a nivel de sus
propios valores como el de la responsabilidad, el
respeto, la honestidad, …
Uno [trabaja] con los profesores en un espacio de la
institución programas de área; entonces encontrarme
yo con los profesores del área de ingles ahí
dialogamos de las fortalezas y debilidades que se
pueden presentar en el desarrollo de ese programa y
ahí percibo las dificultades y planteamos en entre
todos las estrategias que nos lleven al mejoramiento
de los resultados en nuestros estudiantes”
No sé mucho de inglés pero con mis profes me he
entendido bien. Salgo en representación de ellos
cuando vienen los del Ministerio y me ubico bien y
les respondo porque he tratado de entender la
situaciones y cuando no se ellos está ahí al lado.
Ese puente se le hace a usted fácil cuando usted se
involucra en el proceso…
…como le comento nosotros tenemos siempre un
dialogo permanente con la comunicación a nivel de
directivos de administrativos y mantenemos siempre
una información alrededor de lo nuevo para la
institución y también con las novedades y la
innovación que se vaya a dar,…
No, en un principio la pregunta del millón fue,
cuantas horas le van a quitar a sociales? Cuantas
horas le van a quitar a lo uno y a lo otro fue la
pregunta de todos los docentes, Sofi dijo, profesores
yo sabía que eso les iba a inquietar porque aquí
lengua castellana y matemáticas y ciencias naturales
son las áreas banderas de la institución pero no se
preocupen que el equipaje trae una extensión del
horario,…
… Our pedagogical model is a model of processes
and values. So with that model we are promoting
values in our students and each profession must be
accompanied by those values to make students aware
that their task is not only to gain knowledge but to
know how to be competent in society. Also to
understand that there are many risks in a particular
society, which implies to be prepared on a spiritual
level, in terms of their own values, such as
responsibility, respect, honesty…
One [works] with the teachers in a space provided by
the Institution – the course plans; so when I meet the
English teachers, we can talk about the emergent
weaknesses and strengths of the program. Once we
perceive the difficulties, we proposed strategies that
lead us to improve our students’ outcomes.
I don’t know much about English but I’ve had a
good connection with my teachers. I represent them
when the people from the Ministry of Education
come for a visit. I prepared myself and I answer
their questions because I’ve tried to understand the
situations and, when I don’t know something, they
are there for me.
It is easy to pass that bridge when you are involved
in the process…
…as I told you , we always have a permanent
dialogue with the other administrators we always
have information about the good things for the
Institution as well as the recent developments and
innovation that is going to occur …
No, at the beginning the teachers’ million-dollar
question was: how many hours of social science will
be taken away? How many hours of any subject will
be taken away? Sofi said, Teachers, I knew that
would worry you because the most important
subjects of the school are Spanish, mathematic and
biology, but don’t worry since the luggage will
increase the number of hours…
289
Es más el joven de pronto va proyectándose a hacia
un perfil de tecnología o de profesionalización de su
trabajo porque en el colegio se les ha inculcado, pero
en general la familia no, la familia vive como en la
desesperanza…
La aceptación en un principio fue caótica digámoslo
así por lo que ya nosotros conocemos todo cambio
genera resistencia quietud, en esa resistencia
pensamos: ¿qué pasa conmigo?
Sin lugar a dudas, más que implicaciones yo creo
que lo que tenemos es algo de temor al cambio y al
paradigma.
…entonces primero sentía temor y cuando nuestros
representantes describieron lo que es el bilingüismo
la fortalezas que han tenido con este programa la
actitud de ellas al escucharlo fue de aceptación y de
agrado y luego se acercaron y nos felicitaron…
Porque el cambio implica un reto un reto que
tenemos que superar que tenemos que hacerlo parte
de nuestra vida que tenemos que aprenderlo a
degustar que es lo que nos cuesta pero no se degusta
lo que no se acepta.
El liderazgo es una capacidad que tiene la persona
de liderar coordinar todo el trabajo… Desde mi
función como coordinadora. Lógicamente que tengo
que tener esa capacidad de liderazgo porque soy la
cabeza de un gran equipo que son los docentes y la
gestión académica.
Sin lugar a dudas Sofía, Sofía que viene de una muy
buena escuela y de un buen aprendizaje de la
filosofía cristiana pero que igual allí hay muchos
docentes que también tienen buenos conocimientos
como es el caso de la sic orientadora la profesora,
varios docentes que ahora mismo no recuerdo
exactamente los nombres pero casi todos, son
personas que tienen una buena orientación en ese
sentido…
…El liderazgo generalmente desde la rectoría
trabajamos más cómodamente unidos para esos
cambios curriculares.
Actually, young people are projecting themselves
into a technological or an emphasis profile
concerning their jobs, because that is what the school
has instilled into them, but in general not as a family
. The family seems to live in despair…
At the beginning the acceptance was chaotic because
we already know that any change brings about
resistance, worry. That’s when we ask: What is
happening to me?
There’s no doubt that more than implications, I think
we are more afraid of change and paradigms.
…at first I was scared and when our representatives
described what bilingualism is and the strengths they
have gained from the program, they heard with
pleasure and acceptance, then they congratulated
us…
Because change implies a challenge that we have to
overcome, incorporate into our lives, and enjoy its
taste, which is what is the most difficult thing to do.
You don’t enjoy what you don’t accept.
Leadership is the ability that a person has to control
all his or her work…that has to be my role as a
coordinator. Obviously, I have to have leadership
skills because I am the head of teachers and the
academic management.
Undoubtedly, Sofia. She comes from a good school
in which she learned the Christian philosophy very
well. Likewise, there are many teachers who have a
good knowledge; for example, the school counselor,
some teachers and several teachers whose names I
can’t remember. Anyway they are people who have a
good orientation in that sense…
..We work comfortable in those curricular changes as
a unified group under the principal’s leadership.
290
…en cuanto a la realización del proyecto, todos
tenemos que ser líderes, hoy me toco a mí, mañana
le toca al otro, pasado al otro.
Bueno yo me miro de forma positiva, siempre dentro
de mi siento que hay un líder, porque el líder no dice
haga lo que diga, el líder hace las cosas y las
personas le siguen a uno, entonces yo he sentido de
que mis estudiantes ven en mi un líder …
Las veces que se me ha dado la oportunidad voy
pensando ideas en pro del beneficio de la institución
y todos sus actores la socializamos se fusionan con
otras buenas ideas que traen los padres de familia
que traen los directivos que traen los cuerpos de
docentes.
Me siento acompañada. Me siento que cada día debo
aprovechar todas las oportunidades que se vienen
dando. Me siento que debo corresponder con el
grado de confianza que tiene el personal interno, la
parte externa de la institución los padres de familia;
entonces me siento que es una oportunidad para que
la institución continúe en el mejoramiento continuo”.
Hacer ajustes desde la cabeza significa muchas cosas
que se tienen que hacer desde el directivo pero que
lo mejor es irnos allá abajo para ver si lo que yo
pienso eso va ser, yo vivo en ese medio de mis
estudiantes en el medio de los docentes yo corro
menos riesgos de equivocarme…
Yo creo que influye en que se gana confianza en el
impacto de la institución, influye en que nuestros
estudiantes tienen la entrada fácil al centro de
educación superior o la parte laboral y también
influye en que ellos ya tienen opciones para seguir
estudiando.
Bueno no propiamente un mismo idioma, pero si se
está haciendo el intento de hecho este es uno de los
pocos colegios de la ciudad de Montería que ha sido
certificado,…
…muchachos acuérdense que a ustedes se les forma
no para las cuatro paredes, se les forma para la vida
y usted no vive en las cuatro paredes, usted es un ser
social por excelencia y en cada espacio debe reflejar
su formación integral, o sea ellos saben a dónde van.
… Concerning the project implementation, we all
have to be leaders in the project development. Today
it’s my turn, tomorrow is the others’ turn, and so on.
Well, I have a positive concept of myself. I’ve
always felt a leader inside me, because a leader
doesn’t force people to do something. He must be an
example for the others, so I’ve felt that my students
can see me as a leader.
When I’ve had the chance, I think about ideas for the
institutional welfare and all its participants. Then we
socialize them, and integrate them with great ideas
proposed by parents, school administrators and
teachers.
“I don’t feel alone. EverydayI feel that I have to take
advantage of all opportunities that I can get. I feel
that I have to respond to the level of confidence that
the internal and the external community and families
give me; so, I feel it is a chance for the institution to
be in a continuing improvement”
Making adjustments from a higher position, means
that many things should be done; however, what we
need to do is go the classrooms to make sure that
what I think is actually being done. I live with my
students and teachers; that’s why I don’t run the risk
of making a mistake…
I think it makes the institution gain reliability. Also,
our students can access higher education and the job
market more easily. It helps those who have chances
to continue studying as well.
Well, it is not specifically the same language but we
are actually trying. This is at least one of the schools
in Monteria that has been certificated,…
…remember boys that you are educated not to be
inside the four walls, but for life and you live outside
the four walls. You are a social being par excellence
and in each space you should reflect your integrated
education, that is, They know where they are going
291

Bueno, innovación curricular es como implementar
toda una serie de herramientas que contribuyan a
alcanzar esos conocimientos y que no solamente esos
conocimientos se queden en los estudiantes sino que
ellos los proyecten y que ese conocimiento le sirva a
él para la vida, para defenderse a nivel familiar, a
nivel laboral y a nivel social.
…hoy en día se han dado cambios por que tanto
nuestro idioma como otros procesos educativos van
transformándose van a la par del giro que está dando
el mundo a lo concerniente de la educación.
…Yo pienso que cuando nosotros estamos en este
ejercicio de la pedagogía no podemos olvidar que
siempre tenemos que innovar, siempre tenemos que
asombrarnos. Siempre tenemos que crear en nuestros
estudiantes esa capacidad de filosofar de ser
filósofos día a día.
Yo digo Dios mío como hemos avanzado,…
Innovar es cambiar, es transformar, es modificar,
pero el hombre ni cambia ni cambia, ni transforma,
ni modifica, sino siente la necesidad y el Estado, el
Gobierno, la familia, la sociedad han sentido la
necesidad de que en el currículo académico de las
instituciones hayan innovaciones,…
Bueno nosotros hemos visto el avance e incluso en
los mismos resultados de las evaluaciones ya en
niños que han aumentado su rendimiento en ingles.
“
Representa progreso, representa avance, representa
mejora a nivel institucional en lo que tiene que ver la
calidad humana de los estudiantes, se ve con muchas
ganas el ver que nuestros estudiantes están siendo
favorecidos, beneficiados y que esto le va a servir y
ante todo para la institución es importante porque la
institución se proyecta y se hace más competitiva,…
La palabra innovación para mi representa un cambio,
representa la ruptura de paradigmas que a veces nos
queda como difícil porque nosotros nos encasillamos
a lo mismo de siempre todos el estudiante, el padre
el docente… entonces la innovación curricular la veo
to.
Well, curriculum innovation is how to implement a
number of tools to help achieving this knowledge
and expertise. It is not only that students keep that
knowledge, but that they can project it, because they
can use it throughout their lives to defend themselves
on a family, market job, social level.
…today, there have been changes both in our
language and some other educational processes.
They transform hand in hand with thediverse
changes in education.
…I think that when we are in the exercise of
pedagogy, we can’t forget that we always have to
innovate; we always have to be amazed. We always
have to create in our students the ability to
philosophize and to be philosophers every day.
I say, my God, how much we have progressed…
To innovate is to change, to transform, to modify,
but the man does not change or transform, or modify,
but feel the need, and the state, the government, the
family, and society have felt the need that there
should be innovations in the curricula of academic
institutions”…
Well we have seen the progress and even in the
assessment results, mainly in children who have
increased their performance in English.
It represents progress, development, and
improvement on an institutional level in what has to
do with the student’s human quality. It is good to see
that our students are being favored and benefited and
this is going to be useful for the institution. It is
important because the institution is projected and
becomes more competitive…
The word innovation means change for me,
represents the breaking of paradigms that sometimes
we have as difficult because we get pigeonholed into
the same old thing. Everyone, the student, parents
and, teachers ... Therefore, I see curriculum
292
así como un cambio como una búsqueda de
transformación de romper paradigmas.
…“esto es algo que nos involucra a todos.
Porque todos empezamos a saludarnos y vamos por
el patio… y decíamos“come pelase…”
…de pronto falta una motivación…
…Se supone que en un colegio que se está
implantando el bilingüismo debería verse
impregnado en el ambiente externo e interno algo
que me motive que me enamore que me incite.
Disponibilidad sentido de pertenencia que debo
responder nunca digo no cuando se que hay causa
justificada para pedirme, Dominga tu programador,
Dominga tu plan de aula donde esta, Dominga ya
tienes listo el plan de acto para la entrega de
insignias.
…yo podría decir que comparto las dos expresiones
satisfacción y entusiasmo profesional
O sea hay una aceptación ya, hay un compromiso
tanto de familia como del estudiante.
Bueno lo esencial para que se establezca un nuevo
currículo a nivel d lengua extranjera es el
compromiso, el compromiso que tengan tanto
directivos, docentes y estudiante.
Digamos que la toma de decisiones no es de manera
singular sino colectiva sujeta a una especie de
democracia
Entonces esa fue una decisión que dije me lo echó
encima pero lo que sea por mi colegio.
Entonces yo digo que después que haya un como, así
todo va ser efectivo.
innovation and change as a search for breaking
paradigms.
…“this is something that involves everyone.
Because we all start saying hello when we walk in
the schoolyard…and we say “come please…”
…maybe there’s a lack visual motivation…
A school that is supposed to be implementing
bilingualism should be involved with the internal and
external environment…something that motivates me,
something that makes me fall in love, something that
excites me.
Availability, sense of belonging, I should respond. I
never say no when there is a reason to ask me for
something.
I could say that I like expressions - satisfaction and
professional enthusiasm.
I mean there is acceptance; there is a commitment of
both family and students.
Well, what we need to establish a new curriculum
for the foreign language is administrators’, teachers’,
and students’ commitment.
Let’s say that decision-making is not individual, but
collective, subject to a kind of democracy
So that was a [wise] decision. I said: I am
responsible for it as long as it is for my school.
What I say is that if there is a how, everything is
going to be effective.
293
…como le comento nosotros tenemos siempre un
dialogo permanente con la comunicación a nivel de
directivos de administrativos y mantenemos siempre
una información alrededor de los nuevos para la
institución,…”.
Sí, podemos hablar de una comunicación directa,
permanente y fluida con los profes.
Sí en el colegio hay algo que el equipo docente nos
escuchamos y nos apoyamos con el equipo directivo
y los directivos estamos escuchándonos para tomar
decisiones.
Sí, yo le escuchaba a los profes porque escogían una
cosa, yo les pregunto a ellos...
Eso es como natural entre ellos y mi persona hay una
confianza que ellos me dicen las cosas como las ven.
Comprender es escucharlos, ver quien tiene la razón,
dársela y así mismo ellos van dándome a mi
también, vamos ganando tanto ellos como el equipo
de trabajo,…
Entonces, es percibido positivamente por los
diferentes estamentos educativos. A los estudiantes,
los administrativos y los padres de familia se les
informó en varias reuniones que se realizaron antes
de la implementación del programa.
…as I am commenting, we always have a permanent
dialogue…at the administrative level, we always
provide information about the new projects for the
institution
Yes, we can think of direct and permanent
communication with the teachers.
Yes, there is something in the school: we listen to
and support each other. We as administrators are
always listening to make decisions.
Yes, I listened to my teachers because they had their
perspectives. I always consult them.
That’s a kind of a natural situation between us.
There’s so much confidence that they say things as
they perceive them.
Understanding is listening to them, deciding who is
right, and saying that he or she is right. That is how
they can give something to me. We both win as a
team.
So it [curriculum innovation] is perceived positively
by the various stakeholders. Students, school
administrators, and parents were informed in the
various meetings that took place before the program
implementation.
294
 Appendix T: The Progressive Refinement of the Coding Process: From Precoding to Final

Themes from Magnitude Coding (Saldaña, 2013).

Codes

TOE: Teachers of English

SA: School Administrators

ST: Subject Teachers

P: Parents

SC: Subcategories

FC: Final Categories

IT: Initial Themes

FT: Final Themes

RQ Research Interview Preliminary Initial Refined SC FC IT FT

# Participants transcripts/In Significant Categories Categories RQ 1-4 RQ 1-4
Vivo Codes Statements RQ 1-4

1 60 219 219 15 58
2 TOE 9 52 52 14 52
3 13 71 71 14 110 7 7 7
4 12 45 45 13 76
1 SA, ST & 79 228 228 15 58
2 P 77 314 314 14 52
3 53 283 283 14 110
4 49 210 210 13 76

295