Case Analysis for the English Language Program for Saharan Students

8/13/2019 Case Analysis for the English Language Program for Saharan Students

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Macapanton, Norkhan D. MAELS Management of Language and Literature Programs

The English Language Program for Saharan Students: A Case Analysis

1. ProblemAn English language program for Saharan students is on the verge of closing down

because the scholars were not behaving accordingly. Furthermore, due to a lot of

negative factors, the hired teachers were resigning. With these, Mrs. Pineda does not

know what to do.

2. ObjectiveThere is a need to continue the program for there is a contract. All the more the

program should be continued since it is aimed at educating students. Furthermore, a lot

has already been invested in the program so might as well wait until the end of the

contract.

3. Decision Criteria3.1Damage control should be done to prevent things from worsening.3.2Everyone should be reminded of their tasks/obligations.3.3The decision should yield immediate results for the whole program is behind

schedule.

3.4The sentiments of both parties, students and teachers, should be heard like in adialogue by a third party, preferably the administration composed of people from the

Philippines and Sahara.

3.5Socio-cultural factors should be presented and be considered in the decision making.3.6The solution should make the involved parties meet half way resulting to smoother

communication that would eventually lead to better relationship.

4. AnalysisAn English Language program was designed to educate Saharan students. This

program will prepare the scholars in further studies in aviation and maritime schools in


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the Philippines. Prior to the arrival of the students, books were prepared. However, a lot

of things were neglected in the making of the books. First, the creators do not know the

level of competence of the expected users. Second, needs analysis was not conducted.

Worst of all, not enough time was invested in the design of the books. These will later on

constitute to the ineffectiveness of the books.

As the time for the first examination for the students is fast approaching, the

teachers were afraid that the scholars are not yet ready. They believe that a lot of things

still need to be taught to them. However, the examination has already been scheduled

and necessary arrangements have already been made.

Even though the center was intended to be conducive to learning, the students grew

bored in it. They wanted to be in Manila because, according to them, it was a more

interesting place. The students also were complaining with a lot of things. They say that

there was not enough food and if there was, it was something they cannot eat. It was

also found out that the students were not treating the staff well. Furthermore, the

students made unfounded assertions that the teachers were not competent enough.

They claim that they were not learning.

There was a very strict hiring of teachers. Those accepted had five to ten years of

teaching experience. On the teaching end, at the beginning, the teachers were veryenthusiastic. Even though they were expecting difficulties, they still went on with their

teaching. However, they can only take so much. A significant number of the teachers

were resigning. It was even exacerbated when they were phoned by their head Mrs.

Pineda after she was insulted by a group of students.

5. Alternatives5.1

Mrs. Pineda should first meet with the administration. In this meeting, she caninitiate a dialogue wherein the sentiments of both the students and teachers be

heard by everyone. Here, the socio-cultural factors be reconsidered as they continue

on with the program.


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Positive Consequences: In this alternative, the administration will be able to

hear both sides. They will be able to properly weigh things. On the other hand, the

teachers and students will be able to voice out their sentiments and because of that,

as an entity, they can try and fix whatever is wrong.

Negative Consequences: This might lead to further chaos. Knowing the nature

of some of the scholars, they might resent and further justify their actions and claims.

On the other hand, the teachers might get too emotional resulting for the whole

thing to be dramatic. With all these, the dialogue might not meet its objective.

Another concern here is the diversity of socio-cultural orientation of the parties. In

trying to meet ends, there might be values/morals that will be put more importance

by the teachers and students that will hamper the harmonious relationship between

them.

5.2The students and teachers should all be reminded of what they are supposed to do.Since Mrs. Pineda is the person directly connected with the students, teachers and

the administration, she should be the one who would propose a plan with the

administration. This plan should be directed by the administration for the stand as

the third party between the students and the teachers.Positive Consequences: If this alternative be implemented, everyone will be

reminded of what they are expected to do. Once the administration reminds the

concerned, they will keep straight to their tasks; the students with studying and the

teachers teaching.

Negative Consequences: This will be added task to the administration. They

also have other things to attend to and the problem between the students and

teachers should not have been a problem in the first place. In line with this, thisalternative will only further delay the schedule of the English program as they are

already behind it.


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5.3Considering the timeframe of the program, they are expected to fall behind schedule.Because of this, Mrs. Pineda should immediately set a meeting with the

administration and strategize a plan to remedy the situation.

Positive Consequences: The problems with the attitudes of the students as

well as the increasing number of teachers resigning, Mrs. Pineda, with the help of the

administration, can directly address these. In addition, since this alternative will be

implemented immediately, actions will be seen right away. In this alternative, the

program can definitely save time. So, only minimal time will be allocated for problem

solving.

Negative Consequences: There is no assurance that whatever Mrs. Pineda and

the administration plan will be successful, that it will be followed and supported by

the teachers and students. There is also a question with the time that will be

allocated for the planning (when) and the implementation (how).

6. DecisionRealizing all the consequences of the alternatives presented, I believe that all will be

applicable to Mrs. Pinedas situation. First of all, she should do necessary actions to

prevent the worsening of the situation. On the other hand, the effect of these actionsshould be felt immediately as they have a calendar to follow. An alteration in the

activities will surely change the whole program however they can save time if they will be

able to properly strategize their remedies. Furthermore, I believe that there is a need for

a dialogue especially between the teachers and students since most of the problems

sprout from their misunderstandings. The role of the administration will really play a vital

role in the aim of continuing the program. Thats why there is an intervention that the

administration should do with the presence of Mrs. Pineda.Considering that the program is academic in nature, a lot of thought should be

invested in planning and sustaining it. Thus, if problems surface, the people concerned

should be able to keep the program going despite their short comings. If they do this, at

the end of the day, everyone will benefit from it.

Case Analysis for the English Language Program for Saharan Students

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