1. SECOND LANGUAGE ACUQUISITION A Resource for Changing teacher´s Profesional Cultures

2. Markee`s THEORITICALFramework on how To maange educational innovations. WHO ADOPTS WHAT WHERE WHEN WHY HOW

3. WHO Stakeholders ClientsSuppliers Adopters Resisters Implementers Agents of Change SLA RESEARCHERS Curriculum SpecialistsTeachersAdministratorsParents Change Teaching External ChangeInternal Change Teachers Implement Change RESERCHERS Teacher Educators Publishers For different like

4. TBLT PRIMARY INNOVATIONS Secondary Innovations Improving Communication Networks Improve Knowledge on TBLT Improve Monitoring and Evaluation Protocols

5. YES NO RESEARCHER TEACHER Communication Work on THEORITICAL aspects Interaction betwwen RESEARCHERS and teachers is limited

6. Implementation of innovations Ecological Appropriateness Specific Context of implementation Context is Changeable Cultural Political Administrative Educational Institutional

7. WHENWHEN WHENWHEN Innovations Slow Diffusion Burst of Activity Preliminary Phase Adoption SLA RESEARCHHow much is applied? TBLT Way to go… ? ?

8. WHY? Innovators Early Adopters Majority of Adopters Laggards

9. InnovatorsRisk Takers Laggards Too Conservative

10. CHARACTERISTICS OF INNOVATIONS Triability Advantages Complexity Observability Feasability Explicitiness Adaptability Originality Form Compatibility

11. 1- Concrete 2- Clear 3- Moderate level of originality 4- Not so highly enginnered 5- Consistent with teacher´s pedagogical purposes 6- Logisticly doable 7- Flexible to accomodate secondary innovations

12. PERSPECTIVES ON HOW SOCIAL CHANGE OCCURS Research, development and Diffusion Model The Center Periphery Model Problem Solving Model Linkage Model Complemenmted by empirical-rational change strategies Employs power-cohercive change strategies Uses normative-reeducative change strategies Uses any of the strategies employed by the other methods Top-Down Models Bottom-Up Approach Promotes long-lasting Change

13. Reserch should be grounded to real life RESEARCH would be more relevant to teacher concerns Teachers` action research ´can support SLA THEORY Better SLA RESEARCH RESERCHERS include a a wide range of sociocultural factors RESEARCHERS Must accept teachers action research Teachers´experience on TBLT is very valuable Teachers professionalization already exists in some places Teachers`action research should not be considered of lower quality Teachers should receive instruction on how to conduct RESEARCH Professionally prepared teachers are better teachers Teachers´ professionalization can be implemented everywhere CHANGES IN LANGUAGE TEACHING THAT WOULD PROMOTE TBLT