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246 SIMON SERGEANT\vhich produce as much student ‘liusyncss’ as Iiossililc tor the least effort in materials writingor lesson preparation.Most materials exist only as texts. Thcy arc supplcmcntary to the tcxtlmok matcrials.They arc easily authored materials ~1rittc.n into courscs, so that a particular unit in atextbook may tic supplcmcntctl \\it11 a text reconstruction activity, a vocabulary activitvand/or a gapfilling acti\ it!. Thcy arc \\ rittcn into the teacher’s notes, antl Iiecomcinstitutionalized, fixed supplcnicntarv clcmcnts Ibr a Iiarticular coursc. The syllalius thenIiecomes resistant to more integrated acti\ itics in cniancipatorv or rc\clatory motlcs, suching or simulations. At this stagc it is tlifl’icult to alter the materials orintroducc a \vitlcr variety of prograins.The Iireliondcrancc of CAI.1. inaterials in the instructional mode (see Figui-c 19.1)reflects the nature 01’ the \\ idcr syllalius, pritnarily tlcri\-ctl from textbooks with astructural/functionaI ordering ol‘itcnis. In the \vitlcr syllalius thcsc structures and functionsarc supplemented \vith further materials 01’ the same nature. A nunilicr of communicativeactivities are also a\ ailalilc, but arc considered secondary to the process ol teaching thesubject matter of the syllalius. This is also rcflcctctl in the Iialancc of CAIl materials. Theprc\alcncc of the supplementary usc 01‘ CAI I. tends to tldinc the normal level of CALLuse, \vhich is the typical Icvcl of’atloption of‘ the majority of’tcachers.CALL implerncntation strategiesCALL expertise is a complex skill \vhich can lie acquired liv various means. In an idealsituation, the CC (CAI.1- co-ordinator) gains cxlicrtisc hv studying the ticltl intcnsivrly, bytalking to other practitioners antl by everyday olisci-vation antl practicc. A selection of thcscskills are simplitictl antl translcrrctl to teachers through in-service training in various formsantl through dealing mith c\~ct-v(Iay Iiroblcnis and qucrics. A similar sclcction, simplificationand transfcr of skills takcs placc Iict\vc.cn tcachcr and stutlcnts.‘I‘hc CC, in his/hcr efforts to cnsurc cfl(xtivc CALL Icssons, is in thc position of coordinatingthe interaction of two highly complex systems: net\\ orkctl computers and thestaff within the organintion (scc Appendix Ix-lo\~ ).XI cnsurc adoption, the CC can thereforeivoi-k at the ‘thing’ 1 1 or at the ‘person’ Ic\-c.l. Working at thc ‘thing’ Icvcl lcatls to case ofaccess for all users: students, tcachcrs antl niatci-ials \vritcrs. Working at the ‘person’ Icvclin\-olves creating antl maintaining a flo\v of information t,ct\z n all stakeholders \z ithin theinstitution, both users (students antl tcachcrs) antl non-uscrs (managers, technical staff,atlniinistrativc staffOn a day-to-tla: Iiasis, thc CC makes decisions about the most cffcctivc lint. of work,ivhrthcr to focus acti\ity from thc bottom-up of the system (c.g. materials development.bvr i ting cl ear ins ti- uc ti ons / tlocunic n t a t ion) or from t he top - don n ( c . g. t cac he r training,maintaining the goodwill of the managcmcnt). E\.crytlay priorities usually in\-olvc thcbottom-up approach, dealing \\ ith Iiroblcms as they arise, \\orking under the assumptionthat if things arc running smoothly, thc good\vill of the managcmcnt is assurd.Impro\ cnicnts made to the system, materials antl instructions arc permanent, \z hcrcastraining antl retraining is a constant rcquircnicnt lbr nc\v staff or for those requiringupdating. Most of thc timc it is more Iirotital)lc to locus on Iicrmancnt improvements. Forexample, something can hc made easier for teach-s to usc, Iivrhalis simplifying a procedurebv a single key press, or \vriting clearer instructions. Il‘this is multiplied hy 40 staff or 2000studcnt users, it means that far less training is rcquirctl.Thc ldl implementation of CALL is a lengthy Iiroccss. Five ycars \vci-c nccdctl in ourccntrc for the institutionalization of a minimal Icvcl of CAI.1.: to set up system structurcs,