About this point, Clark (1987 cited in Richards 2001:90) comments: "A language 
curriculum is a function of the interrelationships that hold between subject specific concerns 
and other broader factors embracing socio-political and philosophical matters, educational 
value systems, theory and practice in curriculum design, teacher experiential wisdom, and
learner motivation. In order to understand the foreign language curriculum in any particular 
context, it is therefore necessary to attempt to understand how all the various influences 
interrelate to give a particular shape to the planning and execution of the teaching/learning 
process".