EAL IN VOCATIONAL EDUCATION: NEEDS ANALYSIS AND COURSE SYLLABUS DESIGN

Article Sidebar

PDF (Cрпски)
Published:
DOI: https://doi.org/10.19090/mv.2019.10.113-137
Keywords:
EAL, needs analysis, needs assessment tools, syllabus design, learning process, course evaluation

Main Article Content

Nataša V. Kampmark
La Tobe Univeristy School of Humanities and Social Sciences English

Abstract

After examining the role of a needs analysis approach in ESL/EAL[1] and most common tools of varied efficiency and reliability used to conduct it, the paper explicates a development of a needs analysis tool for the purpose of designing a syllabus for an English language course for a group of international students and bringing their language competency to the level required for enrolment into a VET/TAFE course in Australia. Furthermore, the paper gives an overview of a five-lesson programme designed to address the perceived needs of overseas students and in its final section offers possible ways of evaluating the programme.


 


[1] Because the term ESL (English as a Second Language) presumes that English is a student’s second language, which in most instances is not the case with ELICOS students in Australia, the term EAL (English as an Additional Language) is used.

Downloads

Download data is not yet available.

Article Details

How to Cite
Kampmark, N. V. EAL IN VOCATIONAL EDUCATION: NEEDS ANALYSIS AND COURSE SYLLABUS DESIGN. Methodical Perspectives, 10(10), 113–137. https://doi.org/10.19090/mv.2019.10.113-137
Issue
Vol. 10 No. 10 (2019)
Section
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Author Biography

Nataša V. Kampmark, La Tobe Univeristy School of Humanities and Social Sciences English

Holmesglen Institute of TAFE

English Language Centre

References

Banforth, J. (1996). “Needs analysis in the adult ESL classroom”. Changing Education: A Journal 3 (4): 13-14.
Brandl, K. (2007). Communicative Language Teaching in Action: Putting Principles to Work. Upper Saddle River, NJ: Phil Miller.
Brindley, G. (1984). Needs Analysis and Objective Setting in the Adult Migrant Education Service. Sydney: NSW Adult Migrant Education Service.
Brindley, G. (1989). “The role of needs analysis in adult ESL programme design”, in The Second Language Curriculum, ed. R. Johnson (Cambridge: Cambridge University Press): 35-70.
Brown, H. D. and Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed). New York: Pearson.
Dudley-Evans, T., and St John, M.J. (1998). Developments of English for Specific Purposes: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.
Feez, S. (1998). Text-based Syllabus Design. Sydney: NCELTR Macquarie University.
Li, J. (2014). “Literature Review of the Classifications of ‘Needs’ in Needs Analysis Theory”. International Journal of Education and Literacy Studies 3: 12-16.
Lightbown. P. M. and Spada, N. (2013). How Languages are Learned. (4th ed.). Oxford: Oxford University Press.
Long, M. H. (2005). Second Language Needs Analysis. Cambridge: Cambridge University Press.
Mitchell, R., Myles, F., and Marsden, E. (2013). Second Language Learning Theories (3rd ed.). London and New York: Routledge.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge, UK: Cambridge University Press.
Richards, J. C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.
Simion, M. O. (2015). “Needs Analysis in English for Specific Purposes”. Annals of the „Constantin Brâncuşi” University of Târgu Jiu 1 (2): 54-55.