Dear Martin, 

I am certainly interested in seeing your SLA form- and I'd be happy to give
you my 2 cents if you like, too.

 

Thank you,

 

Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
  100 S. Wilcox Street
  Castle Rock CO 80104
  Map
<http://www.mapquest.com/maps/map.adp?country=US&addtohistory=&formtype=addr
ess&searchtype=address&cat=&address=100%20S%20Wilcox%20St&city=Castle%20Rock
&state=CO&zipcode=80104%2d1911&search=Get%2bMap> 
Direct Phone: (303)688-7646

Alt Phone: (303) 791-READ

Fax: (303) 688-7655
Email: melkins at dclibraries.org
Web: www.DouglasCountyLibraries.org <http://www.douglascountylibraries.org/>


  _____  

From: Martin Senger [mailto:MSenger at GECAC.org] 
Sent: Thursday, June 19, 2008 1:01 PM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 2678] Re: Effective Needs Assessment Strategies

 

Pax et bonum all!

 

I have developed a Second Language Acquisition (SLA) History form that I
fill out when I get a new student.  I question when and for how long they
have studied not only English (L2), but also their native language(s) (L1),
since this will give me an idea of their understanding how languages work in
general (the toughest language to learn is your first second language).

 

I then ask them about their learning and usage of English informally through
culture: language TV watched in, books/internet/newspapers, music,
school/work/home. This gives me an idea of where they are going to practice
their English.

 

For the piece de resistance, I ask them to grade themselves (0-10) on each
of their language skills (I explain in some detail what each skill
involves), and areas of specific difficulty or interest for each skill. This
gives me an idea of their mind-set regarding their own language learning and
a nice road map for my work with them.

 

I have mostly higher-level students, who can understand these questions when
asked. Also, I would welcome anyone who would like to critique this form,
sine I am but a lowly teacher and not a researcher!

 

Ciao!

 

Martin E. Senger

Adult ESL Teacher

GECAC / The R. Benjamin Wiley Learning Center

Erie, Pa

814-490-8510

 

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Betsy Wong
Sent: Thursday, June 19, 2008 8:24 AM
To: 'The Adult English Language Learners Discussion List'
Subject: [EnglishLanguage 2676] Re: Effective Needs Assessment Strategies

 

One of the strategies that has proven helpful in assessing learners'
language needs has been a full-group discussion/brainstorming session, with
each one of these questions discussed at a time:

 

Where do you speak English?

Where do you hear English?

Where do you read English?

Where do you write English?

 

Although this is simplistic, it really gets learners thinking about the
situations in which they need to use English (and I usually follow up the
question with, Are there any other times when you want to
speak/hear/read/write English more easily?) 

 

At the lower levels, it's helpful to use visuals as well (e.g., a picture of
a hospital or a children's school - "Do you need to speak English here?") 

 

I like to note answers on the board (this also lends itself to a
"mind-mapping" diagram) and copy them for myself. I refer to it throughout
the class term.

 

Sometimes I follow the needs assessment discussion with individual
goal-setting, having learners write sentences about what they want to
practice in English.

 

I find that it's really helpful, though, to do a full-class discussion first
to generate ideas from which learners can pick and choose.

 

What are some other simple ways to do a needs assessment?

 

----------------------------------

Betsy Lindeman Wong

Lead ESL Teacher

Alexandria Adult and Community Education

 

  _____  

From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Lynda Terrill
Sent: Wednesday, June 18, 2008 2:43 PM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 2674] Moving on--Effective Needs
AssessmentStrategies?

 

Dear subscribers,

 

Thanks to the many of you who responded with thoughtful insights and advice
to the issue of the "problem tutor"; it seems to have hit a chord with many.


 

There have been several requests now for the community to move to a
different topic.  While the subscribers on this list don't ever seem to be
at a loss for topics, I thought I would throw out a possible new topic, and
I hope others will do the same.  

 

I realized awhile ago that almost every workshop I present starts with needs
assessment--needs analysis of workshop participants and activities and
information related to needs assessment for adult English language learners.


 

This is not a new topic, but I wonder if some of you could describe
practical needs assessment strategies and activities you have used with
adult English language learners?   

 

For background reading, you could access The REEP ESL Curriculum for Adults
at
http://www.apsva.us/15401081182015517/lib/15401081182015517/reepcurriculum/i
ndex.html, then click on needs assessment in the Instructional Planning
section.  The needs assessment page includes links to needs assessment
activities.  Another resource is  Needs Assessment and Learner
Self-Evaluation from the Practitioner Toolkit: Working with Adult English
Language Learners
http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAs
sessment
<http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsA
ssessment&LearnerSelf-Evaluation.pdf> &LearnerSelf-Evaluation.pdf 

 

Needs assessment and learner goal-setting are of continual interest to me,
but please consider bringing up other topics of interest and
concern-including adding new insights to the tutor discussion. Please change
the subject line to reflect the topics.

 

Thanks,

 

Lynda Terrill

list moderator

lterrill at cal.org

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