Quana's day 2 reading responses LING611

Chapter 3 Needs Analysis
It is said that needs analysis is an industry that began in the 1960s as a part of curriculum planning using a systems approach. Approaches, purpose, nature, who it’s intended for, target population, collection of information, procedures, and how the information will be used were all discussed. The definition of needs was discussed and found to be subjective rather than objective because people have different definitions or views about it.

I was surprised to see that students’ rights or lack of them was a purpose to consider. Needless to say, a political agenda may be the reason for an analysis.
I liked that the fact that there needs to be a clear and purposeful reason for a needs analysis so that the information will actually used. I’ve actually used the informal version of a needs assessment in my class for social skills development (63). I wonder though, if there’s protocol for this
The section on making use of the information obtained was helpful and so truthful, I felt relieved to read it, because it’s a real life thing that once you do gather the information, the information may need more information to be applicable to planning the curriculum. This reminded me of when I first went to college and encountered new and large vocabulary and my need to use a dictionary and thesaurus to successfully understand what I was reading. Believe me, it’s a lot of work, but well worth it.


Chapter 5 Planning goals and learning outcomes
Formulating goals was said to be a judgment call. Value systems influence and shape the language curriculum and teaching practices. These goals are also called aims and objectives. Academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionalism, and cultural pluralism were all discussed and considered ideologies.

I found this chapter to be familiar. I began to remember that in the 1990’s when I was an undergrad these ideological topics were discussed, especially the political agendas and expectations.
Still, I find myself holding onto the efficiency perspective that students come to school to prepare for the work place and that I tend to run my class on a set schedule. I tried to avoid this, but breaking up into small groups and rotating every twenty minutes for reading and math provides my students with a routine that they seem to prefer unfortunately.
I was very appreciative of the distinctions, definitions, and examples of aims and objectives. The section of information about objectives reminded me of the SIOP, which made me wonder if the author was familiar with it. Then the information about the competency- based program outcomes section got me wondering if I should be looking at that. I was surprised to see so little was written about the standards movement.
The section on nonlanguage outcomes and process objectives was helpful to see in categories especially since it was said that these are the prerequisites.


Chapter 6 Course planning and syllabus design
Language course planning and development involves considering the purpose of the course, entry and exit levels of the program, what will be taught, and preparing the scope and sequence of the plan. Many stakeholders and their views are involved in this process.

I was so relieved to see things classified and categorized/ organized and the appendices provide great resources that I find useful. There was some new topics or subjects that I found helpful because I don’t think I’d have thought of them myself. Out of all the chapters I’ve read in this book I liked this chapter the most because the author was nice enough to organize the information the way he did.