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Learning a new language: is an active process takes time, practice and commitment

Defining Needs and Evaluating Programs Ginta Lauva-Treide Head of Academics NAF Language School Latvia

Outline 1. Process of Planning Language Training 2. National Regulations and Documents 3. Courses 4. Quality Assurance 5. Evaluation 6. Feedback 7. Problem Areas

Process of Planning Language Training Language audit / needs analyses (J-1) ↓ Language Training (LS) Evaluation (LS) Feedback (LS, J-1)

National Regulations and Documents Standard of NAF Language School Language programs End-of-Course Test specifications End of course requirements Course plans Lesson plans

Courses (English) 12 weeks/ 480 hrs Level 1.1. Starters – (SLP 0 → 0+) Level 1.2. Elementary – (SLP 0+ → 1) Level 2.1. Pre-int. – (SLP 1 → 1+) Level 2.2. Intermediate – (SLP 1+ → 2) Level 3.1. Upper-int. – (SLP 2 → 2+) BALTDEFCOL terminology course

Courses (other languages) French (27 weeks/ 270 hours) German (27 weeks/ 270 hours) Persian Dari (15 weeks/ 150 hours)

Quality assurance Planned and systematic processes that provide confidence of language training effectiveness Teachers Students Recruitment criteria Selection criteria Teacher training Attendance & performance

Evaluation Qualitative Quantitative Teacher and student interviews ALCPT results Classroom observations End-of-Course test results (in all 4 skills) Student Course Critiques Test Report

LS Administration → teachers Feedback LS Administration → teachers Analysis of End-of-Course Critiques Analysis of Test Results Test Report (each testing session) LS Administration → J-1 Test results Reference on each student’s performance during the course

Problem areas Different age groups (older generation vs dotcom generation) The same length of course for all levels Low levels are not tested by STANAG 6001 test

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