1. ?

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

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

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

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

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

7. 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

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

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

10. 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

11. 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

12. 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

13. TYVM
Questions?