clil and needs analysis

CLIL and Needs Analysis : 

CLIL and Needs Analysis

Needs Analysis and ESP : 

Needs Analysis and ESP Needs Analysis is “the process of establishing the what and the how of a course.” Dudley-Evans, T. & St. John, M.J. (1998:121). Developments in English for Specific Purposes Cambridge: CUP.

What does the NA process aim to find out? : 

What does the NA process aim to find out? What do the learners need to do in English? What language do they need in order to do it successfully? Of this, what do they “know” already? What are the stakeholder priorities for the course? What is the learning background of the students?

Why is a CLIL NA different from other types of NA? : 

Why is a CLIL NA different from other types of NA? In the course you won’t be preparing them to do something outside the classroom in the future – language learning and language use will happen at the same time Learner “wants” may be secondary to the demands of the imposed subject curriculum The numbers involved may be very different The ages may be different

Common Needs Analysis Tools – and their application to CLIL : 

Common Needs Analysis Tools – and their application to CLIL Analysis of relevant documents (the national or institutional curriculum; textbooks; samples of learners written tasks both for the subject and in English) Questionnaires/Interviews for stakeholders (School principals/heads of department/ the teachers involved/the learners) Observation (of lessons in the specialist subject and in English)

A possible methodology… : 

A possible methodology… Part One : The TSA Analyse the national/institutional subject curriculum to identify the topics to be covered, the target levels of achievement, the evaluative procedures foreseen, the methodology expected for the subject etc Analyse subject textbooks for the same and for the tasks included and language required

A possible methodology… : 

A possible methodology… Part Two : The PSA and Means Analysis Analysis of the national/institutional curriculum, and possibly textbooks, for English and the subject: What have they covered up to this point? What will be covered in English lessons while the CLIL course is progressing? Observation of classes : what methodology is used for the subject classes? What methodology is used for language learning? How fluent/accurate are the Ss in the target language? Do they seem to have particular problems with L/S/R or W?

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Questionnaires and/or interviews For all stakeholders : What is their attitude to the CLIL course? What reservations (if any) do they have about it? Eg : Parents worries about CLIL damaging their children’s progress in the content subject; subject teachers’ worries about their own language competence, knowledge of CLIL etc

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Questionnaires and/or interviews For Principals / Heads of Department : Attitude to the project? What facilities / budget / back-up can they provide for the CLIL course?

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Questionnaires and/or interviews For subject teachers : Attitude to the project in general Methodology currently used; knowledge of and attitude to CLIL methodology (willingness to change if necessary) ? Own estimate of language competence and of ability to use the language in the c/r; willingness to improve own language competence if necessary. Willingness to devote time to the project Further information on the curriculum Preferred order of topic presentation Do any of the learners in the class have specific problems (with the subject or otherwise)?

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Questionnaires and/or interviews For the English teachers Has academic language in general, or functions/structures/lexis/genres etc necessary for the CLIL course, ever been focused on in class? The teacher’s prediction of what learners will have most difficulty with – L/S/R/W. What methodology has been used in the English classes? Do any of the learners in the class have specific problems (with the language or otherwise)? What will be covered in English classes while the course is progressing, and in what order?

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Questionnaires and/or interviews For the students : What is their attitude towards the TL? What is their attitude towards the subject? What is their attitude towards the CLIL course? Worries? What do they predict they’ll have most difficulty with – S/L/R/W? Accuracy? Fluency?

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Diagnostic Testing of Students Based on an analysis of those features that they’ve previously covered in their English courses (identified by speaking to the T. and analysing the curriculum/textbooks) and which are predicted as necessary for the course (analysed through discussion with the subject teacher, and analysis of the subject curriculum and textbook)

Part Two : The PSA and Means Analysis (cont) : 

Part Two : The PSA and Means Analysis (cont) Diagnostic Testing of Teachers Based on the analysis of the language items, subskills etc which will be necessary to teach the topics in English, and on an analysis of the classroom management language that will be necessary.

Results… : 

Results… You know … What topics, tasks etc the learners will be expected to cover, and the language items, subskills, genre features etc they will need to know in order to cover them successfully Which of those items etc they already know, plus their background knowledge of the subject itself The facilities, equipment, budget, time etc available for the course Teacher competence in relation to both CLIL and using English The attitudes of all stakeholders towards the course

Slide 16: 

This presentation is part of an on-line course for teachers run by Business Talk Milan. If you would like to find out more about our on-line and face-to-face training courses, please contact us via our website : www.business-talk.it