EDPY 416/516: Needs Analysis and Language Acquisition

Week 4 Overview

• Instructor: Jennifer A. Foote

• Course: EDPY 416/516, Fall 2025

• Institution: University of Alberta, Faculty of Education

Housekeeping

• Grades for the first discussion board available (out of 4 marks).

• Next discussion board due next week, located in the week 5 module.

Introduction to Indigenization

• Article Reference: "Indigenization in the ESL Classroom" by Amy Abe, NorQuest College.

• Availability: Found in the "Info" section of Module 4.

• Discusses the importance of situating oneself in Indigenous paradigms while addressing Indigenization, referencing Wilson (2009).

Key Reading Passage on Indigenization

• Quote: "Indigenization could mean making explicit how language reinforces established power relationships."

  • Source: Abe, 2017, p. 33.

• Discussion Point: Assess the passage using a "noticing instrument."

  • Questions posed:

  • How does the passage reinforce power relationships?

Review of Previous Material

• Memory Check: Recall questions from last week’s material.

Key Questions and Answers

1. Telegraphic Speech

• Definition: Simple sentences often lacking function words.

• Examples:

  • "Mommy play"

• Characteristics:

  • Word order is significant; examples:

  • "Baby kiss" vs. "Kiss baby" affect meaning.

  • Vocabulary around 50 words.

2. Logical Problem of Language Acquisition

• Reference: Noam Chomsky's concept.

• Definition: The linguistic input available to children is insufficient to explain the linguistic knowledge they attain.

• Key Points:

  • Input from parents often includes incomplete information and errors.

  • Parental corrections are sporadic.

3. Interlanguage

• Definition: The evolving system of second language knowledge in learners.

• Characteristics:

  • Systematic and rule-governed.

  • Dynamic: continually evolves as learners receive more input and revise their hypotheses.

4. Developmental Sequences in Language Acquisition

• Topics Covered:

  • Present progressive (e.g., "Mommy running").

  • Different grammatical structures:

  • Plural –s, irregular past, possessive 's, articles, third-person singular, and auxiliary verbs.

Needs Analysis

• Focus Areas:

  • Understanding learner's current knowledge.

  • Identifying learner needs and desires.

  • How learners prefer to learn.

  • Feasibility of learning.

Importance of Needs Analysis

• Need for Individualization:

  • Quote: "The challenge … is to identify and respect individual learner’s needs while … meeting the ongoing needs of groups of learners" (Holmes et al, 2001, p. 26).

• Consideration of Time Frame:

  • Long and short-term needs must be identified.

  • Questions to address:

  • What should learners ultimately achieve?

  • What are the course end goals?

Long-term Needs for English Language Learners (ELLs)

• English serves as medium of instruction across grades and is a language of wider communication.

• Expected outcomes for grade 12 completers:

  • Use English for personal, intellectual, and professional growth.

  • Access modern science, technology, and information.

  • Contribute positively to society.

  • Source: adapted from Celce-Murcia & Olshtain (2000, p. 191).

Short-term Needs for ELLs

• Planning instructional outcomes based on available time with learners.

Program Constraints

• Restrictions imposed by employer regarding teaching content and methods.

• Opportunity to apply needs analysis even within constraints.

Discussion Points on Needs Analysis

• Importance of needs analysis for providing quality instruction.

• Variability in needs analysis for different learner groups:

  • A 14-year-old in private tutoring.

  • Pre-university EAP class.

  • Grade 7 newcomer.

  • Adult English conversation group.

Initial Assessment Methods

• Initial Assessment Overview:

  • Students typically arrive with some form of assessment.

  • Example: Canadian Language Benchmarks (CLB) scores.

  • Importance of conducting personal assessments for completeness.

• Example Cases:

  • Haesong Park: CLB Reading 3, Writing 3, Speaking 4, Listening 4.

  • Julianna Rodriguez: CLB Reading 3, Speaking 1, Writing 2, Listening 2.

Initial Interview Technique

• Progressive difficulty: begin with easy questions and increase as necessary to assess learner proficiency.

Picture Stories Assessment

• Task Overview:

  • Write a narrative based on a picture, inferring past and future events.

• Example task description provided.

Vocabulary Assessment Tools

• Online vocabulary tests such as Compleat Lexical Tutor.

• Addressing vocabulary through data-driven methods, ensuring effective learning.

• Link to Compleat Lexical Tutor for vocabulary statistics and testing options.

Reading Test Structure

• Readings must align with estimated learner levels, adjusting based on program requirements.

• For individual assessments, direct oral questions about readings.

• For group settings, develop written comprehension assessments.

Graded Dictation Assessment

• Tool for measuring both listening and writing skills.

• Adaptation in real-time: discontinue if the student shows significant struggle.

Pronunciation and Speaking Assessment

• Challenges in assessing pronunciation due to reading skills potentially affecting outputs.

• Two assessment tasks employed:

  • Structured reading task (developed by linguists).

  • Picture story task for narrative speaking engagement.

The Stella Passage

• Evaluation Task: Procedures for addressing speaking assessments via group dynamic methods.

• Importance of technology in modern assessments, recognizing efficiency despite potential time demands.

Final Thoughts on Needs Assessment

• Obtaining clear learner goals is essential, balancing individual aspirations against realistic capabilities.

• Example scenarios for learners in high school and EAP programs.

• Recognizing the gap in self-assessment and actual capabilities among learners.