ED661 Chapter 3 Reaction Paper

Reaction Paper – Chapter 3

Needs Analysis

                The book defines need analysis as “the procedures used to collect information about learner’s needs (51).” Many people learn differently and that is harder to prepare and assess students who have English as a second language because the constant need to correct grammar, punctuation and context of meaning for students to understand the objective of the lesson. The term needs has more than more meaning. It can be used to refer to the “wants, needs, desires, demands, expectations, motivations, lacks, constraints and requirements (54).” But in terms of needs analysis, it refers to a linguistic deficiency meaning that is “describing the difference between what  a learner can presently do in a language and what he or she should be able to do (54).” To accommodate these students, teachers and the administration set up a list of modifications that teachers should provide and equip their students with. The modification varies depending on the students “needs” and through observation and assessment can a teacher, administration or ESL program coordinator determine whether the students will continue to receive these accommodations or not.

                After reading the procedures for the needs analysis, I’ve noticed that we as teachers use these various types often depending on the lesson and the teacher. The procedures include questionnaires, self-ratings, interviews, meetings, observations, collecting learner language samples, task analysis, case studies and analysis of available information. All these types of procedures are used to obtain information about students. The target population for these procedures includes the assistance of professionals, teachers, parents, the students, classmates, and other agencies relevant to the student. Many of our students take a test that will determine their position in the ESL program on Guam. Every 1^st and 3^rd quarter, teachers are to indicate the various modifications used to help the students under the program. As an ESL teacher, I have seen tremendous growth in many students and using the above mentioned procedures has helped us gather that data and be able to make that determination.

                With the data gathered, teachers, administration, student, parent, etc. have to make use of it and see how else they can better their system, their structure, how else they can help the student break the language barriers they face so that they can produce better academic results. The various methods used must constantly be practiced and practiced for students to be able to master various skills expected of students to learn. With the assistance of the teachers, the parents, the administration, the ESL Program and most especially the student, he or she will be able to succeed and become more fluent in speaking English.