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DIVISION OF STUDENT LEARNING
How do we know what to teach&
how do we teach it in a military context?Associate Professor Elizabeth Thomson PhD, SFHEA
Director, Learning Design, Charles Sturt UniversityNordic Defence Cooperation Seminar,
Language needs analysis – for new and existing courses.A needs analysis offers…
‘reliable, valid, and usable data about the language and task required for successful performance within a target academic, occupational, vocational, or other discourse domain’ (Long 2005, p.5)
Needs analyses methodologies…A process which identifies what language skills and knowledge language learners need to know. • Class, Course and institution wide• Context (field, tenor and mode)• Task (discourse domain)• Language (Ideational, interpersonal and
Operational Engagement:Needs Analysis of a new course.
1
• Stakeholder interviews and questionnaires:• Returned military personnel• Current serving personnel• Language students• Language teachers and leadership team• Defence leadership
2• Understand new policies and impact on language learning• Defence White Paper 2009• Adaptive Campaigning: Army’s Future Land Operating Concept 2009• LOTE Capability Statement 2010 (Language policy)
4. Needs analysis and teacherprofessional development (PD)Teacher professional gap analysis – filling the
gaps..
PD maintains and contemporises teacher professional practices and standards. This enables the application of new knowledge into best practice action (Thomson & de Silva Joyce 2013).
• Knowledge about the language,• Skills in the language,• Skills in teaching practice– pedagogies/methodologies• Curriculum design and development skills (eg,
• Peer led seminars – community of practice• Mentoring – juniors with seniors• Formal targeted PD to address specific gaps• Supported study leave to gain HE qualifications• Support for action research and conference
referencesChomsky, Noam. 1965. Aspects of the theory of syntax. Cambridge, MA: MIT
Press.Disadvantaged Schools Program 1994 Write it Right: Literacy in Industry, Stage
3 Literacy of Administration, Sydney: NSW Department of Schools Education ISBN 30009031494979
De Silva Joyce, H and Thomson, EA 2015 Analysing the Genres of Military Operational Engagement for Curriculum Design, in H de Silva Joyce and E Thomson (eds), Language in Uniform, Language Analysis and Training for Defence and Policing Purposes, Cambridge Scholars Publishing, London
Elder C, Pill J, Frost K and Bow C 2015 Marching out of Step: The Uneasy Links between Task-based Language Competences for Military Purposes and a General Proficiency Scale, in H de Silva Joyce and E Thomson (eds), Language in Uniform, Language Analysis and Training for Defence and Policing Purposes, Cambridge Scholars Publishing, London
Ellis, R 1997 Second Language Acquisition, Oxford: Oxford University PressHalliday, M.A.K. 1978 Language as Social Semiotic, London: Edward Arnold.
references cont..Halliday, M.A.K. 1985 Introduction to Functional Grammar, London: Edward
ArnoldHerold, D. and Fedor, D. B. 2008. Leading change management: leadership
strategies that really work. Palo Alto: Stanford University PressLightbrown, P 2014 Focus on content-based language teaching, Oxford: Oxford
University Press.Long M 2005 Methodological issues in learner needs analysis, in Long M (ed)
Second language needs analysis, Cambridge University Press, London pp19-78
Nolan, A 2015 Techniques for Teaching Advanced Learners of Military English through content-based Language Courses, in H de Silva Joyce and E Thomson (eds), Language in Uniform, Language Analysis and Training for Defence and Policing Purposes, Cambridge Scholars Publishing, London
Perrett, G 2000 Second and Foreign language Development, in Unsworth, L (ed) Researching Language in Schools and Communities, Functional Linguistic Perspectives, London: Cassell