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Planning and Evaluating Language Training: Strategies, Regulations, and Quality Assurance

Learn about the active process of language learning, including planning language training, national regulations, course evaluation, feedback, and problem areas. Explore various courses and quality assurance measures to ensure effective language training.

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Planning and Evaluating Language Training: Strategies, Regulations, and Quality Assurance

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Presentation Transcript

  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

  11. 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?

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