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ASSESSING ENGLISH LANGUAGE TRAINING PROGRAMS (ELTP )

ASSESSING ENGLISH LANGUAGE TRAINING PROGRAMS (ELTP ). ASSESSING AN ELTP. ENGLISH LANGUAGE TRAINING PROGRAMS. What are the objectives of the program? Does the training program meet the objectives? Is the structure of the program designed to meet the objectives?. PURPOSE of ELTP.

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ASSESSING ENGLISH LANGUAGE TRAINING PROGRAMS (ELTP )

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  1. ASSESSING ENGLISH LANGUAGE TRAINING PROGRAMS (ELTP)

  2. ASSESSING AN ELTP

  3. ENGLISH LANGUAGE TRAINING PROGRAMS What are the objectives of the program? Does the training program meet the objectives? Is the structure of the program designed to meet the objectives?

  4. PURPOSE of ELTP • Visit the facilities • Discuss with faculty • Talk with students • Observe • Meet with bilateral (coalition) language assistance personnel

  5. PURPOSE of ELTP • Understand the policy and organization • Confer with the decision makers • Meet with managers

  6. KEYS TO A SUCCESSFUL ELTP • The keys to a good English Language Training Program • Well-trained teachers • Appropriate materials • curriculum • tests • Program management • Motivated students

  7. Policy • Clarify Policy • Write appropriate regulations • Enforce policy • Hold the institutes accountable

  8. PURPOSE OF ELTP Clear Measurable Attainable Disseminated Approved

  9. PROGRAM OBJECTIVES • What is the goal? • Does the program meet the needs? • Will the training lead to a promotion? • Will the student be a translator or interpreter? • Will the student need English in a training situation? • Will the student be involved in multinational operations? • Is the student aware of the level of English proficiency required for his military position?

  10. ELT PROGRAM MANAGEMENT • Does the training program meet the needs? • Determine level of EL proficiency required for each position • Prioritize training accordingly • Provide incentives • Students must perceive ELT as important for career advancement • Attend training courses abroad • Serve as liaison officers • Act as interpreters/translators

  11. DEFENSE-SPONSORED ELTCHALLENGES • Allocating limited resources • Priorities driven by goal • Educate many students to low level of proficiency • Train few students to high proficiency level • Combination of the two

  12. DEFENSE-SPONSORED ELTCHALLENGES • Are the policies and standards attainable? • Program • Number of hours dedicated to the program • Intensive or Non-intensive • Entrance requirements • Class size • Homogenous grouping • Attrition

  13. NON-INTENSIVE ELTP • Successful non-intensive ELT programs • Feed students into intensive ELT programs • Reduce amount of time a student spends in intensive ELT, and thereby • Increase number of students who can be given intensive ELT

  14. INTENSIVE ELTP • Characteristics of successful intensive ELT program • Student time must be devoted exclusively to ELT; no distractions • Five or six 50-minute periods of ELT per day, five days per week • Two to three hours of homework per day • Continuous feedback on progress

  15. DEFENSE-SPONSORED ELTCHALLENGES • Is there a quantifiable means of measuring success? • Program • Self-inspection • Internal/External reviews • Feedback • Students • Proficiency test • Achievement tests

  16. DEFENSE-SPONSORED ELTCHALLENGES • Do the instructors meet the standards? • Instructors • Non-native speakers • Civilian/military • High level of language proficiency • Trained • Native speakers • College graduate • ESL/EFL trained

  17. EFFECTIVE PROGRAM MANAGEMENT • Centralize the Intensive ELT • Make the manager of intensive ELT program responsible for controlling and monitoring all • Instructor training • Academic standards • Curriculum • Allocation of all ELT personnel and materiel resources

  18. ELTP TECHNOLOGY • High technology is not necessary for successful ELT program • Necessary ingredients are • Good text books and tapes • Chalkboard and chalk • Good quality CD player

  19. BG NawfulCC DLI-IRAQ

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