Critical needs analysis for indigenous additional language education: a brazilian example
DOI:
https://doi.org/10.5007/2175-795X.2023.e92768Keywords:
Critical needs analysis, Indigenous education, Additional language educationAbstract
Needs analysis is often the first step in planning an additional language curriculum; however, the process should be differentiated when implemented in the specific context of additional language education in indigenous school settings. The present paper proposes a collaborative critical needs analysis process for developing critical additional language teaching materials for an indigenous school. A historical overview of needs analysis within mainstream additional language education is provided, followed by a discussion of more recent work on needs analysis from a critical perspective. The theoretical contributions are then considered in the context of the first author’s experiences conducting a needs analysis for developing trilingual vocabulary materials for teaching English as an additional language in a Krahô indigenous school in Tocantins, Brazil. The account of what was done is used to develop a perspective on what critical and indigenous-oriented needs analysis concepts and procedures should be in future field applications in indigenous education. Conceptual sources such as Participatory Action Research, active interviewing, and a dialogical perspective on needs analysis instruments are advocated as a means to bring the practice of needs analysis into alignment with critical and indigenous perspectives, thus identifying and providing preliminary responses to the conceptual gaps which remain to be filled by future work in this area.
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