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AN EMERGENT LANGUAGE PROGRAM FRAMEWORK 139I ,site visit ---- - > planning workshop --- -- > intensive workshop/\ // /\I1I1I1I1I1I1I1I 1I1I 1I 1I1I1I1I1I1discussionsto identifywork-relatedneedsParticipant:working on tasksreporting backexpandingevaluatingIITeacher:observingassistingunderstanding learning needs______Figure 12.1 ‘I‘hc initial languagcprogram framcworkIn approaching the language program, the teachers began \vith the framework illustratedin Figure 12.1 . The rolc of the participant in this initial framework was to work on tasks,rcport back, expand and e\ aluate. The role of the teacher was pcrccivcd as observing,assisting and understanding the learning needs as the participants were working.Identification of needs \\.odd not lie confined to one phase, but would occur throughoutthe program.The one-da,v site visit (Udornthani)During the site visit, one of the teachers met with the project staff. Through discussion,they were able to identify the following work-related needs:1 EXPLAINING(a) The work of the project (methodology antl recommendations) to visitors(11) Figures antl graphs2 DESCRIBING experiment results and analyzing data3 REPORTING from farmer (lata collection forms4 SPEAKING and LISTENING5 WRITING(a) Monthly reports of work progrcss(b) Summaries of the monthly reports(c) Subproject reports6 READING antl WRITING(a) Scientific project reports(b) Office memos(c) Farmer report formsThis information was inadequate in that it merely prescribed a set ofcontcnt to be taught.(Should we now offer a course callrd “Writing Office Memos”?) It did not tcll us what thelearners could already do in English and what language learning concerns they thoughtneeded to be addressed. This led us to the two-day planning workshop.