Needs-analysis instruments The online survey/questionnaire that the students will be responding to targets students needs in terms of the

specific careers or goals they will pursue when they graduate the University. The information will be collected on a form and then it will be organized on a spreadsheet automatically which in turn will be turned into a GIS map. Further, students will be required to complete this questionnaire a week before classes commence and the link will be sent through their university emails. As described in the curriculum research paper, the overall goal of the Spanish Basic language program is to achieve a certain level of communicative proficiency that will aid students in their respective careers or education choices. In todays job market, Spanish is a highly value asset that employers seek for in resumes and the Hispanic influence is posed to increase with the coming years. Students are aware of these facts and that is the reason the Spanish BLP enjoys such a high rate of student registration. The needs assessment will also serve as a demographic tool that will illustrate students the Hispanic enclave in their community. This will tie to a class assignment that requires students to interact with the Hispanic hotspots in their neighborhoods which inevitably will lead to language practice. Likewise, the goal of each class is communicative practice, which can be expanded outside of the class with the GIS map integration of needs assessment. Furthermore, the data collected will be plotted automatically into a map that will illustrate students the Hispanic hotspots in that are close to their location. Subsequently on the form, students are asked the reason they choose Spanish, which ties with their expectations in terms of content during the course and their expectations after the program. This will the teacher devise the type of lingo the students will be exposed to during instruction. Perhaps, most of the students in the class are taking the class because of career

goals; therefore the class will be structured in such a way that the class will lean more towards communication in a more professional setting. Moreover, the questionnaire serves as a tool that essentially profiles each student, in terms of their previous Spanish exposure and level, which will be essential when deciding the speech rate type that will be used in the class. Further, the class is taught completely in Spanish and its crucial for the instructor to figure the level of Spanish the instructor should use in the class. For example, in the questionnaire students are asked to specify the numbers of years they took Spanish, and where the class was taken at. Therefore, If most of the students have taken Spanish 101 at UIC, then the instructor can be straightforward when speaking all Spanish with minimal repetition and gestures, since the students will have gotten exposed to complete Spanish instruction in 101. Further, if half of the student did not take Spanish 101 and were placed in the course because of their knowledge of the language, then the type of Spanish that will be used will be more slower passed with more had gestures and repetition. Moreover, high school Spanish and college Spanish is not at the same level according to the coordinator of the Spanish BLP, therefore half of the students will not be at the same level which will lead to confusion. The students are also required to state whether they are interested in visiting a Hispanic country in the future and they have to specify which country in particular. This part of the questionnaire assesses their cultural interests in terms of the types of cultures they want to learn about the most. This helps the instructor select which countries to focus on during cultural presentations since Latin America is a vast continent with numerous nations. The last part of the questionnaire asks students about the component of the language they have the most trouble with which students can select more than one if they like. This section can be utilized in terms of devising which parts of the language the teacher should be focus on.

The classroom activity that students will have to complete during the middle of the semester is tied to the needs assessment questionnaire that must be completed in the beginning of the semester. Students will be required to visit a Hispanic hotspot in their neighborhood where students will be required to interact with the surroundings and use the language. Students will be presented with locations thorough the GIS map which will have their locations and the locations of important Hispanic hotspots around them. Students will report on another section that will be added to the questionnaire given to them at the beginning of the semester. Students will write a small Spanish description on the space provided and the form will match the information with the hotspot. Then students will produce the language presenting their adventures to their class with the GIS map as their visual aid. Moreover, both of these assignments will be prepared in class and students will have to visit these sites on their own time. In terms of needs assessment, this activity will help the teacher decide which component of the language the students are still having problems with. The activity will use all the components of the language that the students have seen up until the date assigned. Further, the assignment incorporates culture, writing and production which are the main components of the curriculum structure. The teacher will have an opportunity to see the results of his instruction and can change his methods depending on the material production by the students. Overall students get to experience the language at first hand and experience a different culture within their own city.

The form can be found on this link:

https://docs.google.com/forms/d/1iHmA9joCzTn9HlYc8xTCcSyq7pWcbRK6JDSmuTcSuGE/viewform

The excel sheet can be found on this link: https://docs.google.com/a/uic.edu/spreadsheet/ccc?key=0AtJSfr7ze205dE5DQkl6aEh4SV drLW9zbnh4cDBVRFE#gid=0