This presentation outlined the steps one coordinated English language program has taken to better meet the shifting demands of its students. First, the faculty conducted a preliminary needs analysis by (1) assessing changes in English proficiency of incoming students over time, (2) reviewing current student performance in program courses, (3) considering students’ English use beyond the program, and (4) conducting student surveys and follow-up interviews. After determining student needs and curriculum shortfalls, the next step was to initiate appropriate modifications to the program structure. The growing disparity in students’ language abilities had been identified as placing a clear strain on the curriculum, students, course developers, and teaching staff. Therefore, the program’s longstanding system of requiring all students to participate in the same two-year curriculum was abandoned in favor of a “two stream” approach with goals and objectives specific to each stream. This new program structure is designed to guide students through one of two curriculum levels, or overlapping streams, based on proficiency. Lastly, needs analysis data informed course planning efforts, including the establishment of stream- and course-level goals and objectives and the development of in-house materials. The presenters explained the steps of this complex process of program re-evaluation and adaptation in a way that can be applicable to other contexts and practical to those facing the need for program and curriculum reform.
