Introduction

Several researchers have pointed to the inadequacy of outsiders' intuitions and the value of insiders' perspectives in needs analysis (NA), curriculum development and materials design for language teaching, as well as the importance of using multiple sources and methods (Long, this volume; Ramani et al, 1988; L. West, 1984; R. West, 1994). Few published studies on NA, however, have utilized multiple sources and methods, and of those that have (e.g., Cumaranatunge, 1988), fewer still have utilized triangulation. The purpose of this chapter is two-fold: (i) to compare several methods and sources available to needs analysts; and (ii) to report findings of a study of the needs of hotel maids which used multiple sources and methods, and triangulation.

NA and social engineering

Recently, a great deal of emphasis has been placed on NA for occupation-specific VESL (Vocational English as a Second Language) and other ESP (English for Specific Purposes) courses, often motivated by pressing time constraints, limited financial resources, and institutional and learner expectations (Chambers, 1980; Cumaranatunge, 1988; L. West, 1984). Institutional VESL and ESP curricula, however, face strong criticism from critical educators. Auerbach (1995) questions NA for the workplace as the basis for curriculum development for ESL students altogether, arguing that the process is often performed by outsiders whose information comes from institutions with clearly defined expectations of what they want the workers/students to do. Such information, she argues, can only be transformed into a curriculum whose goals are to serve the interests of institutions which have traditionally marginalized ESL speakers, socializing them into passive acceptance of subservient roles.