ENGLISH LANGUAGE PROFICIENCY@ UQ. Review of uq english language policy & provision. Review outcomes. UQ ELP Review Against GPPs. Principle 1: Ensuring students’ ELP is sufficient to participate in studies effectively
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Principle 1: Ensuring students’ ELP is sufficient to participate in studies effectively
Principle 2: Resourcing adequate to meet students’ needs throughout studies
Principle 3: Students responsible for developing ELP and are advised of this early
Principle 4: Entry pathways ensure students can participate effectively
Principle 5: ELP as a graduate attribute
Principle 6: ELP integrated in curriculum
Principle 7: ELP needs to be diagnosed and addressed early with ongoing self- assessment
Principle 8: International students supported from outset to adapt to academic, sociocultural and linguistic environments
Principle 9: International students’ social interaction on/off campus encouraged and supported
Principle 10:Use of evidence to monitor and improve ELP development activities
A university-wide approach to English Language Proficiency
Senior Consultant English Language proficiency
‘Good Practice Principles for English Language Competence for International Students in Australian Universities’
The expectation of the project Steering Committee is that universities will consider the Principles as they would consider other guidelines on good practice. As part of AUQA quality audits universities can expect to be asked about the way they have addressed the Principles, just as they are likely to be asked by AUQA auditors about their application of a range of other external reference documents for the university sector (2009: 27).
AUQA ‘s Affirmation (October 2009)
AUQA affirms UniSA’s recognition that English language proficiency for students is a significant and immediate issue that needs to be addressed, and supports timely conclusion of the current discussion about the implementation of the English language proficiency project, including the testing of student proficiency and where required the provision of additional support and guidance for students
ELP model approved by Academic Board March 2011
Post-entry English language assessment in
issues and prospects
University of Melbourne
AIEC, Adelaide October 20111
Example of good practice
The university encourages and supports international students (and others) to undertake a diagnostic assessment of their development needs for English language proficiency at a very early stage of their studies. The university offers students opportunities to self‐assess their language skills throughout their studies and to undertake developmental activities in response to the needs they identify.
9 (23%) not using PELA
8 (21%) not using PELA but reviewing policies with a view to introducing PELA
9 (23%) have small Faculty-based PELA initiatives
13 (34%) have university wide policy
How is PELA implemented across different university contexts?
Issue: negative perceptions of PELA by targeted students
The thing I have found with DELA is that they are really resistant to do it; particularly local students (native speakers), they feel that it is aimed at international students...even international students will not want to do it. They say well I got in here, why should I sit this test (representative – Commerce Student Centre).
[I think that universal testing is better for a whole lot of reasons. Its face validity is better and also there has been so much emphasis on capturing at risk students, this university is supposed to be a university of excellence. How is it identifying which student might want to improve or excel in their English - it’s a sort of remedial model, all this (DELA). So I am very much in favour of universal testing for that reason. (representative of Faculty of Education)
- How to communicate purpose of PELA as aid to language development? (Read, 2008)
- What incentives for participation in cases where PELA is optional?
- How to reconcile notions of compulsion and compliance with notion of PELA as facilitative?
- What sanctions (if any) to impose on non-compliant students where PELA Is mandatory?
- credit bearing courses as part of their degree program
- supplementary short courses targeting particular skills
- discipline-specific tutorials
- one-on-one feedback on essays/assignments
- self-access materials
• PELA results used to stream students into groups
(…) how do you manage support for the whole cohort of students that will be tested? At the moment the support that is offered varies from faculty to faculty and is quite variable. Some of them direct students to the ASU and coursework subjects and some have own arrangements. Again it’s that follow up – what do the students do with this information? There’s no coordinated approach to the follow up (ASU representative)
It seems a lot of the language support stuff looks like it is aimed at international students rather than just being like, short courses - first year students -how to get along in your courses, or something like that. There needs to be different marketing around it (student advisor – Commerce student Centre)
UQ English Language proficiency initiatives in practice
Christine Bundesen, Director
Institute of Continuing & TESOL Education, The University of Queensland (ICTE-UQ)
Pathway, induction & concurrent EL courses
Academic Communication Skills (ACS)
English for Academic Communication (EAC)
EAC-Pharmacy support course
EAC-Pharmacy concurrent support course
Degree credit-bearing el courses?
PELA & GRADUATE EXIT TESTING
GRADUATE EXIT TESTING
ICTE-UQ GRADUATE EXIT TESTING RESEARCH
UQ ENGLISH POLICY & PRACTICE