Session 6: English Language and Numeracy Policy to practice

Transcription

1 Session 6: English Language and Numeracy Policy to practice

2 Threshold standards Chapter 3: Provider Course Accreditation Standards 1.2 There are robust internal processes for design and approval of the course of study, which: provide for appropriate development of key graduate attributes in students including English language proficiency. 3.2 The higher education provider ensures that students who are enrolled are sufficiently competent in the English language to participate effectively in the course of study and achieve its expected learning outcomes, and sets English language entry requirements accordingly. 5.6 The higher education provider is able to demonstrate appropriate progression and completion rates and that students who complete the course of study have attained key graduate attributes including an appropriate level of English language proficiency.

3 TEQSA Quality Assessment?? 2013: deferred to 2014 The assessment will cover ELP for all students, irrespective of their category (for example, international, domestic, full-time, part-time) and mode of study (for example, face to face in a classroom, distance learning, work-based learning, e-learning and online learning). The assessment will also cover various pathways to a course of study (such as nested courses or courses offered by another provider, including ELICOS, or in conjunction/jointly with another provider) and any courses of study delivered and/or assessed in a Language other than English (LOTE).

4 English Language Proficiency Key Principles (Arkoudis, 2013) 1. Need to focus on ALL students Not just an issue for international students Recognition of diverse students 2. Important to focus on development needs of discipline: not those who lack 3.Development of English Language Proficiency needs to be in mainstream delivery not periphery of Higher Education eg: SILA model at JCU

5 Arkoudis: Five point strategy plan 1. Develop and implement institution-wide English language policy 2. Establish English language learning outcomes within degree programs 3. Include English language assessment across the degree program 4. Utilise the expertise of Academic Language and Learning Advisors in disciplinary teaching 5. Emphasise to students their responsibility for developing their English language during their higher education studies

6 Important for all course coordinators On entry How are English Language Proficiency levels required in the discipline on graduation explained and modeled to students on entry? Spoken language Written language Reading tasks Listening tasks On entry How do graduates understand their readiness for these graduation tasks? Post- entry language assessment Readiness tests Early assessment with explicit criteria? Student responsibilities for their own development?

7 Important for all course coordinators During course of study How is discipline specific English language proficiency developed over the course of study? Teaching and learning activities Explicit assessment tasks and criteria Hurdle assessments During course of study What support is strategically applied across course? Collaboration with learning advisers/librarians/support professionals Resubmissions? Online resources Additional tutorials/workshops

8 Approaches to supporting students There is no silver bullet for developing student English language proficiency, since different individuals and groups will have varying needs over the course of their academic programs. Most universities have therefore introduced a range of strategies for students, which include: Introductory programs Orientation activities Embedding of language development in the disciplines Credit-bearing courses or units Generic workshops and seminars Individual consultations E-learning opportunities and online resources Peer-to-peer programs See: Degrees of Proficiency

9 Important for all course coordinators On exit How are discipline specific English language proficiency outcomes established? Moderation across courses Benchmarking with industry Benchmarking with other universities Through evaluation What measures are taken to monitor success? Student entry pathways? Industry feedback?

10 Resources English Language Proficiency Degrees of Proficiency AALL Discipline Specific UWA Monash University

11 Collaborate! Learning advisers at JCU are keen to help!