Integra ng English language learning outcomes in higher educa on curricula Think Tank

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1 Integra ng English language learning outcomes in higher educa on curricula Think Tank Office for Learning and Teaching Na onal Senior Teaching Fellowship Sophie Arkoudis Centre for the Study of Higher Educa on University of Melbourne

2 Aims of the Fellowship Where are the best leverage points for change? What curriculum design and program op ons can be used to develop English language learning within the disciplines and what are the most appropriate strategies for evalua on? What are the prac cal op ons and ideas that busy academics can use to inform their teaching, learning and assessment prac ces?

3 It does raise serious questions about Australian university standards how do they get through university exams with poor English? Sydney Morning Herald, 29 January 2007

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5 The context Within a universal higher educa on system, students enter HEIs with diverse educa onal experiences and expecta ons ins tu ons should focus on English language development rather than support. Ques ons concerning the quality of English language teaching and learning how do we know our students have the necessary level of English language when they graduate? The character of teaching, learning and assessment is changing academics main focus is no longer about only teaching disciplinary knowledge

6 The nomenclature gets in the way " English language proficiency " Academic literacy/ies " Communica on skills Focus on defining what we want students to demonstrate in their learning and making this explicit

7 Changing focus: Shi to standards From interna onal to all students From deficit to development model From the peripheries to mainstreaming within disciplinary studies Ques on o en asked: What works best?

8 Some hard ques ons To what extent should academics be responsible for the English language learning of their students? Should students fail a subject if their English language is considered weak? What EL program models work? What type of EL assessment can be implemented within disciplinary learning and teaching? What can ins tu ons do given the limita ons of funding and resources?

9 What new ideas can move the sector forward? What do we do well? What can we strengthen?

10 Five points for leveraging change? 1. Incorporate English language within a wider teaching and learning agenda 2. Establish English language learning outcomes degree programs and include English language assessment across the degree program 3. U lise the exper se of Academic Language and Learning Advisors in disciplinary teaching 4. Develop academic capacity to address English language within curricula 5. Emphasise to students their benefits of developing their English language during their higher educa on studies

11 What new ideas can move the sector forward? What new op ons are possible? What do we do well? What can we strengthen?

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13 Some ideas to consider

14 Distributed responsibilities - No one- size- fits- all but a variety of approaches - It s how the approaches fit together to produce change at a systemic level - Each of the parts is important but it helps people to look beyond what they do to the whole issue and the way the system is organised to try to address it

15 Five points for leveraging change 1. Develop and implement an ins tu on- wide English language policy - Key processes for suppor ng English language development for all students - People responsible for implementa on - Monitoring and repor ng on progress

16 Five point strategy plan 2. Establish English language learning outcomes degree programs - What does effec ve communica on mean for the degree? - Linking English language and disciplinary learning outcomes rather than as separate items

17 Five point strategy plan 3. Include English language assessment across the degree program - Course mapping of assessment to include English language, and linked to achieving overall learning outcomes for the degree - English language to appear on criteria sheets - Feedback to students on their English language communica on - Professional development ac vi es on curriculum development and assessment modera on mee ngs to included English language communica on

18 Five point strategy plan 4. U lise the exper se of Academic Language and Learning Advisors in disciplinary teaching - Arranging a workshop with an ALL advisor to review aspects of academic wri ng for the next assignment - ALL advisors develop ac vi es that are available online to provide annotated examples of high quality work - Assis ng with the assessment of oral presenta on - Providing ideas for developing teaching ac vi es that guide students in comple ng the assessment task - Involved in course mapping and discussions at course level

19 Five point strategy plan 5. Emphasise to students their responsibility for developing their English language during their higher educa on studies - The importance of effec ve communica on for success with studies and employability - Include more interac on ac vi es within teaching and learning tasks - Make English language learning outcomes explicit in the assessment tasks