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7/29/2019 Setting Language Standards in Higher Education
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Setting language standards in
Higher Education
Challenges & opportunities faced by
both institutions and international
students alike
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Introduction from the Chair
Andrea Robertson, Director of Customer
Application Services, UCAS
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IELTS Facts and Figures
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Candidature growth by academic year
August to July
0
200,000
400,000
600,000
800,000
1,000,000
1,200,000
Aug'02 to
Jul'03
Aug'03 to
Jul'04
Aug'04 to
Jul'05
Aug'05 to
Jul'06
Aug'06 to
Jul'07
Aug'07 to
Jul'08
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Reason for taking IELTS (Academic) 2007
Higher education extended courseTraining/work experience
Immigration
Registration as a nurse (incl. CGFNS)
Employment
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Reason for taking IELTS (General Training) 2007
Immigration
Employment
Higher education extended course
Training/work experience
Personal reason
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Setting Language Standards in H.E.
The Wandering Scholar
Sarah Michelotti
Head of English Language Programmes
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Context: The University of Surrey
International Student Mobility
The Exchange Students Experience:
- The academics perspective
- The students perspective
- The English tutors perspective
Implications
Conclusions
Challenges and Opportunities
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1966 Battersea College of Technology became
the University of Surrey
1968 Relocated from Battersea to Guildford
Approximate student numbers: 12,700 total
- Undergraduate: 8,095 Postgraduate: 4,532
- International students: c.2,800- Students from the EU: c.1,250
- Approximately 120 different nationalities
Total staff: 3,000 (c. 1,800 Academic)
University of Surrey
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The internationalisation of higher education is first of all a
reflection of the universal character of learning and research.
It is reinforced by the current processes of economic and
political integration as well as by the growing need forintercultural understanding. (United Nations Educational, Scientific andCultural Organisation 1995: 10)
Bologna: Aim to harmonise university education in Europe to
facilitate academic mobility (1999)
c.60% of the worlds top 100 universities in English speakingcountries
International Student Mobility
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Development of international universities e.g. the
European university University of the Transmanche
Numbers of European students in UK likely to grow
to 170,000 by 2020 (Vision 2020: British Council 2004)
Multilingual and multicultural resource for employers and
universities in the UK
Role of English language: no longer the sole preserve of
the English-speaking peoples
Providing challenges and opportunities for Higher
Education Institutions, academics, students & their
families.
Implications for the UK
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Outstanding students, motivated, participate
Contribute to cross-cultural discussions
Assessments different, unfamiliar requirements (essays)
Lack of confidence
A lot of pastoral care involved
I student went home after 1 day didnt like the food Tutors need to understand exchange curriculum
Different semester length
Visiting students promotes links e.g. for research
The Experience: Academics
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Need for Everyday English
Its easier to speak about international law than about the
latest movie or match
Difficult to understand the English-speaking students
Non-verbal communication
Pronunciation
I can write it but not speak it
Need to think in English
Lack of confidence
The Experience: The Students- Language
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I didnt understand anything, I just copied from the board
Essay-writing: Were not used to it
Fewer lectures lecturers as facilitators
More debate/interaction in the classes
Lectures not the same topics as the assignments/essays
Need for discipline & independent research (nothing to do) Plagiarism: - Harvard referencing style
- Serious offence
- Heavy penalties
The Experience: The Students - Study
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Academic cultures are the systems of beliefs, expectations andcultural practices about how to perform academically.
(Cortazzi and Jin 1997)
Academic Culture in the UK
Independent learning
Critical Thinking, students expected to challenge
Creativity, inductive learning
Memorisation may not be important
Participation, engagement in dialogue
Pair and Group Work, teacher as a facilitator, organiser
Academic Culture
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Skills needed:
Listening: - Listening in lectures
- Listening for gist- Listening for detail
- Effective note-taking
- Understanding their peers
Speaking: - Seminars & discussions
- Giving presentations
- Different registers
- Everyday English
- Pronunciation
- Online discussions
The Experience: English Tutors
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Skills needed:
Reading: - Skimming
- Scanning
- Inferring meaning
- Understanding attitude & purpose
- Note-taking from texts
Writing (Essays & Reports):
- Structure
- Introductions & conclusions- Building an argument
- Academic style
- Paraphrasing
- Referencing (Harvard style)
The Experience: English Tutors
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Skills needed:
General Study Skills:
- Research Skills
- The Library
- Organization
- Time management
- Exam techniques- Referencing
- Academic culture
The Experience: English Tutors
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English Language Support Programme
Essay Writing, Technical, Dissertation Writing
Academic Reading & Note-taking
Grammar Revision
Oral Skills, Pronunciation
Presentation Skills
Academic Listening
Legal English
British Culture & Humour
Contemporary British Society
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University of Surrey normally requires IELTS 6.0 minimum
Students may take other exams e.g. TOEFL
IELTS - international benchmark
Pre-Sessional English programmes
Preparation in skills for study as well as language
It would be better to prepare
Implications: Advance Preparation
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Perceptions are positive from all perspectives
Need for preparation in 3 areas:
- Practical orientation
- Language- Study skills
Need for greater awareness of the realities of the experience
on the part of academics and co-ordinators
Students are learning to communicate across cultures andcommunicating for learning across cultures (Cortazzi and Jin 1997)
Conclusions
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British Council/UUK/IDP (2004). Vision 2020 Forecasting international student
mobility, a UK perspective. (London, British Council)
Cortazzi, M. and Jin, L. (1997). Communication for Learning Across Cultures.
In McNamara, D. and Harris, R. (eds), Overseas students in Higher Education.
London, Routledge.
Dow, E. (2006). Britannia meets Bologna: still making waves? Perspectives
10/1. (Taylor and Francis) EC Commission (2004). The new Generation of Community Education and
Training Programmes after 2006. Communication from the Commission 156,
9.3.2004
References
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References (2)
Graddol, D. (2006) English Next. London, British Council
Reichart, S. and Tauch, C. (2005). Trends IV: European UniversitiesImplementing Bologna (Bergen). Available online at:
http://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdf
Scott, P. (ed.) (1998). The Globalisation of Higher Education.Buckingham,SRHE/Open University Press.
United Nations Educational, Scientific & Cultural Organisation (1995).Policy Paper for change and development in Higher Education. Paris.UNESCO
http://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdfhttp://www.bologna-bergen2005.no/Docs/02-EUA/050425_EUA_TrendsIV.pdf7/29/2019 Setting Language Standards in Higher Education
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Staff at University of Surrey, in particular:Dr Tim Brown
Professor Andrea DlaskaMr Tim Fletcher
Dr Theodore Konstadinides
Mrs Annette Strauss
Mr Eric Urvoy
Students at the University of Surrey, in particular:
Loic Cheminade Marianne FayeAntonia Jartschuk Tobias Kleine
Antoine Martin Gabriel Potier
Thanks also to:
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Sarah Michelotti
Head of English Language Programmes
T: + 44 (0)1483 682861
www.surrey.ac.uk/languages
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Setting Language Standards in Higher
Education: Is Compromising a False
Economy?
GOING GLOBAL 3
International Education Conference
London
Dr Sacha DeVelle
3 December 2008
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Outline
Relating IELTS test scores to language ability
Key findings from IELTS funded research programme
Educational admission purposes
Predictive validity of test scores
IELTS Scores Explained DVD package Standards setting research in collaboration with
Cambridge ESOL
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The use of IELTS scores for educational
admissions purposes
A New Zealand context(Smith & Haslett, 2007)
Attitudes of tertiary key decision-makers towards English languagetests in Aotearoa New Zealand: Report on the results of a nationalprovider survey.
Decision making often made without expertise in language testing.
A potential for greater liaison between course providers an externalstandards setting bodies.
IELTS well known: needs to maintain dialogue with end-users
IELTS Scores Explained DVD package (2006)
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The use of IELTS scores for educational
admissions purposes
A United Kingdom context(Hyatt & Brooks, forthcoming)
Investigating stakeholders perceptions of IELTS as an entryrequirement for higher education in the UK
Entry requirements very different across institution and sector
Increasingly competitive environment
tension between standardsand the need to recruit
Majority admitted not having a clear understanding of the IELTScontent and process.
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Predictive validity of test scores
Definition of Predictive Validity:
An indication of how well a test predicts futureperformance in the relevant skill.
Complex relationship between language proficiency
and successful academic outcomes.
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Predictive Validity of Test Scores
Rea-Dickens, Kiely & Yu (2007)
Student identity, learning and progression: The affective and
academic impact of IELTS on successful candidates.
Fairly strong link between IELTS entry score and subsequent
academic success
Other significant factors that influence this process
Greater understanding needed of what IELTS scores mean indecision making process
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Predictive Validity of Test Scores
An Australian context: Ingram & Bayliss (2007)
IELTS as a predictor of academic language performancePart 1
Research Question
To what extent is the language behaviour implied by their
IELTS scores reflected in the language behaviour ofuniversity students during the first 6 months of degree
programme?
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Predictive Validity of Test Scores
An Australian context: Ingram & Bayliss
(2007) Generally able to produce language behaviour
measured by IELTS score in context of academic
studies.
Individual students can perceive their languageproficiency levels quite differently.
Course language demands
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What is IELTS Scores Explained?
A DVD intended to raise the awareness ofstakeholders who wish to understand what IELTS
scores really mean.
Covers all 4 skills:
Listening, Reading, Writing and Speaking
Updated version including half-band reporting forWriting and Speaking
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IELTS Scores Explained DVD
Examples of IELTS test tasks and evaluations ofWriting and Speaking performances.
Writing band descriptors
Speaking band descriptors
Example conversion Tables: Listening and Reading
Procedures for setting standards for IELTS scores
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Standard Setting
Two key questions:
What is the minimal level of English needed?
How does this minimally acceptable level
translate into IELTS scores?
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Standard Setting: Tools
User questionnaire on DVD
View sample Writing Test scripts and Speaking clips
Consider sample Reading and Listening material
Recommended reading:
Cizek, GJ (2001) Setting Performance Standards: Concepts,
Methods and Perspectives, New Jersey: Lawrence Erlbaum
Publishers
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Research on Standards Setting
Recommending a Nursing-Specific Passing Standard
using the IELTS Test. (National Council of State Boards of Nursing -
The United States)
ONeill, T, Buckendahl, C.W, Plake, B and Taylor, L (2007)Recommending a nurse-specific passing standards for the
IELTS examination, Language Assessment Quarterly, 4:4,
295-317.
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Research on Standards Setting
Content Mapping of IELTS GT to the CanadianBenchmarks (Canadian Immigration and Citizenship)
Cambridge ESOL commissioned the BUROS Centrefor Testing at Nebraska-Lincoln
Buckendahl, C.W; Foley, BP and Rodeck, E (2005)Canadian Language Benchmarks/ International EnglishLanguage Testing System standard setting study.
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Summary
IELTS test scores and language ability
Key findings from IELTS funded research programme: Educational admission purpose
Predictive validity of test scores
Standards Setting
IELTS Scores Explained DVD Standards setting research in collaboration with Cambridge
ESOL.
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Thank you