Setting Language Standards in Higher Education

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)



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Skills needed:

General Study Skills:

- Research Skills

- The Library

- Organization

- Time management

- Exam techniques- Referencing

- Academic culture



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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.pdf


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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

[email protected]

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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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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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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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


Standards Setting

IELTS Scores Explained DVD Standards setting research in collaboration with Cambridge

ESOL.


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Thank you

Documents

Setting Language Standards in Higher Education