HEIS Newsletter - February 2014 (Plain Text Version)
|
||||||||||||||||||||||||||||||||||||||||||||
|
In this issue: |
Articles ENGLISH LANGUAGE POLICIES: HOW DO THEY AFFECT INTERNATIONAL STUDENTS?
As increasingly numbers of students are attending universities where English is the medium of instruction, most schools are equipped with strict language policies. But even when these policies are in place, it is not always smooth sailing for international students in English-medium university classes. English Language Proficiency Requirements One admissions requirement for English-medium programs is proof of English language proficiency. University admissions professionals set minimum score requirements for TOEFL, IELTS, or other English language proficiency tests, and many admissions counselors use these scores to judge a student’s grasp of the English language. But how do these schools determine what minimum score to accept? If the requirements are set too high, the pool of international applicants is limited. If the requirements are set too low, will students fare well in academic coursework that is conducted in English? Some schools have extensively researched minimum proficiency score requirements and have very intentionally set minimum admissions requirements based on proficiency descriptions. Other admissions teams sometimes set their minimum requirements based on what other schools in the area or their competitors are doing. What happens, though, when score requirements and student proficiency levels do not match the level of English that is expected in the classroom? Language Proficiency Tests Language proficiency tests measure different aspects of language capability, including reading, writing, listening, and speaking. TOEFL scores range between 0 and 120; IELTS scores have a range of 0 to 9. Some of the most competitive schools in the United States and Europe, including Harvard, Yale, Stanford, Cambridge, and Oxford, require a TOEFL score of at least 100 [i]. Many other schools, including my own University of St. Francis, require a TOEFL score of 79, and countless other schools have even lower or different requirements. If a student meets the English proficiency score requirement for a given university, then university professors assume that the student will have adequate English language skills and that he or she will be prepared for university-level academic coursework, including reading, writing, and presenting in English. Do minimum language proficiency requirements bring in students who can participate academically and produce what professors expect of them? Language Proficiency Scores and Descriptors Low English proficiency requirements can have a significant impact on an international student’s success. English language proficiency levels are described in Tables 1 and 2. Many schools admit students into academic programs with a 79 TOEFL score, but what does that score mean? According to studies comparing levels, a 79 TOEFL, 6.5 IELTS, and B1 CEFR score are equivalent [ii].The Common European Framework of Reference for Languages (CEFR) proficiency descriptors of a student at a B1 level on the CEFR Global Scale indicate that the student “can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. . . . [and] can produce simple connected text on topics, which are familiar, or of personal interest.”[iii] The B1 proficiency level does not, however, predict that students will have a high level of fluency with complex academic and professional topics. If students are being admitted into university programs but are not able to communicate well on academic topics, then there is a great likelihood that those students will struggle academically. However, many schools continue to admit students with a 79 TOEFL score into university programs. Will these students be successful in the university classroom where they are expected to read and write complex research papers in English? Table 1. Comparison between TOEFL, IELTS and CEFR Levels [iv]
Table 2. Global Scale Descriptors for CEFR Levels by the Council of Europe[v]
Solutions The question of English proficiency levels is one that university decision makers need to tackle. Depending on academic program requirements, either the minimum levels of English proficiency need to be set high enough for students to be successful in academic situations, or the university needs to expect to provide support for students with lower proficiency levels. Students with a 79 TOEFL score may or may not be equipped to be successful in English academic courses, but there is hope for them. Administrators and faculty should discuss the issue of occasional (or frequent) language-based errors and what is admissible in class. Furthermore, if adequate support services are provided for these students, including a writing center, tutoring, student mentors, and faculty workshops, then students can increase their proficiency level in a relatively short time. Conditional Admissions Another way that some schools are confronting the issue of English proficiency is by offering conditional admissions to students who meet all academic requirements but lack the desired minimum English level. Oftentimes, these universities will admit students into an intensive English language program where they can improve their English skills enough to comfortably take and succeed in academic coursework. A conditional admissions policy is attractive for students who want a “guarantee” that they will be able to start a degree program once they prove English proficiency. In many cases, students in these programs successfully improve their language proficiency and academic preparedness, but in others, students in language programs are eager to enter their academic program and not interested in taking English language courses because they have already studied English. In order to help these students succeed, university faculty and administration must encourage them to focus on improving their language proficiency so they will be able to succeed in academic courses. Helping to motivate students will aid their language learning process. Conclusion In order to minimize academic struggles for international students, each university should be responsible for examining its admissions policies for language proficiency and determining if the minimum requirements are in line with academic expectations. If they are not, then a healthy dialogue must take place between the key academic and admissions decision makers. If students are admitted with lower English levels, then institutions need to be able to provide them with adequate support services. Without support, students with lower CEFR levels will have a very difficult time succeeding in their academic programs. References [i] For more information about minimum English language proficiency requirements, visit the TOEFL advanced search tool at http://www.toeflgoanywhere.org/asu-advanced-search. [ii] http://www.ets.org/toefl/institutions/scores/compare/ and https://www.ets.org/Media/Research/pdf/RR-08-34.pdf. [iii] Council of Europe. Common European Framework of Reference for Languages. http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf. Additional information about language levels can be found at http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/CambridgeESOL_EN.pdf. [iv]Charts retrieved and adapted from http://www.ets.org/s/toefl/pdf/linking_toefl_ibt_scores_to_ielts_scores.pdf and http://www.ets.org/Media/Research/pdf/RR-08-34.pdf. [v] Council of Europe. http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf and http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/CambridgeESOL_EN.pdf. Angela Maffeo is the director of the English Language for Academic Purposes Program at the University of St. Francis, in Joliet, Illinois. She is also acting director of the International Programs Office. Since 2003, Ms. Maffeo has taught in the TESOL field in intensive English language programs which prepare students for university-level studies. While still teaching, she is also enjoying the challenges of her role as a program director. Her goal is to understand the linguistic challenges unique to international students at universities to help them succeed in their academic goals and future careers. |
|||||||||||||||||||||||||||||||||||||||||||