Assuring English language learning outcomes: Op�ons and strategies Sophie Arkoudis Centre for the Study of Higher Educa�on University of Melbourne Unis open to students who fail English tests Aims of the Fellowship   Where are the best leverage points for change?   What curriculum design a nd 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? The context Within a universal higher educa�on system, students enter HEIs with diverse educa�onal experiences and expecta�ons – students have varying levels of English language preparedness and will need to develop their communica�on skills during their study. 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 Murray & Arkoudis, 2013
The context Within a universal higher educa�on system, students enter HEIs with diverse educa�onal experiences and expecta�ons – students have varying levels of English language preparedness and will need to develop their communica�on skills during their study. 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 Why should universi�es bother? Assist universi�es strengthen their reputa�ons regarding their graduates’ English language standards by:   Developing internal quality assurance processes to demonstrate that they assure their graduates’ English language standards   U�lising stronger evidence to recruit students from diverse backgrounds   Oﬀering speciﬁc ways of responding to concerns and cri�cisms. Changing focus   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? What we know Building from the bo�om up will not result in change Suppor�ng student learning separate from disciplinary learning will relegate work within a deﬁcit view Lack of data for ins�tu�ons to assure graduates’ outcomes What’s missing?   Lack of evidence about what works best   Students can pass their degree even if their communica�on skills are weak   English language indicators to drive change Some ques�ons…   What can academics do to develop the English language learning of their students?   Should students fail 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? What can be done? Students should not be able to graduate from their course unless they can demonstrate that they have achieved threshold levels of oral and wri�en communica�on. What can be done? Top down change needs to be ins�tu�onally driven – DVC (A) and program coordinators are cri�cal. Two important ques�ons:   What communica�on skills are students expected to have when they graduate?   Where and how are these assessed during the course? Five steps for leveraging change 1.  Clearer deﬁni�ons about what eﬀec�ve communica�on skills might be within diﬀerent courses and what students will be required to demonstrate, ensuring that students will need to demonstrate minimum standards to pass the course. Five steps for leveraging change 2. Iden�fy subjects within courses across the levels that will have a par�cular focus on teaching and assessing communica�ons skills. Five steps for leveraging change 3. Incorporate English language and literacy into assessment criteria. Five steps for leveraging change 4. Academic Language and Learning advisors can work within the designated English focused subject to develop resources to teach the communica�on skills stated in the learning outcomes. Five steps for leveraging change 5. Increase students’ awareness of their responsibili�es for developing their communica�on skills for success in their future study or employment.