A Survey: College Credit and Other Related ESL Issues.

Autor/in	Greis, Naguib
Titel	A Survey: College Credit and Other Related ESL Issues.
Quelle	(1983), (31 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Quantitative Daten; Admission Criteria; College Credits; College Second Language Programs; Degree Requirements; English (Second Language); Faculty Promotion; Higher Education; Questionnaires; Tenure + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Amtszeit; Beschäftigungsdauer
Abstract	Questions have been raised about the status of English as a second language (ESL) in colleges and universities, especially with regard to ESL credit, admission of ESL students, and tenure for ESL instructors. These questions prompted Portland State University (Oregon) to send a questionnaire dealing with the topic to the directors of 174 programs associated with institutions of higher education. In addition to asking for current information on the three issues, the questionnaire also asked for recommended changes regarding credit, and the parallel with foreign languages. Responses were received from 128 directors. They reveal the diversity in patterns of admission, credit/noncredit bearing offerings, and the lack of a consistent policy among and within many institutions. In spite of the diversity, respondents' recommendations reveal a significant degree of agreement in the area of credit and changes in credit policy. More schools favor giving credit for ESL than not giving credit. There is no clear agreement regarding the notion of a parallel between ESL and foreign languages. Fifty-three respondents reported that the status of ESL instructors is not the same as that of the regular faculty. The questionnaire and tabulation of results are appended. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01