Benchmarking First-Year English: An Analysis of the Language Proficiencies Required for Entry into First-Year English Composition

Autor/inn/en	Ostler, Catherine; Sheldrake, Charlotte; Vogel, Vicki; West, Elizabeth
Institution	British Columbia Council on Admissions and Transfer, Vancouver.
Titel	Benchmarking First-Year English: An Analysis of the Language Proficiencies Required for Entry into First-Year English Composition
Quelle	(2008), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Benchmarking; Freshman Composition; Language Proficiency; Admission Criteria; Classroom Observation Techniques; Interviews; Student Attitudes; Teacher Attitudes; Portfolio Assessment; Transfer Policy; Transfer Students; Articulation (Education); Academic Standards; Accreditation (Institutions); Foreign Countries; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Portfoliobeurteilung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Articulation; Artikulation (Ling); Artikulation; Aussprache; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Ausland; Kanada
Abstract	Increasing numbers of ESL (English as a Second Language) students are entering college and university programs, and educators in these programs are concerned about student preparedness. ESL students enter the post-secondary system from a variety of places, resulting in a lack of uniformity in entry level academic skills. A significant associated problem is the difficulty in tracking student pathways to first-year English, which affects the system's ability to identify and address these students' learning needs appropriately. This project describes in Canadian Language Benchmark (CLB) terms the minimum language competencies for students to succeed in first-year English courses in colleges and universities. The research involved the analysis of listening, speaking, reading and writing skills required in first-year English courses. To collect data for analysis, researchers observed classes, interviewed instructors and students, and examined outlines, readings, and assignments including student writing samples. Data was analyzed with reference to the CLB. Implications and recommendations for ESL, English and the Post-Secondary Transfer Systems are presented, noting that further review is warranted. The ESL and English Articulation Committees will review how the research results are used in admission to first-year English. In addition, there will be an ongoing review of the appropriateness of the Benchmarks themselves and any updates to the CLB will be reviewed in the context of this report. Six appendixes are included: (1) English Entry Requirements; (2) Grading Systems; (3) Speaking Data; (4) Listening Data; (5) Reading Data; and (6) Writing Data. A glossary is included. [Publication prepared in partnership with and additional finding from the The Ministry of the Attorney General, the International Qualifications Branch.] (ERIC).
Anmerkungen	British Columbia Council on Admissions and Transfer. 709 - 555 Seymour Street, Vancouver, BC, V6B 3H6 Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10