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An Academic English Support Program: Increasing International Students' Success Rates


Eilidh Singh

on 20 April 2016

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Transcript of An Academic English Support Program: Increasing International Students' Success Rates

An Academic English Support Program:
Increasing International Students' Success Rates

"L2 socialization is yet another dimension of learning across the lifespan for many people in modern society...one that is often assumed by nonspecialists and by learners themselves, initially, to be a relatively straightforward linear process that can be completed within in a short time."

Duff, P.A. 2009. Second Language Socialization.

Professor of Language and Literacy Education, UBC

Eilidh Singh

Navigating in Connect

The modules
The calendar
Blackboard IM
Voice Messages
Discussion Forums
Uploading of documents
The Grade Centre

One-on-one time with an experienced Language Coach to focus on individual areas of concern

Students with a coach to develop a Learning Plan to be worked on throughout the year to help students reach your language goals

Free Writing Centre or Pronunciation course

Meet other international students in discussion groups, tutorials and Book Club

Help towards becoming self-sufficient, independent and more confident

opening discussion
design rationale
coaching model
program components
lessons learned/future goals
student feedback
The UBC Plan
(Student Learning Key Actions):

-"Increase English language supports at Vancouver campus"

-"Review and enhance the current academic support services, including academic language support"

The Coaching Model

The Program Components
discussion cafes and groups
writing group
book club
field trips

The f2f Components
Lessons Learned / Future Goals
What happens during a coaching session?
Student feedback
greater integrating of the technology-webinars, Skype coaching, VMs, online orientations, ...
don't over test!
coach training
liaising with campus community
increasing the enrollment, especially UG students
offering writing course
funding year-round
Source: https://www.ielts.org/researchers/common_european_framework.aspx
The UBC Flexible Learning Initiative:

- to enhance educational outcomes for our students, building on existing UBC expertise and strengths;

-to enable greater access to UBC learning;

-to improve university operating effectiveness through new learning models
TOEFL iBT (required score for UBC)
Overall score:

Reading: 22 (max 30)
Listening: 22 (max 30)
Writing: 21 (max 30)
Speaking: 21 (max 30)
What is a coach? What is a language coach?

Thank you for coming!




Source: http://ctlt.ubc.ca/2012/08/15/who-are-our-students-implications-for-teaching-and-learning/
"I think the way this course is organized is very good, because of these hours of individual coaching and the possibility to take courses. I especially think this duality of learning by yourself plus getting feedback every now and then is just perfect."
"I do really appreciate your help and assistance during this term. It was my first term in UBC and everything was so new for me, country, culture, language, university and my new courses. It was hard for me to handle all of them and it was a really great opportunity to work with AES program and you. I am trying to follow your suggestions and guidance and I will definitely join AES program in new season again."
"This week I attended discussion groups and took Speaking Clearly Course. I love all the English practice time! It's really like a relaxation for me since I must read lots of papers and face complicated math formulations at other times."
What assumptions do you think universities make about ESOL students?
Does it work?
- limited
-the Provost's Office

"45% of all domestic students are Chinese, Japanese, or Korean, and only 51% of domestic students’ first language is English.

The demographic of international students is only slightly different than domestic students, with 44% being Chinese, Japanese, or Korean and 37% speaking English as a first language."

Who are our students?

-58,284 students across 2 campuses

-10,181 international students from 149 countries

Any advice on ...

-better ways to get support from senior administration?
-measuring efficacy of program?
-perception of it as a course?
-reaching more students?
-getting buy-in from instructors re use of the technology?
-reaching more students?

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