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ERIC Number: ED248692
Record Type: Non-Journal
Publication Date: 1984
Pages: 18
Abstractor: N/A
An Institutional Approach to Improving the English Proficiency of Foreign Students: The Modified Transitional Model.
Hargett, Gary R.; Olswang, Steven G.
American Language Journal, v2 n1 p67-83 Spr 1984
An administrative policy adopted at the University of Washington providing an alternative to relying entirely on English language proficiency tests for determining foreign students' ability to succeed in an academic program is described. Issues from which this program evolved are discussed and the related literature is reviewed. The issues include English proficiency as a predictor of academic outcomes, institutional responsibilities in establishing foreign student policies, identifying proficiency levels, admission policy alternatives, and models for providing language services to foreign students once admitted. Following this, the University of Washington's model is outlined. This model sets a score of 500 on the Test of English as a Foreign Language as the minimum requirement for admission contingent on further assessment and a score of 580 as the requirement for admission into a full-time English-medium curriculum for both undergraduate and graduate applicants. Students with the lower score are given provisional admission status pending additional work in English as a second language (ESL). Fees are assessed for ESL courses, which do not earn credits but do count toward full-time enrollment for visa status. The incorporation of ESL classes into the academic program is felt to be essential to program success, since it helps to meet the primary needs of all constituencies without excessive financial burden on students or institution, and to eliminate the isolation of traditional intensive language institutes. Most important, this approach is designed to allow institutions to admit students based on their proven academic abilities, so that subsequent decisions can be based soundly on prior academic performance. (MSE)
Publication Type: Reports - Descriptive; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A