English Language Requirements for International Students

English Language Requirements for International Students donnishian English RequirementsUniversity-Level Preparation Programsfor International StudentsIntroductionThe manage of English voice communication standards and the donnish preparation programs of international students who must meet them has become an increasingly knotty and controversial topic in upbringing today. This paper provide explore this egress in depth, focal academic degree on the specific needs of foreign students at University take. It will do this by exploring the current writings and theories that dominate the field, including computing device- assist Language Learning, or CALL. Then it will discuss issues pertinent to planning and developing an powerful language preparation program to address those needsCurrent literature and theoriesA number of theories be currently competing to dominate the field today. Among these are several entry level issues. Most professionals agree that around sort of p reparatory training is absolutely necessary for first year University students of non-English speaking background (NESB). However, the reason stops there, as they seem unable to decide on which of these programs is best.One of these programs is focused primarily on dogma students only those English language purposes that are essential for them to be successful in attaining their academic degrees. Called English for Academic Purposes (EAP), this plan, as the name suggests, zeroes in on those skills that best ensure academic success. Academic success here is defined solely by completion of a degree. This raises issues of its true long-term expense as a sustainable skill (Pathways 2004, 2).Other plans include English for Specific Purposes (ESP), which focuses on learn students those aspects of English that will be most relevant their specialised professional projects. Alternate pathways to University level education are another option this access code focuses on integrating relev ant skills learned outside the academic setting in such a way that the student is given academic credit for them. A methodology connatural to this is described by Sandra Elbaum in Grammar in Context Learning a language through meaningful themes and practicing it in a contextualized setting promote both linguistic and cognitive ripening (Elbaum 2005, xv).The Sheltered Instruction Observation Protocol Model, similarly called the SIOP Model, focuses on what the authors refer to as sheltered instruction. It is an approach that can extend the time students have for getting language support services while big(p) them a jump-start on the content subjects they will need for graduation (Echevarria et al. 2004, 10).Computer-Assisted Language LearningComputer Assisted Language Learning (CALL) was first used to assist in foreign language statement in the 1960s. This was only at University level it has since grown to include earlier grade levels as well. It has do drastic strides in develo pment since its introduction (Warschauer Healey 1998, 58).CALL is described by Warschauer as having three prime election functions behaviouristic, communicative, and integrative. The first of these, the Behaviouristic, is the simplest model. In this mode, the computer functions primarily as a means of providing the learner with the appropriate educational poppycocks. Essentially, this means that the computer functions in a tutorial capacity.The second mode is called the Communicative mode. It is much to a greater extent interactive and allows the learner a greater degree of choice and control in the methodology and level of study. Some examples of this mode include word processing functions, spelling and grammar checkers, and stimulating games such as Sim metropolis (Davies 2005, par. 3 Warschauer Healey 1998, 67).The Integrative phase, the final and most recent, is also the most complicated and the most rewarding of the three. It calls a far greater degree of sophistication. It does this by combining both multimedia and internet technologies to offer a wide range of control to learners and teachers. Communication can be synchronous or asynchronous, eliminating scheduling conflicts as well as time zone differences. This also helps students to pace themselves according to their own learning needs. Finally, geographic distance ceases to be a barrier, allowing privates to expand their social horizons as they exchange ideas with other members of the world(prenominal) society (Davies 2005).Thus, the Integrative aspect of CALL offers such a wide range of options and challenges for second-language learners. However, the Integrative phase does tempt criticism, percenticularly regarding foreign-language acquisition. For example, it can be said that language is basically a social activity. As such, the concept of truly learning one without face-to-face contact may seem prohibitive to some. It can also be argued that Integrative communication tends to isolate rather than draw people together, making the concept of global community seem more unattainable than ever.Proposal for Course LayoutIn order to plan an hard-hitting preparatory ply for international students at this level of study, facilitators must be aware of the variety of material available for improving students language skill, not just one or two texts. The variety and options offered by University-level textbooks and accompanying tools seem endless. Although the standard grammar- hatefuld traditional approach still forms the core of many methodologies, few programs base their programs on a single methodology.Dana Ferris stresses the need to develop a comprehensive error-treatment plan that directly addresses tonality issues regarding linguistic powerfulness in composition and writing (Ferris 2002, 105). According to Ferris, teachers need to realize that differences in students levels of L2 progress will affect both the number and type of errors that they make as well as their ability to process particular types of feedback (Ferris 2002, 56).It is also vitally important to know the needs of the students in the class. This is a point that cannot be stressed enough to effectively plan the class, instructors need to know the basic makeup of individual classes rather than design a curriculum that is based on theoretical conjecture. Use of multimedia and similar resources can greatly facilitate this process.Another aspect to consider in designing a course is that fact that approaches to studying are different in different countries. For example, in the UK and most other communicative countries, students are expected to be very independent. International students should be made aware of the different levels of expectation, as well as strategies for learning to adjust and thrive in this environment. This theory is a key part of the theory of Lowes et al. in their guide for international students. Lowes and his partners are lecturers who have had several y ears experience teaching students at University in the UK. They include specific, real-life examples of the experiences they have had with students from different cultures and countries to demonstrate the relevance of their point.ConclusionIt is clear that the issue of academic preparation programs for international students is complex and controversial. The trend today seems to be leaning heavily towards computer-assisted methodologies, which offer flexibility, convenience, and control for both students and instructors. There also seems to be an increasing awareness that general English-language courses need to be tailored to fit the specific needs of the students who take them, thus enabling them to concentrate on their primary courses of study.By designing a preparatory course that considers the actual levels and the specific needs of international students, the lessons will address relevant issuesissues that will enable students to focus on their primary programme of study to su ccessfully complete their degrees.Reference ListAscher, A.. 2004. Think About Editing An ESL contribute for The Harbrace Handbooks. Boston, MA Thomson.Davies, G. 2005. Computer Assisted Language Learning Where are we now and where are we going? 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