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Transcript of TITLE PAGE (30pt Arial Narrow) - muelcpls.files.wordpress.comPart 1 Arts and Part 2 all streams. 5.0...
Demystifying English
Jennifer Coster, Deputy Director EnglishSibastian Malouf, Manager of Learning and Teaching Quality
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Warmer: Decode the following acronyms
At the English Language Centre we love acronyms. Find out how well you know us by expanding the following acronyms:
IAP ………………………………………………………………………………………..SEU ………………………………………………………………………………………IELTS ……………………………………………………………………………………TOEFL iBT ………………………………………………………………………………ER ………………………………………………………………………………………..ILP ……………………………………………………………………………………….EAP ……………………………………………………………………………………….ESP ……………………………………………………………………………………….JIC…………………………………………………………………………………………
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Objectives:
The objectives of this workshop are to provide you with a better understanding of the English Language Centre’s:
Programs Teachers Pathways Students Entry Requirements Proficiency Tests
We would also like to help you understand our students’ English proficiency levels.
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Activity One: Fast Facts
Find a partner, introduce yourself and your role at Monash College.
Together write down ten things you know about the English Language Centre.
You will have five minutes for this activity, and then you will be required to share your ideas.
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Largest University Owned English Language Centre in Australia
English Programs
Teacher Training
IELTS Testing Centre
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English Programs
Monash English • Available for students at all levels of English language proficiencyMonash English Bridging (aligned with University and Diploma intakes)• Available for students who have narrowly missed the entry requirements for
direct entry in Diplomas or Monash UniversityIntroductory Academic Program (aligned with University intakes)• Available for students who have a full offer for Monash University, compulsory
for Australia Award scholarship studentsCustomised Programs • English programs tailored to client needs (i.e. English for Engineering,
English for Banking and Finance etc.).
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English Language Pathways
Monash English
(10 to 60 weeks)
Foundation Year
Diploma
Monash English Bridging
(10 - 20 weeks)
Monash English Placement Test
(MEPT) or IELTS*IELTS*
Monash UniversityIntroductory Academic Program
Full offer to Monash University
IELTS*
Pathway to Monash College Pathway to Monash University
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Partners Offering English
Partner Program
South East UniversitySuzhou, China
Monash English Bridging for University
Monash University Sunway, Malaysia
Monash English Bridgingfor University
Monash English
Jakarta International College Jakarta, Indonesia
Monash English Bridging for Diplomas
Our English Requirements & Proficiency Levels
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Activity Two: English Proficiency Tests
Can you name the four English proficiency tests approved by Monash and Monash College?
•Cambridge•Pearson Test of English
•TOEFL iBT• IELTS
Test 1
Test 2
Test 4
Test 3
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Monash English Placement Test
The Monash English Placement Test is a paper based test which asses students Grammar, Vocabulary, Reading and Writing.
Administered by Monash approved agents under test conditions.
Sent to the English Language Centre to assess and then Admissions use this score to create a packaged offer.
If fraudulent behaviour is observed, this is reported to the University.
Several agents have been dropped by Monash due to this.
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Monash English (ME) Entry Requirements and PathwaysME2 ME3 ME4 ME5 ME6 ME7
Entry level IELTS 3.5 IELTS 4.0 IELTS 4.5 IELTS 5.0 IELTS 5.5 IELTS 6.0
Foundation Year
FY Extended FY Standard FY Intensive
MEB for Diplomas
MEB DiplomaPart 1 (20 wks)MEB Diploma
Part 2 (20 wks)
MEB DiplomaPart 2 (10 wks)
MEB for University
IELTS test* IELTS test* IELTS test*
MEB Uni Standard(20 wks)
MEB Uni Standard(15 wks)MEB Uni Advanced(20 wks)
MEB Uni Standard(10 wks)MEB Uni Advanced (15 wks)MEB Uni Advanced Plus (20 wks)
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Monash English Bridging (MEB) for Diplomas Entry RequirementsStream 20 weeks
(400 hours)10 weeks(200 hours)
Part 1 all streams except Arts
5.0 (writing 5, no band lower than 4.5)* or successful completion of Monash English Intermediate
Part 1 Arts and Part 2 all streams
5.0 (writing 5, no band lower than 4.5)* or successful completion of Monash English Intermediate
5.5 (writing 5.5, no band lower than 5.0) or successful completion of Monash English Upper Intermediate
* Or other approved English proficiency test.
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Monash English Bridging (MEB) for University Entry RequirementsStream 20 weeks
(400 hours)15 weeks(300 hours)
10 weeks(200 hours)
Standard(courses which require an IELTS 6.5, with no band less than a 6)
IELTS 5.5 No band below 5.0*
IELTS 6.0 No band below 5.0*
IELTS 6.0 W 6.0 No band below 5.0*
Advanced(courses which require an IELTS 7with no band less than a 6, 6.5 or 7)
IELTS 6.0 No band below 6.0*
IELTS 6.5 No band below 6.0*
IELTS 6.5 No band below 6.5*
Advanced Plus(courses which require an IELTS 7.5 with no band less than a 7, 7.5 or 8)
IELTS 6.5R&W 6.0 L&S 7.0*
N/A IELTS 7.0R/W 6.5 L/S 7.5*
* Or other approved English proficiency test.
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Activity Three: Case Studies and Recommended Pathway
I would like you to now work in groups of four. You have each been provided with a case study. Read
your case study and decide on the best pathway for your student.
You will have 8 minutes for this activity. You will then be required to share your case study and
recommended pathway.
Our Students
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Our Students
Top 5 nationality groups in 2016:1. China 2. Japan 3. Saudi Arabia 4. Indonesia 5. Vietnam
• Aged between 17- 40+• Highly motivated • High expectations of their learning
experience
"I have gained experiences inside and outside classroom. I do not have to memorise rules and grammar, but understand and use them in my daily life.. I am really impressed with the number of supports across the campus like the counselling service, career and pathway advice, IELTS session and a student experience session.”Jirayut Prompen, ThailandMonash University English Language Centre student and 2015 Victorian International Education Student of the Year
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What pathway are our students taking?
Foundation Year + Monash University Diplomas + Monash University Monash University Undergraduate Monash University Graduate Monash University Graduate Research Stand Alone Study Groups (we delivered programs for 79 clients in
2016)
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Faculties our students are heading to
• Faculty of Business and Economics• Faculty of Arts• Faculty of Engineering• Faculty of MNHS• Faculty of Science• Faculty of IT• Faculty of Art & Design• Faculty of Law• Faculty of Pharmacy
Our Teachers
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Our Teachers
• All tertiary and TESOL qualified; most with a Masters of Education (TESOL) or Master of Applied Linguistics, many with a PhD
• Range of teaching and curriculum development skills
• Many accredited IELTS examiners• Many with research published and/or
presented at industry-wide conferences• All observed each year and engaged in
their own “Action Teaching”• All provided with regular training and
professional development opportunities• Diverse backgrounds and experience
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Multi-lingual and many have overseas teaching experience
Let’s talk about proficiency – or “So what does ‘IELTS 5’ or ‘IELTS 6’
actually mean?”
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External reference points: CEFR / IELTSActivity 1: Put CEFR and IELTS global statements in order from least to most proficient.
Activity 2: Where would you put students entering: MUFY STD? MEB Uni 10? MU 1st
YR?
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‘Overall’ statements of proficiency
CEFR (B1) Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.Excerpt from Common European Framework of Reference for Languages, ‘Global Scales’ p. 24
IELTS (5.0)
Modest User: Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.
Excerpt from IELTS Guide for Teachers, 2015, p. 6
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‘Overall’ statements of proficiency
CEFR (B1) Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.Excerpt from Common European Framework of Reference for Languages, ‘Global Scales’ p. 24
IELTS (5.0)
Modest User: Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field.
Excerpt from IELTS Guide for Teachers, 2015, p. 6
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What can you expect from a student at Intermediate?
CEFR B1 Speaking sample 1 -Jirat
CEFR B1 Speaking sample 2 -Yvette
Watch 1:10 – approx. 4:20Impressions?What stood out for you?
Watch 0:00 –2:30Impressions?What stood out for you?
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What can you expect from MEB students?
Sample 2 MEB Diplomas Role Play
Watch from 1:00 to 4:45
Sample 3 MEB University Tutorial Discussion
Watch from 0:59 to 4:50
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What about writing?
• Work with a small group.
• Review the 3 samples of writing from MEPT tests.
• Where do you think they sit on the CEFR or IELTS scales?
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What are the implications?
The majority of students coming in through the language centre are B1 to low B2.
Many students exit MUELC courses for MCD/FY at B2(+).
What might be the implications for:– student well-being and adjusting to life in Melbourne– your team within MC– teaching and learning beyond MUELC– transition and retention of students
Wrapping Up
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Activity Four: Self Assessment
To reflect on what you have learnt in the workshop, please complete the following sentences:
1. The most interesting thing I learnt about the English Language Centre was……..
2. I would like to know more about……3. I feel I now understand………
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Activity Five: Classroom Management
During this workshop, we have used a range of techniques to:- Ensure you understand the aims of the workshop- To activate prior knowledge- To check your understanding of instructions- To maximise your individual contribution to the workshop- To provide you with opportunity to learn from your peers- To manage different levels of understanding within the
class- To assess whether we achieved our aims
How did we do this?