English langauge proficiency does not seem to correlate with academic success. So why bother with proficiency standards? Should other models be explored?

1. Why bother with proficiency standards?

2. Our big questions How do students with limited English proficiency get degrees from English speaking institutions? Why should we bother with standards-based instruction and stringent admission requirements? What alternatives are possible?

3. No big answers Case studies to illustrate and frame discussion Priscilla Allen, Assessment Coordinator Stephanie Khan, SCCC Basic Ed and IEP instructor Hee Seung Kang, UW freshman composition instructor Mary Kay Seales, UW AEP and IEP instructor David Morris, UWT interdisciplinary writing instructor

4. Assumption: test scores indicate proficiency University of Washington: TOEFL cut: 92 without AEP / 76 with AEP IELTS cut: 7.0 without AEP / 6.0 with AEP SAT cut: 490 CR or W or lower ACT cut: 21 EWor lower Seattle Central Community College TOEFL 68 (writing 18) IELTS 5.5 (writing 5.0)

5. Some data from UW Fall 2006 admits with TOEFL scores > cut: 76.5% had graduated by summer 2010 < cut: 79.5% had graduated by summer 2010 Time to graduation as good or better than UW average

6. More data from UW No difference in GPA for TOEFL and IELTS scores above and below the cut Possibly a difference in GPA for SAT and ACT scores above and below the cut Why?

7. Seattle Central Community College TOEFL 68; writing 18 Completion of level 6 IEP IELTS 5.5; writing 5.0

8. Task Response • addresses the task only partially; the format may be inappropriate in places • expresses a position but the development is not always clear and there may be no conclusions drawn • presents some main ideas but these are limited and not sufficiently developed; there may be irrelevant detail Coherence and Cohesion • presents information with some organization but there may be a lack of overall progression • makes inadequate, inaccurate or over-use of cohesive devices • may be repetitive because of lack of referencing and substitution • may not write in paragraphs, or paragraphing may be inadequate Vocabulary • uses a limited range of vocabulary, but this is minimally adequate for the task • may make noticeable errors in spelling and/or word formation that may cause some difficulty for the reader Grammar • uses only a limited range of structures • attempts complex sentences but these tend to be less accurate than simple sentences • may make frequent grammatical errors and punctuation may be faulty; errors can cause some difficulty for the reader IELTS level 5 writing descriptors

9. SCCC Data

10. Multilingual Students in Colleges and Universities My background and teaching experience studied abroad at UW (English, Linguistics) taught ESL writing courses at UW taught mainstream first-year composition seminar as well as composition seminars for non-native speakers of English Huge gap/difference: ESL writing vsexpository writing Expectations focus level of writing Language dependent majors vs. engineering, math, biology majors Experience as exchange student; dilemma as a composition instructor Different investment in English language learning

11. Approach to Teaching Diverse Multilingual Students: Support-Model Curriculum Offer English courses for multilingual students in order to provide authentic and targeted support Not a gate keeper support-model Sustained Support Reimagining academic communities as multicultural and multilingual spaces Strengthen Writing Center support for multilingual students, A series of Workshop for multilingual students

12. UW Case Study TEST SCORE %TILE DATE SOURCE ENTERED FULL TEST NAME TOEFLI 83 1/21/08 05-SRF 530 2/08 TOEFLI ETS TOTAL TOEFLL 21 1/21/08 05-SRF 530 2/12/08 TOEFLI LISTEN SUB TOEFLR 25 1/21/08 05-SRF 530 2/12/08 TOEFLI READING SUB TOEFLS 19 1/21/08 05-SRF 530 2/12/08 TOEFLI SPEAKING SUB TOEFLW 18 1/21/08 05-SRF 530 2/12/08 TOEFLI WRITING SUB QTR/YR CLASS MAJOR CU GPA QTR GPA ATTEMPTED EARNED _ AUT/2008 FRESH C/PRESCI 3.43 3.43 17.0 12.0 _ WIN/2009 FRESH C/PRESCI 3.25 3.07 15.0 10.0 _ SPR/2009 FRESH C/PRESCI 2.79 2.10 20.0 15.0 _ SUM/2009 FRESH C/BIOCHM 2.87 3.70 10.0 5.0 _ AUT/2009 FRESH C/BIOCHM 2.88 3.00 16.0 0.0 _ WIN/2010 FRESH C/BIOCHM 2.88 0.00 12.0 1.0 _ SPR/2010 FRESH C/BIOCHM 2.69 1.96 18.0 6.0 _ SUM/2010 SOPH C/BIOCHM 2.61 1.50 5.0 5.0 _ AUT/2010 SOPH C/BIOCHEM 2.38 0.31 18.0 4.0 CUM GPA: 2.38 CUM CR: 58.0 (ATTEMPTED: 90.0)

13. UW Case Study SPR/2009 (4TH QTR AT UW) DEPT CRS TITLECRDGRD CREDIT EARNED: CHEM 162 GENERAL CHEMISTRY 5.0 1.9 ENGL 131 COMPOSITN: EXPOSITN 5.0 2.0 MATH 125 CALC ANALYT GEOM II 5.0 2.5 ENGL 103 WRTNG ABOUT SOURCES 5.0 2.0 SPR/2010 DEPT CRS TITLECRD GRD CREDIT EARNED: BIOL 179 LEARN IN SCI 2.0 W3 BIOL 180 INTRO BIOL5.0 0.0 MATH 125 CALC ANALYT 5.0 3.2 (X2) MATH 307 INTRO TO DIF 3.0 1.6 (X2) MATH 308 MATRIX ALGEBRA 3.0 3.5 (X2) SUM/2010 DEPT CRS TITLE CRD GRD CREDIT EARNED: BIOL 180 INTRO BIOL 5.0 1.5 (X2) AUT/2010 DEPT CRS TITLE CRD GRD CREDIT EARNED BIOL 200 INTRO BIOL 5.0 0.0 DANCE 100 UNDERSTANDING 5.0 W7 MATH 324 ADV MUTIVAR 3.0 NS PHYS 114 GEN PHYS 4.0 0.7 PHYS 117 GEN PHYS 1.0 NC CUM GPA 2.38

16. What’s the best way to “bother” with language proficiency? (academic language programs? Linked support courses? Writing centers? tutoring? all of the above?)

18. UWT Case Study: The task – part 2 Using the ideas and readings discussed in the course, reflect on either of the above questions. Structure your answer in a way that best serves your purposes. Take-home exam question Due via electronic submission by noon, June 9 Approximately 800 words, double spaced

19. The silent tucked American Identity The United States was a political state that only survived on political contracts. Historically this is true until probably in some decades ago. Yet, some may not see it transparently because of the immigrant flowing into the United States as the passage of freedom and the passage for freedom. It is not the case of the immigrant flow that has broken the “we Americans” or could it? Americans in general should notice what makes a person American is anyone who believes in this: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness — That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness. “ One may could see this is the only contract that allows the American residents in general to be protected. One source said “To become an American and to be an American is to share a common belief in...” (Ebeling). The common belief to achieve this “civilized” America that lived the amendments and drive it out to be on displayed. So the “we Americans” is an open door to whomever choose to believe the roots of America is developed upon.

20. …continued America is a “we” country and the country is internationally known as “We Americans.” As for the people living in the United States are looking at this country internally in order to distinguish diverse ethnic groups. Therefore, the notion of “We Americans” is not frequently used internally addition in American society is constantly bringing embracement to diverse customs. These “thems” concepts are representing “themselves,” because their customs are not yet “American” or will not be “American.” It is equivalent as losing the surface of identities and the roots of identities. Erasing one’s origin, like in history when all the European immigrants have fallen to the slogan that refers to their skin color (white) or labeling themselves as Americans. Therefore, America has an internal conflict that probably will never settle. Because of the new American society has little to do with the roots except what media plays as the rude American, the current Americans are being reshaped by the influency by the “them” groups versus the “we” groups. However, going back to the first amendment of the United States Constitution is the freedom of religion practices. America’s national identity is still the same since its beginning of time when it was established after an internal conflict(s) overseas, leaving this land to begin an as political mind, not an identity land. Modern America is its jingoistic citizens This land was already recognized by the natives.

21. Our big questions How do students with limited English proficiency get degrees from English speaking institutions? Should we bother with standards-based instruction and stringent admission requirements? What alternatives are possible?