Download Prerequisites for Successful International Programmes Dec132007ppt

Prerequisites for successful
International Master’s
Programmes
JyU Institutional Seminar 13 December, 2007
Anne Räsänen
Language Centre
STRUCTURE OF PRESENTATION
”International” study context
Research-based quality issues on teaching
Prototype approaches
”International” academic expertise and
employability
Characteristics of successful programmes
Anne Räsänen 2007
”INTERNATIONAL” study context
Main challenge for all parties: to see the multicultural
and international student group as a special resource
World Englishes
Intercultural differences in
Academic practices and competences
Background knowledge and value systems
Rhetorical styles and argumentative structures
Disciplinary cultures and paradigms
Research and ICT skills
Concepts of referencing and plagiarism
Readiness for self-directed and independent learning
Anne Räsänen 2007
RESEARCH-BASED QUALITY ISSUES ON TEACHING
1(2)
Access to language which is used to structure knowledge and to
explain concepts is a prerequisite for content learning (i.e. certain
threshold level of language skills are necessary for academic
achievement)
⇒ Every teacher is in the teaching situation a communication model of an
expert in his/her own field and should be aware of the interface of
language and content in that field (e.g. linguistically demanding vs.
cognitively demanding, culturally embedded, etc.)
⇒ Both written and oral input are needed to serve various learning styles and
differences in academic practices
⇒ Only the core content first, but at the required conceptual level (i.e.
content should not be watered down)
⇒ Learning domain-specific language and communication requires learnercentred instructional designs and interactive pedagogy (in order to
develop efficient learning strategies and study skills)
Anne Räsänen 2007
QUALITY ISSUES ON TEACHING 2(2)
⇒ It is extremely difficult in the evaluation of learning outcomes to distinguish with
certainty whether the student’s problems result from poor content knowledge and
understanding or from inadequate skills of expression
Clear information on academic practices - handbooks, joint planning,
clarified goals and instructions, staff briefing, constant monitoring and
support, shared assessment criteria, etc.
Translation of previous materials is not enough – relevance of content
must be adjusted to multicultural group skills and needs (which the
teacher has to be able to identify)
Much negotiation of meanings is needed in order to develop a supportive
learning environment
Two years is a really short time for adjustment and socialization …
Anne Räsänen 2007
PROTOTYPE APPROACHES TO CONTENT AND
LANGUAGE INTEGRATION IN HIGHER EDUCATION
(adapted from Brinton et al. 1989; p. 19)
1. Theme-based/Discipline-based instruction
One aim: content mastery; language learning incidental; often
lecture-type; one teacher; mixed group
2. ”Sheltered” instruction (CLIL – content and language
integrated learning)
Double focus and aim: content & language mastery; multimodal and learner-centred pedagogy; both learning outcomes
assessed; one or two teachers; non-native speaker group
3. Adjunct model
One aim: content mastery; language learning supported by a
tailored, adjunct module; two teachers in collaboration; mixed
pedagogical approach; assessment separately; mixed group
Anne Räsänen 2007
RATIONALE FOR THE ADJUNCT MODEL
IN THE EUROPEAN CONTEXT
Academic writing and presentation assignments have a key role in
graduate programmes
Writing in a foreign language at the level of abstraction required in
HE is the most demanding language-related task for students
Writing requires many academic study skills: critical reading,
synthesising, analysing, evaluating sources, using dictionaries,
information processing and management skills, as well as knowledge
of discourse conventions of the field
Academic writing and its supervision and assessment are the
biggest challenge to the student’s and teacher’s language
proficiency, requiring both fluency and accuracy
Quality of Master’s theses and graduates’ communication skills are
important for the institution’s image
Anne Räsänen 2007
JyU LANGUAGE POLICY
(regarding international programmes)
Teachers to have sufficient language mastery for the use of
flexible interactive methods and opportunities for professional
development
Students’ skills monitored at admission
Programmes to include development of language & communication
skills
Content relevant for both Finnish and international students
Good briefing of international staff and students about academic
practices
Finnish students’ command of content in the Finnish language to
be catered for
International students to have opportunities to learn Finnish and
Finnish culture
(full Language Policy in English at http://www.jyu.fi/strategia/ )
Anne Räsänen 2007
”INTERNATIONAL” academic expertise – role of language (Räsänen 2005)
GENERAL
COMPETENCES
SPECIFIC
COMPETENCES/
EXPERTISE
SCIENTIFIC &
CRITICAL
THINKING SKILLS
PROBLEMSOLVING
SKILLS
COMMUNICATION
& SOCIAL SKILLS
LIFE-LONG
LEARNING SKILLS
(i.e. ENABLING /
TRANSFERABLE
SKILLS)
ACADEMIC/
DISCIPLINESPECIFIC
EXPERTISE
mastering terminology
and discourse & cultural
conventions of the field
analysing & reporting
using own expertise to
identify, analyse and
evaluate problems and
solutions
making team decisions,
negotiating
receptive and productive
communication skills and
strategies + discourse
competence for language
use in academic and social
contexts
language learning &
metacognitive strategies
self-assessment skills
academic study skills for
task management
RESEARCH AND
INFORMATION
MANAGEMENT
SKILLS
searching & evaluating
materials and information
classifying & note-taking
interpreting, synthesising
& reporting on research
analysing & evaluating
problems and solutions
sharing knowledge,
networking & team working
ICT-mediated
communication and
collaboration
documentation &
presentation skills
media literacy
cultural literacy
use of new learning
environments
peer reviewing
PROFESSIONAL
SKILLS
acting in the profession –
professional practice
(e.g. as a doctor, teacher,
programmer, marketing
manager, teacher, etc.)
solving problems related
to profession
collaborating ,networking
and decision-making with
other professionals
intercultural presentation
& communication skills
strategic communication
skills for e.g. working in
multidisciplinary teams
cultural sensitivity &
tolerance of uncertainty
self-directed learning for
continuous updating of
professional skills
JOB/COMPANYSPECIFIC SKILLS
- developed in the
workplace
IN-HOUSE POLICIES,
SYSTEMS & FOCUSES
e.g. value systems,
applying knowledge
IN-HOUSE POLICIES,
SYSTEMS & FOCUSES
e.g. managing critical
intercultural incidents
IN-HOUSE POLICIES,
SYSTEMS & FOCUSES
e.g. client encounters,
image building
IN-HOUSE POLICIES,
SYSTEMS & FOCUSES
e.g. assessment skills,
continuous learning
COMPETITIVE EDGE FOR GRADUATE EMPLOYABILITY
(according to European labour market surveys)
In addition to solid expertise in the subject matter:
Communication competence and confidence in several
languages (including the mother tongue)
Multicultural competence for networking with people
from different ethnic and cultural backgrounds
Media literacy and good ICT skills
Good presentation, problem-solving, and team working
skills
Life-long learning skills for continuous updating of
expertise and know-how
Anne Räsänen 2007
”INTERNATIONAL” academic expertise
- QUESTIONS TO CONSIDER IN AIMS-SETTING
What is the role and significance of international networking at
your department and in your field?
What kinds of language and communication skills would you like
your graduates to have when they leave your department and
programme (i.e. what skills promote their employability)?
What are the most typical professional profiles of your exgraduates? What communication skills and languages might be
required for them to be successful in their professions and jobs?
What might be the significance of your graduates’ language and
communication skills for the image of your department or
programmes?
Anne Räsänen 2007
CHARACTERISTICS OF SUCCESSFUL PROGRAMMES
Clarified, specified and mutually accepted aims at both institutional
and individual level
Role of language and target language development acknowledged as
an integral part of instructional design and content delivery
Programme overtly promoted by institutional policies, including
infrastructure, incentives, and systematic staff development in
both educational communication and pedagogical skills
An interactive and learner-centred pedagogical approach is
followed, with authentic, relevant and culturally balanced learning
tasks and cross-curricular and cross-disciplinary co-operation
Instructional approach offers rich language input and practice in
appropriate language use, as well as multiple opportunities to
process information and construct knowledge
Multiple forms of assessment and support are in use
Systematic documentation to improve transparency and quality and
to facilitate vertical mobility in line with the Bologna process
Anne Räsänen 2007
REFERENCES
Airey, J. & Linder, C. (forthcoming). Language and the experience of learning university physics in
Sweden. European Journal of Physics.
Bitchener, J. & Basturkmen, H. (2006). Perceptions of the difficulties of postgraduate L2 thesis students
writing the discussion section. Journal of English for Academic Purposes, 5, 1, 4-18.
Braine, G. (2002). Academic literacy and the non-native speaker graduate student. Journal of English for
Academic Purposes, 1, 1, 59-68.
Brewster, J. (1999) Teaching English through Content: supporting good practice. In: Kennedy, C. (ed.).
Innovation and Best Practice. London: Longman and Pearson, 83-95.
Brinton, D.M., Snow, M.A., & Wesche, M.B. (1989). Content-based Second Language Instruction. NY:
Newbury House
Jones, J.F. (1999). From silence to talk: cross-cultural ideas on students’ participation in academic
group discussion. English for Specific Purposes, 18, 3, 243-259.
Klaassen, R.G. (2001). The International University Curriculum: Challenges in English-medium
Engineering Education. Doctoral dissertation. Delft: Technische Universiteit Delft.
Light, G. & Cox, R. (2001). Learning and Teaching in Higher Education. The reflective professional.
London: Sage.
Perry, B. & Stewart, T. (2005). Insights into effective partnership in interdisciplinary team teaching.
System, 33, 4, 563-573.
Räsänen, A. (2005). Pursuing Quality through Institutional Policies. Paper presented at the “Bi- and
Multilingual Universities – Challenges and Future Prospects” Conference, Helsinki. Available at:
http://www.palmenia.helsinki.fi/congress/bilingual2005/presentations/rasanen.pdf
Räsänen, A. & R. Klaassen (2006). From learning outcomes to staff competences in integrated content
and language instruction at the higher education level, in Wilkinson, R., Zegers, V. & van Leeuwen, C.,
(eds.) 2006. Bridging the assessment gap in English-medium higher education. AKS-Series:
Fremdsprachen in Lehre und Forschung. Bochum: AKS-Verlag, 256-280.
Anne Räsänen 2007