Qualities and Qualifications of EFL Professionals: What Do Intensive English Program Administrators Think?

TESOL Journal ◽  
2016 ◽  
Vol 8 (3) ◽  
pp. 675-699 ◽  
Author(s):  
Sumru Akcan ◽  
Belgin Aydin ◽  
A. Cendel Karaman ◽  
Gölge Seferoğlu ◽  
Sibel Korkmazgil ◽  
...  
Keyword(s):  
Intensive English ◽  
Intensive English Program ◽  
Program Administrators ◽  
English Program

Summative Assessment in an IEP

2019 ◽  
pp. 306-327
Author(s):  
Benjamin J. White ◽  
Sumeeta Patnaik
Keyword(s):  
Teacher Collaboration ◽  
Assessment Model ◽  
Intensive English ◽  
Intensive English Program ◽  
Final Exam ◽  
Basic Premise ◽  
Traditional Assessment ◽  
Program Administrators ◽  
Core Courses ◽  
English Program

The purpose of this chapter is to share an assessment model built specifically upon teacher collaboration and, more broadly, to encourage readers to consider the power of collaboration within an intensive English program (IEP). After examining traditional assessment challenges faced by IEPs, the chapter presents a collaborative assessment model, the basic premise of which is that teachers of the same students across three core courses within the same IEP level work together to create a common midterm and final exam. The model is examined in light of the five assessment principles of validity, reliability, practicality, authenticity, and washback. Finally, benefits and challenges of teacher collaboration are considered from the perspective of program administrators.

scholarly journals How to Co-Teach Like Dance Partners

2018 ◽  
Vol 7 ◽  
pp. 23-27
Author(s):  
Rebecca Alegre ◽  
David Kapusta-Pofahl
Keyword(s):  
University Campus ◽  
Intensive English ◽  
Intensive English Program ◽  
Planning Time ◽  
American University ◽  
Roles And Responsibilities ◽  
City Community ◽  
Simple Strategy ◽  
Potential Benefits ◽  
English Program

This article gives a brief overview of an Intensive English Program (IEP) elective class called “Connecting with Your Community,” which the authors developed together as way to teach new international students the basics of interacting with American college students, finding organizations and activities to join on an American university campus, and locating opportunities to get involved in the local city community. As the authors developed the course curriculum, they decided that co-teaching the class would offer the students more one-on-one attention as well has provide more authentic opportunities for discussion about American culture. Co-teaching, at first glance, can seem like a simple strategy; however, there are actually many factors to consider when entering a co-teaching relationship. Both instructors must be aware of the potential benefits and pitfalls of assuming equal responsibility over a group of students and be committed to the success of the course. It is imperative that instructors have a positive working relationship, establish their roles and responsibilities, arrange for co-planning time, and maintain the support of the administration (Friend 2008). This article offers tips about how to effectively and gracefully navigate any challenges that could arise while co-teaching in order to give everyone—both instructors and students—a positive and rewarding experience.

scholarly journals L2 Learners’ Strategic Mental Processes during a Listening Test

2001 ◽  
Vol 23 (2) ◽  
pp. 176 ◽  
Author(s):  
Naoko Taguchi
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Intensive English ◽  
Intensive English Program ◽  
Mental Processes ◽  
Listening Test ◽  
Significant Difference ◽  
Listening Strategies ◽  
English Program ◽  
English Listening Test

This study offers some insights into second language learners’ strategic mental processes during a listening comprehension test. Fifty-four Japanese college students (26 males and 28 females) in an intensive English program took an English listening test and completed a strategy questionnaire immediately after the test. The questionnaire consisting of 42 Likert-scaled items and four openended questions addressed the students’ perceptions of listening strategies used for recovering from comprehension breakdown, compensating for comprehension, and reducing testing anxiety. The questionnaire also asked about the elements that caused comprehension difficulty for the students. The results of the Likert-scaled item section revealed a statistically significant difference between proficient and less proficient listeners in their perceived use of top-down strategies and reported elements of listening difficulty, but no difference in their use of repair, affective, or bottom-up strategies. Analyses of the open-ended responses showed that proficient listeners identified a greater range of strategies. 本研究では、集中英語課程に所属する日本人大学生５４人（男子２６人、 女子２８人）が英語のリスニングテストを受け、そのあとすぐにリスニングス トラテジーに関するアンケートに記入した。アンケートは４２のリカートスケ ールアイテムと４つの記述式アイテムから成り、学生がテストの最中効果的に 英語を聞き取るため、また、テスト不安を少なくするためにどのようなストラ テジーを使ったかを聞いた。また、アンケートは、どのような要素が聞き取り を困難にしたかについても聞いた。リカートスケールアイテムの分析の結果、 テストスコアの良い学生とその他の学生を比べて、トップダウンストラテジー の使い方とリスニングを困難にする要素に違いがあることが分かったが、リペ ア、アフェクテイブ、ボトム\アップストラテジーの使い方には違いは見られな かった。記述式アイテムの分析からは、テストスコアの良い学生はより幅の広 いストラテジーを使っていることが分かった。

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