International students in English language universities
Over a decade ago, Barrett-Lennard (1997) highlighted the lack of essential support for international students in Australia, particularly in preparing for the IELTS and adapting to university learning It was recommended that academic courses be developed to address these needs A study by Krause et al (2005) examined the experiences of first-year students over ten years and revealed that international students were less satisfied with their university experience compared to domestic students, indicating a gap in meeting their expectations.
Likewise, the analysis of the first year experiences of students from equity groups revealed sufficient subgroup differences to warrant institutional strategies designed to meet their specific needs
A study by Ramsay et al (2007) examined first-year students at an Australian university, comparing young (17–21 years), mature-aged, local, and international students The findings revealed no significant differences between young and mature-aged students; however, local students reported a higher level of adjustment compared to their international counterparts These results suggest that universities must give greater attention to the design of first-year programs, particularly for specific categories of students.
The intercultural training approach emphasizes the importance of addressing both general and culture-specific critical incidents It involves practicing responses to unfamiliar and complex situations to reduce stress and improve coping mechanisms within specific contexts This training can include activities that engage both local and international students, fostering connections between diverse groups.
Since the mid-1980s, a learning skills model has been proposed to address the needs of international students in British higher education, as highlighted by Zhou et al (2008) This model emphasizes the importance of training these students in education-culture-specific skills essential for effective learning Key areas for educational interventions include understanding the local education culture, enhancing communicative competence, engaging pedagogically with local peers, and fostering knowledge networks As the recruitment of international students increases, there is a pressing need for British institutions to comprehend the intercultural adaptation process and implement strategies that support these students' learning experiences Gill (2007) notes that a prevalent assumption among British educators is that overseas students
Gill (2007) conducted an in-depth qualitative study on the experiences of Chinese postgraduate students at a British university, revealing a transformative 'stress-adaptation-growth' intercultural learning process The research highlighted the importance of critical reflection and access to both Chinese and Western intellectual resources, leading to students’ increased acceptance of 'otherness' and the development of constructive, tolerant, and critical attitudes The findings suggest that British higher education institutions should formalize credit-bearing courses in transformative intercultural learning to equip these students with essential skills and strategies for academic success.
Weisz and Nicolettou (2004) examined the experiences of 70 Chinese students enrolled in various Australian university Business degrees, revealing that their IELTS scores were inadequate for academic success despite gaining university admission To enhance their English language skills and facilitate their transition into mainstream classes by the second semester, an intensive English language program followed by discipline studies was implemented This approach resulted in students achieving higher average marks in five out of seven subjects compared to their peers who completed the same courses over a 13-week period Additionally, the study found a weak correlation between English language proficiency and academic success in two subjects, suggesting that small class sizes and tailored support programs played a crucial role in helping students overcome language barriers.
Skyrme (2007) examined the experiences of two Chinese international students at a New Zealand university, focusing on their attempts to navigate a specific course and its assessment criteria Although neither student passed the course, one improved his English reading skills and gained a better understanding of the material, while the other struggled due to ineffective previous learning methods and unhelpful advice The large first-year class sizes limited opportunities for small group interactions with teaching staff, which likely impeded the students' ability to identify and adopt effective learning strategies.
better preparation for the practices demanded within the university;
entry requirements addressing more than just English language proficiency;
universities making provision in academic workloads for greater teacher guidance within first-year courses
Ryan and Viete (2009) present a critical view of the internationalisation of Australian higher education, highlighting contradictions in pedagogical practices that prioritize a one-way transmission of Western knowledge without fostering genuine intercultural dialogue They argue that international students are often expected to adapt to rigid norms established by the Western academic system, which leads to the perception of these students as 'deficient' and the implementation of 'remedial' measures for their academic literacy and English skills This debate tends to unfairly attribute the challenges faced by international students to their English proficiency, while Ryan and Viete contend that this perspective misidentifies the underlying issues, as these students are typically screened for their language abilities prior to admission.
The IELTS exam is often considered a benchmark for language proficiency, yet it may not accurately reflect students' ability to navigate the complexities of Anglophone academia While English-language study is essential, it often falls short in preparing students for the discipline-specific language used in lectures and tutorials, which can be overwhelming due to its unique local knowledge and dialects Ryan and Viete (2009) highlight that merely establishing language proficiency thresholds does not alleviate the cognitive challenges faced by students in academic settings Furthermore, local Anglophone students tend to form separate study groups and may overlook the contributions of LBOTE (Language Background Other Than English) students, while lecturers often fail to foster inclusive pedagogies that value diverse perspectives This lack of reciprocity in learning environments diminishes the perceived worth of international students' knowledge, which is often viewed as inferior despite its richness.
In 2009, O’Loughlin and Arkoudis highlighted the challenges faced by students from Language Backgrounds Other Than English (LBOTE) in navigating academic tasks that are often implicitly understood by those in English-speaking Western institutions Their concerns focus not solely on the general language proficiency of these students but on the necessity of supporting them in mastering the specific academic discourse required for their fields They emphasize that gaining legitimacy within their disciplinary communities, particularly in oral communication, is crucial for these students' academic success.
Perceptions of IELTS testing
A study by Coleman et al (2003) explored the perceptions of IELTS among students and staff in Australian, UK, and Chinese institutions The research surveyed participants on their knowledge, attitudes, and beliefs regarding the predictive validity of IELTS for university requirements, the suitability of entry levels, and awareness of unethical practices The findings highlighted a range of insights into how IELTS is viewed across different educational contexts.
A study by Coleman et al revealed that respondents viewed the IELTS Test as highly valid, with students expressing satisfaction regarding their institution's entry scores However, faculty members expressed a desire to raise the minimum IELTS entry score, citing concerns about the English language proficiency of international students.
A survey conducted by Brown and Taylor (2006) on examiners of the revised IELTS Speaking Test highlighted a general approval of its interview format and assessment criteria However, examiners expressed concerns regarding the use of prompts, the phrasing of ranking scales, the evaluation of pronunciation and rehearsed speech, as well as issues related to topic familiarity and the relevance and consistency of the topics presented.
O’Loughlin (2008) investigated the role of IELTS in the university selection process in Australia, focusing on the perceptions of administrative and academic staff as well as students regarding the test's efficacy The primary research question addressed the validity and ethical use of IELTS scores in university admissions Key findings revealed that university staff held various 'folkloric' beliefs about English language proficiency and the IELTS Test, with some beliefs being more substantiated by research than others Notably, there was skepticism about the validity and reliability of IELTS scores in predicting academic success, which O’Loughlin deemed an unrealistic expectation Additionally, the study highlighted a lack of clearly defined equivalence between IELTS and other accepted forms of English proficiency evidence within university selection policies, contrasting the Australian approach with that of a British university.
The selection process for postgraduate international students at Lancaster University is a complex and holistic approach that relies heavily on the subjective recommendations of informed academic staff Key criteria include the applicant's academic background, intellectual capacity, English language proficiency, work experience, personal motivation, and adaptability Additionally, the process considers references from academics and employers, as well as the applicant's case for selection Factors such as the offer-acceptance ratio and insights from agents and scholarship agencies also play a significant role in the decision-making process.
The language sub-skills
Elder and O'Loughlin (2003) explored the relationship between intensive English language study and improvements in IELTS band scores, focusing on 112 LBOTE students across four language centers in Australia and New Zealand They measured students' progress through IELTS academic module scores taken before and after a 10-12 week intensive course Data was collected via pre- and post-study questionnaires and semi-structured interviews with 18 students selected based on their score gains Additionally, administrators and teachers from each institution provided insights into the learning environment and factors influencing students' English language progress The study found that students made varying levels of progress, with an average improvement of approximately half a band score over the three-month period.
Research by Rogers (2004) indicates that exposure to various accents significantly enhances comprehension skills This highlights the importance of integrating diverse English accents into preparatory materials for Asian international students before they study abroad By doing so, educators can better equip students for the range of accents they will encounter at universities Furthermore, since New Zealand universities recognize the IELTS Test as a reliable assessment of students' readiness, it is essential that IELTS preparation materials feature both native and non-native accents in their listening exercises.
Carpenter (2005) emphasizes the challenges faced by NESB students, including difficulties in grasping lecture content and intent, as well as struggles with everyday language comprehension and oral language skills.
Moore and Morton (2005) conducted a study comparing the writing requirements of university assignments and the IELTS test, analyzing a corpus of 155 tasks from two Australian universities Their research revealed that although IELTS writing shares some characteristics with university essays, notable differences exist The findings indicate that IELTS writing aligns more closely with specific public non-academic genres rather than adhering to traditional university writing models.
Research by Mayor (2006) highlights distinct patterns in the writing of Chinese candidates under IELTS test conditions, characterized by a high use of interpersonal references and a dialogic, hortatory style These candidates employed more interrogatives and imperatives compared to Greek counterparts, creating a polemical tone in their English writing Mayor emphasizes that successful Chinese students, who excel in their local education system, may inadvertently carry over practices valued in China that could negatively impact their scores To thrive in English-medium universities, Chinese students must learn and be taught the expected writing conventions of these academic environments.
Mahdavy (2008) highlights key differences between TOEFL and IELTS listening tests in terms of their history, theoretical foundations, research backing, and format, suggesting that IELTS is more content-focused, task-oriented, and authentic In a comparative study involving 151 participants who took the TOEFL listening test and 117 of the same participants who completed an equivalent IELTS test, Mahdavy found a positive correlation between intelligence scores and listening performance on both tests Notably, linguistic intelligence showed a significant relationship with listening ability Consequently, Mahdavy recommends that English language teachers offer additional support to learners with lower linguistic intelligence.
English language proficiency and academic results
In 1993, Vinke and Jochems explored the impact of foreign language learning on academic performance, specifically among Indonesian engineering students at IHE Delft, using TOEFL scores as a baseline They identified a threshold in the relationship between English proficiency and academic success, proposing that within a specific range of TOEFL scores, improved English skills could enhance academic outcomes, while limited proficiency could be mitigated by factors such as age, effort, and mathematical ability Their findings suggested that proficiency improvements outside this range would not significantly affect academic performance The researchers called for further investigation into the variables influencing international students' academic success to establish criteria and implement measures that could enhance their success in English-medium educational environments.
Cotton and Conrow (1998) conducted a review of previous studies examining the link between English proficiency test results and academic outcomes, revealing an equal number of studies showing no statistical significance and those indicating significant correlations, with some yielding inconclusive or mixed results They concluded that the relationship between English proficiency and academic success is more complex than it may initially appear Graham, as cited in Cotton and Conrow (1998, p 75), elaborated on the reasons for this ambiguity.
The ongoing debate surrounding language proficiency encompasses its precise definition, the challenges in reliably and validly assessing it, and the various moderating and intervening variables that influence student performance during testing Additionally, the concept of academic success remains ambiguous and subject to interpretation, complicating efforts to establish clear metrics for achievement.
A significant study referenced by Cotton and Conrow is the Validation Project for the previous ELTS, conducted by Criper and Davies in 1988 This research aimed to assess the predictive, construct, content, and concurrent validity of the ELTS Criper and Davies found that language proficiency accounts for approximately 10% of academic outcomes, with a correlation of 0.3, indicating that while language contributes to academic success, it is not the primary factor Additionally, Cotton and Conrow (1998) evaluated the predictive validity of IELTS at the University of Tasmania.
A study by Cotton and Conrow (1998) revealed that among IELTS subtests, only the reading component showed a moderate positive correlation with students' Grade Point Averages (GPAs), while the speaking subtest exhibited a negative correlation Additionally, staff ratings indicated a weak positive correlation between reading and writing scores and academic performance, with a stronger correlation (r=0.73) between staff ratings and GPAs In the second semester, a link emerged between IELTS Reading and Writing scores and students' self-assessments of their academic performance Although no significant correlations were found for overall IELTS scores, weak correlations were noted between reading and writing subtest scores and two of three academic outcome measures, with reading scores being particularly predictive of future academic success Ultimately, Cotton and Conrow (1998) concluded that language proficiency alone does not guarantee academic success, as other variables may play an equally important role.
Dooey and Oliver (2002) investigated the predictive validity of IELTS within the Faculties of Business, Science, and Engineering, analyzing the correlations between students' semester-weighted averages (SWAs) and IELTS scores across different disciplines They referenced prior research indicating that higher scores on standard English tests correlate with increased academic success, although some studies suggest this impact is primarily significant at lower proficiency levels Their findings revealed that English language proficiency is just one of many factors influencing academic achievement, leading to the conclusion that there is minimal evidence supporting IELTS as a reliable predictor of academic success Notably, they identified the reading module as the most effective predictor, being the only subtest to demonstrate a significant correlation with academic performance.
‘overseas students who do not fully meet admissions criteria in terms of their language may well have the potential to succeed academically’(2002, p 51)
Feast (2002) examined the connection between English language proficiency, measured by IELTS scores, and university performance based on GPA The study addressed whether increasing the minimum IELTS scores for admission would affect the success rates of international students Utilizing multilevel regression analysis on data from 101 international students, Feast identified a positive yet weak correlation between IELTS scores and GPA outcomes The recommendation was to maintain an overall IELTS score of 6.0 for undergraduates and raise it to 6.5 for postgraduates, with a minimum of 6.0 in reading and writing Implementing these changes could lead to a loss of over 40% of prospective undergraduate and 70% of postgraduate international students, while potentially improving GPAs by 0.9% and 4%, respectively Acknowledging the significant impact of these changes, Feast suggested enhancing support for international students.
Bayliss and Ingram (2006) investigated the questions:
The relationship between IELTS scores and language behavior in university students is significant, particularly during the initial six months of their degree program This study examines how well students' language abilities, as indicated by their IELTS scores, translate into their performance across all four macro skills: listening, speaking, reading, and writing Understanding this connection can provide insights into the effectiveness of IELTS as a predictor of academic language proficiency in higher education settings.
2 To what extent is the language behaviour observed adequate for the study program being undertaken by the student?
3 Are there implications for raising or lowering common IELTS requirements for entry to undergraduate or graduate courses?
Twenty-eight international students participated in a comprehensive study involving interviews, questionnaires, and classroom observations across various class types Researchers utilized a rating scale to assess the students' language performance, enabling a comparison of their language behavior with the scores they achieved on the IELTS exam.
Research indicates that IELTS scores can effectively forecast students' language behavior during the initial six months of their study programs, although individual perceptions of language proficiency may differ Additionally, responses to the study varied by Faculty, leading Bayliss and Ingram to propose that raising IELTS entry requirements could be beneficial for courses necessitating spoken English in vocational training early in students' academic journeys.
A study by Phakiti (2008) explored the factors influencing the academic achievement of 125 Chinese international postgraduate students in Australia, focusing on English language proficiency, English reading proficiency, and metacognitive knowledge of strategic reading The students' English language proficiency was assessed using IELTS tests, while their reading proficiency and metacognitive knowledge were evaluated through a Likert-scale questionnaire The findings indicated that English language proficiency, English reading proficiency, and metacognitive knowledge contributed 7%, 10%, and 5% to the students' academic performance, respectively.
A useful overview of the research on the correlation between English proficiency and subsequent academic performance is contained in Davies (2008) and a further useful discussion in Hyatt and Brooks (2009).
International students, English language proficiency and teacher education
Since the early 1970s, language use in the classroom has garnered significant attention in education, particularly with the rise of the language-across-the-curriculum movement Research in this area primarily examines language as a tool for pupil learning, emphasizing teacher language as a pedagogical strategy While extensive studies exist, they often overlook the teacher's language background, despite its implications for effective teaching Notable works in this field include those by Britton, Wilkinson, and Cazden, which explore classroom discourse structures Additionally, teacher proficiency in spoken language has been analyzed, often as a micro-skills issue, focusing on abilities like explaining and questioning Generalist texts for beginning teachers briefly address the use of spoken language in relation to specific language tasks.
questioning (Barry and King, 1988, pp 77ff, 363ff; McBurney-Fry, 2002, pp 87ff; Arends, 2004, pp 429ff; Zwozdiak-Myers and Capel, 2005, pp110ff)
explaining (Barry and King, 1998, pp 63ff; McBurney-Fry, 2002, pp 84ff; Arends, 2004, pp 284ff; Zwozdiak-Myers and Capel, 2005, pp 109-10)
discussing (Barry and King, 1988, pp 372ff; McBurney-Fry, 2002, pp 92-93;Arends,
2004, pp 430ff; Zwozdiak-Myers and Capel, 2005, pp 113-14)
responding to pupils (Barry and King, 1988, p 83ff; McBurney-Fry, 2002, pp 90ff; Arends, 2004, pp 287ff, 312ff, 441ff; Zwozdiak-Myers and Capel, 2005, pp 114; Capel and Gervis, 2005, p 132-33)
In terms of specific language qualities, such texts tend to deal only with the very global notion of
‘clarity of communication’ (Barry and King, 1988, pp 61ff, 354ff; Arends, 2004, pp 283-84)
Based on research focused on non-native-speaker teachers and her own observations, Elder (1993a, p 237) has created a comprehensive list of essential characteristics for effective teacher communication, specifically tailored for non-native-speaker educators.
use of subject-specific language
use of the language of classroom interaction
Elder (1994b) presents a 'partially indicative' inventory of typical teacher tasks related to language use, based on studies of L2 teachers This inventory encompasses various types of interactions, including medium-oriented, message-oriented, activity-oriented, and interactions that facilitate teaching, as well as extra-classroom language use While LBOTE teachers, who instruct in English across different curriculum areas, may not emphasize medium-oriented interactions as much as L2 teachers, the inventory provides valuable insights for understanding the tasks LBOTE teachers face when teaching subject content in a non-native language.
message-oriented interactions: eg explaining, categorising, labelling, presenting information, narrating
activity-oriented interactions: eg giving instructions
framework interactions: eg directing, disciplining, explaining, questioning, responding, rephrasing
extra-classroom language use: eg selecting and preparing material, simplifying texts, writing memos, talking to parents, reading professional development material, attending professional development seminars (Elder, 1994b, pp 6-9)
In Australia, the focus on teacher-specific language proficiency scales has primarily been on foreign language teachers rather than the English proficiency of international student-teachers across various curriculum areas Despite this, two widely recognized English language proficiency scales exist for overseas-trained teachers seeking registration in Australia, assessing the essential macro-skills of reading, writing, speaking, and listening One such test is the International Second Language Proficiency Rating (ISLPR) tailored for teacher registration, where speaking skills are evaluated through interviews on education-related topics and simulated teaching scenarios The listening component involves comprehension of educational texts and socialization themes, while the reading test incorporates curriculum materials and professional publications Additionally, the writing assessment requires candidates to communicate effectively with different audiences, including students and parents, through various written formats, expressing views on education and youth socialization.
The second teacher-specific scale available in Australia is the Professional English Assessment for Teachers (PEAT), developed for the New South Wales Department of Education and Training
The PEAT instrument, recognized across various jurisdictions, assesses the English language competence of overseas trained teachers seeking approval to teach in NSWDET schools Unlike subject matter assessments, PEAT focuses on evaluating English language skills within an educational context, determining if candidates can effectively and confidently engage in a school environment in NSW The Reading Test includes a NSW DET policy text, a workplace-related text, and handwritten pupil writing samples, while the Listening Test features discussions and monologues on education topics In the Writing Test, candidates must create an incident report, a pupil handout, or a note home, and provide written feedback on a pupil's work Speaking skills are assessed through an interview, role play, and presentation Each component emphasizes workplace authenticity and context-specificity, with relevant scores from both the ISLPR (teacher version) and PEAT compared to the IELTS test.
The question of ‘authenticity’ raises many questions about language testing instruments Twenty five years ago Spolsky (1985) asked the question, ‘What are the limits of authenticity in language testing?’
The authenticity of language testing tasks raises critical questions about their validity and the interpretation of results, as highlighted by Spolsky (1985) Elder (1994a) explored this issue in the context of an Italian oral proficiency test for teachers, where candidates were required to adopt the teacher role Raters observed that those who genuinely engaged in this role often simplified their speech and slowed their delivery, which placed them at a linguistic disadvantage Elder concluded that there may be a fundamental conflict between assessing language proficiency, which typically values complexity and range, and specific occupational proficiency, where clarity and simplicity might be prioritized.
In the context of language proficiency among teacher trainees, it is important to recognize that students may not always be addressing a less proficient audience; in many cases, they may be teaching peers who are equally or more proficient in English Elder (1993a) highlighted the differing perspectives of linguistic experts versus native-speaking subject-specialist teachers regarding second language performance This raises the concern that linguistic expertise might hinder the assessment of second language communication's impact on native speakers Elder's study focused on the assessment of English proficiency among LBOTE graduates training to teach Maths and Science in Australian secondary schools, revealing that many struggled to perform effectively in their teaching practices The assessment procedure aimed to identify the language-related challenges faced by these trainees Findings indicated that subject specialist raters prioritized interactive teaching strategies and evaluated language proficiency based on real-world criteria, emphasizing the necessity for teachers to foster conducive classroom learning environments.
Language assessment has often been viewed through the lens of successful task completion, while language experts prioritize the quality of language samples produced during teaching Elder argues that the formulation of an intelligible message can depend on specific knowledge related to a discipline or occupation Therefore, involving subject specialists as assessors is crucial for maintaining test validity, despite potential challenges to reliability.
Hymesian non-linguistic factors, such as sensitivity to audience, interactive skills, and personal style, are essential components of teacher communicative competence, despite not being highly rated in language assessments by experts (Elder, 1993a; Elder and Brown, 1997) Elder and Brown (1997) emphasized the importance of teaching simulations over traditional on-the-job assessments, cautioning against assuming that performance tests are inherently more valid due to their perceived authenticity They argued for a careful alignment between behaviors observed in testing environments and actual performance in real teaching contexts to ensure effective evaluation.
Elder has proposed several principles for testing second language (L2) teachers that are also relevant for teachers of languages spoken by learners from a language background other than English (LBOTE) Given that many potential uses of teacher language cannot be fully captured in assessments, she emphasizes that these guiding principles should inform the testing process.
scope: all four macro-skills should be included, a broad range of language functions and each category of Ellis’ inventory (referred to above)
frequency: giving preference to tasks most frequently performed and greater weighting to speaking
Elder reported on a performance test (Elder, 1994b, pp 11ff) based on these principles, which consisted of:
assigning and modelling a role play
Again, most aspects of such a test would be appropriate in the situation of LBOTE teachers working in English for a range of curriculum areas
Elder has also investigated the predictive validity of IELTS with specific respect to teacher education students at a range of tertiary institutions in Melbourne Specifically (Elder 1993b) she has asked:
Research indicates that performance on the IELTS test serves as a reasonably good predictor of short-term success in postgraduate Diploma of Education courses However, according to Elder (1993b), its predictive power diminishes over time due to improvements in English language proficiency and the various language factors that can influence teaching performance.
When comparing the accuracy of predictions made by IELTS with the screening procedures of various institutions, Elder (1993b, p 82) concluded that there were no significant claims supporting or opposing IELTS in relation to locally-applied methods.
The optimum IELTS threshold for entry into teacher education is above global bands 4.5 for overall and 5.5 for listening, according to Elder However, it's important to consider that various factors such as subject knowledge, cultural adaptability, and understanding of classroom dynamics significantly influence a candidate's progress, and should be factored into the initial selection process.
Scores from the reading, writing, listening, and speaking sections of the IELTS test do not significantly predict the challenges candidates face in coursework tasks However, the data patterns suggest that these scores could be useful in identifying potential language-related difficulties that candidates may encounter in their studies (Elder, 1993b, p 86).
The impact of second language instruction or exposure during the training year on the relationship between predictions and outcomes remains unclear due to a low return rate of questionnaires, which hindered the ability to assess its effect on the accuracy of IELTS predictions (Elder, 1993b, p 87).
International students, teacher education and general support
Success in teacher education relies on more than just academic grades; effective performance during school-based teaching practicums is crucial The classroom language structure differs from other discourse forms, with specific interaction types enhancing student learning Teachers must model essential information accurately, adapt their language for student comprehension, provide clear instructions, and effectively process learner feedback, even when expressed in nonstandard English Non-native speaker teacher trainees require high comprehension levels and flexible expression to succeed in this vital aspect of their education Additionally, effective classroom management hinges on appropriate language use and non-verbal behavior, which necessitates an understanding of teacher-student role relationships that can vary significantly across cultures, potentially leading to communication challenges for those educated in different systems.
In their research on the optimal support for Non-English Speaking Background (NESB) students in teacher education, Cruickshank et al (2003) examined a group of 110 overseas-trained teachers at the University of Sydney from 1999 to 2003 They determined that the most effective support model for international students was content-based, integrating language assistance with specific course content This model encompassed support courses, individual mentoring, tutoring, and self-directed learning, emphasizing the importance of linking language skills to academic subjects (Cruickshank et al., 2003, p 245).
McCluskey's (2004) research examined the experiences of an international teacher education student in rural Queensland, addressing the major cultural differences encountered in schools and their impact on professional roles While the student did not recognize significant cultural differences affecting their role, McCluskey (2008) identified underlying issues that were not communicated to the student, suggesting that timely strategies could have been employed to mitigate these challenges.
A study by Carpenter (2005) at an Australian university revealed that NESB teacher education students struggled with communication due to accented English and faced challenges in adapting to the culture of schooling during their practicum These students experienced a significant 'shock' when dealing with the realities of classroom management, particularly in behavior control Their difficulties highlighted a need for more substantial support from supervising teachers, prompting the School of Education to implement a successful one-to-one mentoring project for a small group of students Carpenter emphasized the necessity for adequate, discipline-specific university support for NESB students.
Campbell et al (2006) examined the challenges faced by international students during their teaching practicum, highlighting that while non-English speaking background (NESB) student teachers share common anxieties with their peers, they also deal with unique language, communication, and cultural barriers that can impede their field experience success The study introduced a program aimed at boosting these students' confidence and skills in their placements Key findings from participant interviews revealed that they became more accustomed to teacher-centred approaches, felt embarrassed when their language was corrected by supervising teachers, particularly in front of children and parents, and experienced significant stress related to behavior management due to an unfamiliar pupil-teacher dynamic.
Spooner-Lane et al (2007) investigated the evolving perceptions of international student teachers enrolled in a one-year teacher training program, focusing on the challenges they encountered during their practicum in Australia Initially, these student teachers expressed confidence about their upcoming experiences; however, their positive perceptions were rooted in a simplistic understanding of teaching The study revealed that their beliefs, shaped by their home countries, often conflicted with the realities of the Australian educational context As they engaged in the practicum, they gained a deeper awareness of the complexities of teaching and recognized the gaps in their knowledge and skills, which ultimately diminished their confidence This experience highlighted the necessity for international student teachers to familiarize themselves with Australian school culture and teaching practices.
In 2007, it was determined that Australian universities could enhance support for international student teachers in their one-year teacher education programs by implementing a differentiated delivery method for practicum This approach should include a gradual developmental strategy and provide mentoring training for supervising teachers.
For LBOTE teacher education students, successful course completion involves addressing a range of language issues, including listening and reading comprehension, academic writing, and the effective performance of oral and written English in classroom settings Additionally, they must navigate the differences in school cultures compared to their own backgrounds.
Site selection
This research investigates graduate entry secondary teacher education students from non-Anglophone backgrounds, focusing on their distribution in key subject areas like Mathematics, Science, Technology, and Languages It was expected that Melbourne and Sydney would have the highest concentrations of these students In late 2008, university registrars in these metropolitan areas were surveyed about the percentage of students subjected to IELTS testing in their 2008 cohorts Course coordinators were also contacted for similar data To ensure a comprehensive understanding, the study included a university in Adelaide known for its international student enrollment in teacher education Ultimately, four teacher education faculties with the largest proportions of relevant students were selected for in-depth interviews.
Site studies
Semi-structured interviews were conducted at universities in Sydney, Melbourne, and Adelaide, involving academic staff, course coordinators, and a Head of Faculty Additionally, focus groups were held with students and academics from different institutions, and representatives from a state teacher registration authority were interviewed The purpose of these interviews was to gather insights on various perspectives related to the courses offered.
1 the English language proficiencies of LBOTE students (specifically those who have been subject to IELTS testing)
The proficiency in the English language significantly impacts the success of students during their practicum, especially when compared to other factors like unfamiliarity with Australian educational practices.
3 the adequacy of current IELTS admissions scores into the relevant courses
4 what an adequate IELTS admissions score into teacher education courses might be
Data analysis
The analysis of the interviews and relevant policy texts used established procedures for data reduction verification (Emerson et al1995; Ezzy 2002; Hatch 2002) Data reduction involved the usual procedures:
1 open coding: assigning labels to meaningful chunks of information (data segments) to analyse the whole data set
2 axial categorisation was used to subdivide this mass of data segments according to their emergent patterns, relationships and themes
3 interpretive summaries were produced focusing on the tentative explanations and conclusions to be drawn from this analysis; these summaries tested the logical consistency of claims
4 data verification was by means of the research team members’ cross-checking each other’s analysis to ensure the robustness of conclusions based on supporting evidence
The following tables present baseline data on IELTS scores for graduate entry into secondary education programs at metropolitan universities in Sydney, Melbourne, and Adelaide that offer teacher education Each table also includes comparative data on general postgraduate entry requirements and the standards set by local teacher registration authorities.
INSTITUTION Graduate entry pre- service courses IELTS scores for entry into Graduate entry pre-service courses
IELTS General university entry level scores (Postgraduate)
IELTS Requirements of NSW Institute of Teaching
Is course specifically targeted at international students?
7.0 overall (min 7.0 in each subset)*
Varies 7.5 overall (min.8.0 in Speaking/
(DipEd) 6.5 overall (min.6.0 in each section) 6.5 overall (min
6.5 overall (min.6.0 in each sub-test) As above No
Bachelor of Teaching in Secondary Education (BTeach)
7.0 overall (min.7.0 in Writing) 6.5 overall (min
6.0 in Writing) As above No
Western Sydney Master of Teaching
6.0 in each subset) 6.5 overall (min.6.0 in each subset) As above No
The terms 'sub-test', 'subset', 'section', 'module', and 'band' are commonly used on university websites to describe the specific components of the IELTS test, which includes distinct areas of Reading, Writing, Listening, and Speaking.
Table 1: IELTS entry score data (Sydney universities)
INSTITUTION Graduate entry pre- service courses
IELTS scores for entry into Graduate entry pre-service courses
IELTS General entry level scores (Postgraduate)
IELTS Requirements of Victorian Institute of Teaching
Is course specifically targeted at international students?
Master of Teaching/Graduate Diploma in Education (MTeach/DipEd)
Varies 7.0 in each band No
7.0 overall 6.5 overall (min.6.0 in each subset) As above Yes
6.5 in each band) 6.5 overall with
6.5 overall (min.6.0 in each subset) As above No
6.5 overall with (min.6.5 on Reading/Listening; min 6.0 on Writing/Speaking)
RMIT University Graduate Diploma of
7.0 overall with 6.5 in each section
6.5 over all with (min.6.0 in each subset)
Victoria University Graduate Diploma in
6.0 on all) 6.5 overall (min.6.0 in each subset) As above No
Table 2: IELTS entry score data (Melbourne universities)
Graduate entry pre- service courses IELTS scores for entry into Graduate entry pre-service courses
Requirements by Teachers Registration Board of South Australia
Is course specifically targeted at international students?
Education (DipEd) 6.5 overall (min 6.0 in all subtests) 6.0 overall
7.0 overall (min.7 in each of the modules)
South Australia Graduate Diploma in
7.0 overall (min 6.5 in Reading/ Writing)
6.5 overall (min 6.0 in Reading/ Writing)
Flinders University Master of Teaching
(MTeach) 7.0 overall (min.7.0 in all sub-bands) 6.0 (min 6.0 in
Speaking/ Writing) As above No
Table 3: IELTS entry score data (Adelaide Universities)
Table 4 outlines the language proficiency requirements set by the teacher registration authority across various states and territories in Australia, excluding the Australian Capital Territory, which currently lacks a mandated authority Additionally, it includes comparative scores from other relevant assessments such as ISLPR, TOEFL, and PEAT.
Teacher registration authority IELTS scores Other recognised tests Who has to meet these requirements?
Institute of Teachers Minimum overall score of 7.5 including a minimum result of 8.0 in both the Speaking and Listening modules and 7.0 in Reading and Writing
ISLPR: at least 4+ in each of the four areas:
Speaking, Listening, Reading and Writing PEAT: Band A in each of the four areas:
Speaking, Listening, Reading and Writing
Applicants whose first language is not English and who obtained their qualifications outside of English-speaking countries (such as Australia, Canada, New Zealand, Ireland, the UK, South Africa, or the USA) must provide evidence of successful English instruction in a school within an English-speaking country for a significant duration.
Teaching Level 7 in each of the areas of Speaking, Listening, Reading and Writing
ISLPR: Level 4 in each of the areas of Speaking, Listening, Reading and Writing PEAT: Band A in each of the areas of Speaking, Listening, Reading and Writing
Applicants who have not completed teacher education qualifications at an Australian institution or in English
Minimum 7 for each of the modules Listening, Reading, Writing and Speaking
ISLPR: minimum score of 4 in each of the macroskills of Listening, Reading, Writing and Speaking
PEAT: Band A in all four components of
Listening, Reading, Writing and Speaking
All teacher registration applicants must note that exceptions are made for graduates from pre-service teacher education programs in Australia, Canada, New Zealand, the Republic of Ireland, South Africa, the United States, and the United Kingdom.
Queensland College of Teachers Minimum 7 in each of the areas of Reading, Writing, Speaking and Listening
ISLPR: 4 for Speaking, Listening and Reading and 3+ for Writing
Individuals who have not completed their preservice teacher education program in English from an exempted country, which includes Australia, Canada, New Zealand, the Republic of Ireland, South Africa, the United Kingdom, and the United States, may face specific requirements.
College of Teachers An overall band score of 8 and if one individual score is less than 8, it must be 7 or 7.5 in either Reading, Writing, Speaking or Listening
Applicants who have not completed secondary education or teacher education in Australia, Canada, Ireland, New Zealand, the United Kingdom, or the United States, or who are not registered teachers in Australia or New Zealand, are ineligible This also applies to individuals from South Africa who have not completed both secondary and teacher education in English.
Board Tasmania Minimum 7 in each of
Speaking, Listening, Reading and Writing
Applicants who have not finished their pre-service teacher education programs in Australia, the Republic of Ireland, Canada, the United Kingdom, New Zealand, the United States, or who are graduates from the University of the South Pacific are ineligible.
7 or higher in each of Listening, Speaking, Reading and Writing
ISLPR: 4 or higher in each of the macro-skills of Listening, Speaking, Reading and Writing PEAT: Band A in all four components of
Listening, Speaking, Reading and Writing
Applicants who did not graduate from pre- service teacher education programs in Australia or English-speaking Canada, New Zealand, Republic of Ireland, and United States of America
Table 4: Language proficiency requirements of Australian teacher registration authorities
5 LBOTE TEACHER EDUCATION STUDENTS’ PERSPECTIVES
A focus group of ten students from the Faculty of Education at a metropolitan university discussed their perceptions of English language proficiency challenges These students were enrolled in a specialized secondary teacher education program designed for international students whose prior degrees were completed in non-English speaking countries.
The focus group comprised educators from diverse backgrounds, including Japanese, one Sri Lankan, and predominantly Chinese or Indian nationalities, specializing in English, Mathematics, English as a Second Language, Japanese, Chinese, and Social Sciences Each participant achieved an overall IELTS score ranging from 6.5 to 7.5 to qualify for the course All members fulfilled their practicum requirements, with the majority having completed the course successfully Responses from the focus group are detailed below, organized by question.
Having been in your teacher education course now for some time, what are your
your views on the demands of the course in terms of your English language proficiency?
Students listed their specific language-related problems as follows:
Familiarizing oneself with Australian colloquial language and idioms is essential for effective communication with local students and practicum pupils One student noted the frequent use of the word 'like' among their pupils, highlighting the importance of understanding regional speech patterns.
The students acknowledged that their use of colloquial language reflected their comfort in their first language (L1), yet they perceived this informal speech as a barrier to effective communication with their peers This contrast with their own educational experiences in learning English highlighted the challenges they faced in bridging the gap between casual language and academic discourse.
the academic English demands of their course, both in terms of academic writing conventions and of the language of instruction
the issue of accent This was an issue in their understanding of others, but especially in others’ understanding of them, including lecturers, fellow students and their practicum pupils
certain pronunciation conventions, which differed between countries Speed of speaking was also, of course, a related issue
Semantic differences in mathematical terminology have significantly affected communication in schools, particularly for Mathematics Method students For instance, Indian students interpret the phrase "2 into 3" as "2 x 3," while in Australian education, it refers to division These contrasting meanings have led to misunderstandings in the classroom, requiring intervention from supervising teachers Consequently, the language used in mathematics can pose challenges for some students, highlighting the need for clarity in educational contexts.
Language challenges identified by teacher education students during their practicum often resemble those faced by anyone learning a foreign language However, what may seem like minor issues, such as teenage colloquialisms, become significantly amplified in the context of teaching The public nature of English communication—particularly in speaking, writing, and listening—creates heightened pressure for these students This urgency is especially evident when they must respond to pupils in real-time, requiring quick thinking and on-the-spot formulation of answers in English Unlike more planned forms of communication, this spontaneous interaction demands a level of comfort and fluency that can be daunting for student teachers One student aptly captured this challenge, highlighting the necessity for local student teachers to adapt swiftly in their teaching environments.
In the context of classroom interaction, the ability to effectively engage in dialogue is crucial, especially when comparing students' linguistic skills Everyday linguistic challenges take on new significance in higher education, particularly when English must be actively utilized While students identified academic English as a concern, they recognized the substantial support provided by the Faculty of Education to enhance their proficiency in this area.
What interventions have been put into place to support you in terms of English
English language proficiency? Have these been suitable/adequate?
The Faculty of Education in question has in place a number of support mechanisms for these students These include:
a series of four course units which are peculiar to this international cohort- specifically:
- an English language unit aimed at increasingly sophisticated understandings of language use in a range of contexts, including the discipline of Education
Australian education offers a unique experience through structured school visits, including lesson observations that provide valuable insights into diverse teaching methods This unit, comprising 4 hours of weekly visits over a span of 10-12 weeks, includes visits to both urban and rural schools, enriching the learning experience and fostering a deeper understanding of educational practices across different environments.
The Learning and Teaching unit offers a two-hour weekly support workshop focused on enhancing both survival and academic English skills This workshop is designed to assist students with assignments, referencing, group projects, and presentation skills, emphasizing analysis and critical reflection.
the Faculty employment of a PhD student to assist students with aspects of assignments This student 'supports the support workshops'
use of a retired teacher to mentor students in groups
The 2009 students benefited from mentorship provided by alumni, primarily composed of teachers, extending support beyond just 'at risk' students This initiative fosters a sense of community, with the entire group convening biweekly to discuss language and cultural integration.
Eighteen students are participating in an international initiative across four schools, where each student is assigned to a designated mentor responsible for conducting one or two workshops focused on acculturation as part of their practicum experience.
The students find the English language unit especially ‘very useful’, as it covers a range of academic English concerns such as: report and essay writing; giving presentations, and critical analysis
Students highlighted the advantages of attending classes alongside local peers, emphasizing the support and cultural integration it provided, which in turn boosted their confidence in interacting with their own students They acknowledged that skills acquired in one domain could be applied to others but unanimously agreed that additional focus on academic writing would be beneficial.
Where is the need for support greatest (eg through your study program, through
Most students felt that there was an equal need for support in both academic university work and preparing for practicum In terms of the latter, key issues were:
how to teach the content well
whether one is a good presenter
understanding pupils’ language and culture
understanding the language of other teachers
having a quick response ready to student questions and answers
Students emphasized the importance of slowing down their speech for better communication They noted that, as time passed, both they and their pupils became accustomed to each other's pace, although the students exhibited more patience in this adjustment than their pupils did.
Are other issues more important than just language proficiency in supporting your
your success (eg becoming familiar with the cultures of Australian schools)?
becoming familiar with Western academic culture Issues such as confronting 'plagiarism’ as a concept for the first time were mentioned here
becoming familiar with the cultures of Australian schools Many issues were dealt with here and the following list captures the key ideas:
Students highlighted a significant difference in respect for teachers between Australian schools and their home countries, noting that in their cultures, students were generally more formal and well-behaved, automatically respecting teachers In contrast, they observed that in Australia, respect must be earned Additionally, education was perceived as a vital component for success by both students and parents in their home environments, indicating a differing value placed on education across cultures.
- Australian schools being perceived as ‘more student-centred’ than in their home countries
- the differentiation of curriculum in Australia for specific pupil/pupil groups
Students expressed a desire for a less examination-focused approach to education, as the prevalence of exams in their home countries heavily influenced the curriculum They viewed this examination culture not strictly as negative or positive, but rather as an inherent aspect of the educational ethos that they associate with achieving success.
Behavior management is closely related to acculturation, particularly regarding respect for teachers; many students noted that in their home countries, misbehaving students faced exclusion from school However, they acknowledged that behavior management is equally significant for local students and merits separate consideration This highlights the importance of addressing behavior management as a critical issue within the educational environment.
- needed more knowledge (‘the more we know, the more we can prepare’) and
- depended heavily on language for success (‘When you deal with this issue, you need to negotiate with them, so communication is very important’)
Many students favored the Australian curriculum's emphasis on individual learning, contrasting it with the 'teacher-centred' approach of their home curriculum, which they felt did not guarantee effective learning One student expressed a desire to teach in Australia, stating, “I couldn’t teach at home…it's not actual teaching…I'd be happy to teach here.” They believed that the high expectations in Australia led to more engaging lessons While their views may stem from an idealized perception of students in their home countries as more compliant, these students also recognized broader challenges beyond language barriers, including shared concerns about behavior management, which are common among novice teachers (Arends, 2004; Leask and Moorhouse, 2005).
Have your practicum schools identified English language proficiency as an issue
an issue for you? What about other issues (such as becoming familiar with Australian school cultures)?
Many students expressed that language competence was a significant concern within their schools However, an equal number believed that their challenges were perceived by the schools as similar to those faced by local students.
In the light of this, what do you think of the adequacy of your IELTS score for
for entry into teacher education and what do you think an adequate score would be?
Students expressed strong concerns about the inconsistency of IELTS scores, highlighting their experiences of achieving high grades in academic writing courses while receiving low scores on the IELTS writing section Despite feeling proficient in English after two years in Australia, they believed that IELTS did not accurately measure their language abilities or predict their success A significant issue for these students was the disparity between their perceived language skills and their IELTS scores They argued that success in the speaking and writing components of the Academic tests heavily relied on prior knowledge of the given topics, emphasizing that the topics themselves were crucial This perspective led them to conclude that IELTS functioned more as a test of knowledge rather than a true assessment of language proficiency.
Students unanimously agreed that a score of '6' is insufficient for admission into a teacher education course, even with two years of language study Conversely, a score of '6.5' was considered an acceptable minimum, establishing it as the baseline requirement for entry into the program.
6 THE PERSPECTIVES OF REPRESENTATIVES OF ONE STATE
Interviews were conducted with the representatives of one state teacher registration authority
1 What is your feedback from schools on the English language proficiency of newly graduated teachers who have been subject to IELTS testing?
2 Are other issues more important to schools than just language proficiency in the success of such newly graduated teachers (eg becoming familiar with Australian school cultures)?
3 What support mechanisms are in place in the state system itself to support such newly graduated teachers?
4 In the light of this, what do you think of the adequacy of IELTS scores for entry into teacher education?
5 What do you think an adequate score would be?
Participants were asked to compare their experiences with the PEAT instrument utilized by NSWDET Although originally developed in New South Wales, the details of PEAT are recognized across all other states The findings are presented in full, rather than segmented by individual questions.
Teachers from non-Anglophone countries face ongoing cultural and value challenges in schools, prompting the main employing authority in the state to implement a pre-employment program This program familiarizes teachers with the socio-cultural dynamics, curriculum, and assessment practices of the education system The team overseeing this initiative provides continuous professional support, and interviewees believe that the PEAT assessment has been embraced by the broader educational community They assert that the required PEAT scores are higher than the generally accepted IELTS scores for teacher education entry, suggesting that a PEAT score is 'definitely' above 7.5 in IELTS This discrepancy raises concerns about fairness in university admissions, as lenient entry requirements may leave students unprepared for academic challenges and employer expectations With only about 30% of students passing PEAT on their first attempt, interviewees advocate for a minimum IELTS score of '7' for teacher education admission, believing this would better prepare students to achieve '7.5' by the end of longer courses.
Experts believe that students starting an IELTS program with scores of '6' or '6.5' are unlikely to achieve a '7.5' even after two years They recommend that the entry score for IELTS should meet or exceed the state registration requirements, ensuring that students have sufficient time to improve their scores beyond the minimum standards.
7 AUSTRALIAN TEACHER EDUCATORS’ PERSPECTIVES ON THE IELTS
Background
The Faculty of Education 1 offers a comprehensive graduate entry Master's program designed for pre-service secondary teachers, with a notable proportion of LBOTE (Language Background Other Than English) students, who are all Permanent Residents or citizens This demographic is particularly prevalent in Maths, Science, and Computing Methods, with a majority hailing from the Middle East and the Indian subcontinent.
The Faculty of Education 2 offers a specialized Master's program exclusively for international students, primarily from India and China, with a few from Japan and other countries This two-year, full-fee-paying course focuses on various subject methods, particularly in Maths, Science, and Languages Other Than English (LOTE), specifically Chinese, which is now subject to placement quotas Unlike local students pursuing a shorter Diploma in Education, international students often seek Permanent Residency despite their student visa status Starting in 2010, the Master's program will also include local students, integrating international students into a larger cohort.
The Faculty of Education 3 offers a one-year Diploma of Education (Secondary) program, which can be pursued part-time over two years by domestic students A notable feature of this program is its significant enrollment of Language Background Other Than English (LBOTE) students, who predominantly hold Permanent Residency or citizenship.
Faculty of Education 4 runs a graduate entry Masters level course over 4 trimesters (1.5 years) full- time for pre-service secondary teachers, with an embedded 3-trimester Graduate Diploma of
The Faculty offers a Graduate Diploma for students, with a notable percentage of LBOTE (Language Background Other Than English) students compared to other universities Previously, the Faculty provided a Master of Teaching program tailored specifically for international students.
Research indicates that Faculties of Education have a significant population of LBOTE (Language Background Other Than English) students Academics from one particular Faculty shared their insights on the motivations behind LBOTE student-teachers pursuing secondary teacher education.
Many educators enter secondary teaching believing it will be less challenging, as they can focus on their specialized discipline studied at university In contrast, primary education requires teachers to adopt a generalist approach, with the exception of subjects like Languages and Music.
International students and children of migrants often feel confident in teaching secondary school subjects, particularly in Maths and Science, due to their tertiary education in these areas However, the requirement to teach English as a language in primary education poses a challenge, potentially discouraging international students from pursuing teaching positions.
In what follows, the academics’ answers to the interview/focus group questions are reported by question.
What are your views on the English language proficiency of your international
students who have been subject to IELTS testing?
7.2.1 Fitness for purpose of the test
Language testing inherently fails to capture a student's complete capability to integrate into an academic community, leading some academics to argue that relying solely on these tests for student entry is problematic, emphasizing that "English language proficiency is not the only issue." Additionally, there is a consensus that language assessments should be tailored to specific occupations to ensure relevance and effectiveness.
The IELTS speaking test lacks relevance for teacher education students, as it does not require significant flexibility in expression While it is a necessary assessment mandated by the institution, its utility in teacher education is often limited.
Critics of language tests, such as IELTS, argue that identical scores can mask significant disparities in language proficiency among students Academics highlight that variations in sub-skills, particularly in speaking and writing, contribute to these inconsistencies Even students achieving scores well above the minimum required for their courses exhibit noticeable differences in their language abilities This raises concerns about the validity of using similar scores to gauge consistent language skills Conversely, some argue that these tests serve their intended purpose effectively.
The IELTS is widely regarded as the premier English language proficiency test, effectively assessing the capabilities of international student-teachers in both academic and general contexts As a speaking and writing examiner, I find the Written Test particularly valuable for evaluating students' readiness for academic studies, while the General English test provides insights into their reading and writing skills The Speaking Test is also commendable, delivering informative results within a constrained timeframe Overall, the IELTS Test offers significant insights into a candidate's language proficiency.
Academics have differing views on the challenges faced by LBOTE students, with some believing that these students exhibit stronger oral skills than written ones, indicating that their issues do not arise in conversation They argue that while these students can engage effectively in spoken dialogue, they struggle with reading, writing, and grasping nuances at a level suitable for their Master’s degree Conversely, other academics contend that the problems are more complex and pervasive.
LBOTE students often face challenges in verbal communication, particularly in speaking and, to a lesser extent, listening While their reading and writing skills are generally strong, especially at the pre-service level, and they can complete assignments effectively, there is no assurance that they can engage in meaningful conversations about the content.
At the Master's level, academic writing is crucial for course completion, often overshadowing classroom participation This raises questions about the inclusion of international students who are eager to enroll in our programs.
It is questionable whether we should exclude international students from our programs solely based on their speaking abilities While proficiency in speaking is important, many students excel in reading and writing, and we must consider how we assess speaking skills amidst a high volume of applicants.
Evaluating specific skills like speaking requires a nuanced approach, as academics differentiate between students' abilities in private conversations and public speaking, such as during tutorial presentations They argue that distinctions in these contexts are essential for understanding students' proficiency in academic discourse.
LBOTE students have become increasingly prominent in their courses, highlighting specific challenges related to their spoken language performance in practicum classrooms An academic emphasized the importance of developing occupation-specific skills to address these complexities effectively.
International students must possess strong skills to reformulate ideas and communicate grammatically accurate messages Effective questioning is essential, as students often ask questions in ungrammatical ways, and they need to recognize when inquiries are made, even if phrased as statements Therefore, listening and speaking skills must include these capabilities Additionally, the ability to use speculative language is crucial across all subject areas, along with a reasonable command of conditionals Intelligible pronunciation is also necessary, though it does not require conforming to a specific accent; rather, it embraces diversity while ensuring clear communication.
Australian universities are increasingly recruiting international students, raising concerns among teacher educators about the students' limited English language proficiency This tension is particularly evident in some faculties, where academics are advocating for higher IELTS scores to ensure better language skills among incoming students.
Higher-level decision-makers often aim for lower scores to increase international student enrollment, highlighting a tension noted by Feast (2002) It's important to recognize that in the faculties under discussion, many Language Background Other Than English (LBOTE) students are already Permanent Residents and do not belong to the group of students on visas.
Many international students enter teacher education programs via university-created pathways, such as English language colleges However, their English proficiency is often perceived as inadequate, with concerns that they are not reassessed through IELTS before starting their university courses This situation reflects the broader university initiative to boost international student enrollment Additionally, there are worries about unrealistic expectations from university management regarding the speed of language improvement among these students, which places significant pressure on language and learning support staff.
Proficiency in the English language is a complex issue in itself, subsuming a web of inter-related issues:
the technical language of the subject these students teach
academic English - the critical and analytical
the spoken and written language demands of the profession in general: not just functioning ‘on their feet’ in the classroom, but producing material for students, communicating with parents etc
the everyday language of the pupils in their classrooms
the ability to be able to transform subject knowledge into explanations that are understandable by their pupils
Academics recognize a significant need for support in language proficiency, as students often possess theoretical knowledge of grammar but struggle with practical language production and comprehension This gap can hinder their ability to teach effectively, suggesting that occupation-specific assessments may be necessary One academic noted that cultural factors can lead students to disengage after making mistakes, which can obscure their challenges from instructors Additionally, written English presents substantial difficulties, with grammar, vocabulary, and semantic issues being particularly critical Overall, addressing these language challenges is essential for improving student engagement and success.
Are you doing any internal testing of the English language proficiency of such students?
At the start of the academic year, the Faculty of Education administers a literacy test to all incoming students during orientation to assess their academic literacy levels Typically, students who have previously taken the IELTS test are required to participate in this evaluation.
‘visible’ by this test The particular test picks up comprehension and interpretation problems and also reveals some students who have been out of the academic milieu for a while
Another Faculty threw into focus some of the problems with internal testing:
Until two years ago, we utilized a validated oral proficiency test developed during a research project, which yielded reliable results As the number of international students increased, the sole organizer of the test became overwhelmed, making it challenging to conduct interviews, often held by phone at odd hours for students in locations like Hong Kong and Japan Ultimately, the Dean recognized the workload issue and decided to discontinue the test.
The details of this internal test are worth noting:
The article explores how students can engage with their subject specialisms by analyzing diagrams, prompting them to consider what the diagram represents, the relevant teaching topics, and their existing knowledge on the subject This approach encourages deeper understanding and application of their academic expertise.
Students were allotted 15 minutes for preparation, during which they were encouraged to consider an issue they wished to discuss with the two assessors, such as classroom management.
this issue was discussed and then students were asked to summarise the academics’ responses and to ask further clarifying questions
students were assessed on this discussion and on the subject-specific discussion in terms of both speaking and listening
the two raters moderated their results
scoring system: doesn’t need any support; needs some support; needs moderate support; needs a significant amount of support - those in the last category would not survive in the course
occasionally, a writing assessment task was also required if a student was regarded as
This test exemplifies a focused approach to addressing student testing concerns related to academic workload Previously, one faculty conducted interviews with all prospective students but has now limited this practice to international applicants and those whose applications indicate a need for additional support.
What interventions have you put into place to support these students in terms of
of English language proficiency? How have these been funded?
During orientation, students in one Faculty undergo testing, followed by academic seminars provided by the Learning Assistance Unit for those identified as needing support These seminars focus on essential skills such as reading, writing, interpretation, and spoken language in teaching Additionally, students who perform poorly on the screening test receive 60 hours of mentoring from local peers as part of a professional experience unit A module on 'spoken language and teaching' is conducted after the first week of practicum, where participants engage in discussions and role-plays based on their experiences While these discussions are deemed beneficial, the short duration of the Master of Teaching program poses challenges, as many students rush to complete the course within 12 months due to financial constraints Lecturers emphasize the need for increased support prior to the course's commencement, especially for LBOTE students who often arrive with confidence but struggle during practicum and may miss out on crucial workshop support Funding for these initiatives varies yearly, depending on the Faculty's financial resources.
In a second Faculty, the following interventions are in place:
(1) The inclusion in the course of four units which are peculiar to this international cohort These are:
an English language unit aimed at increasingly sophisticated understandings of language use in a range of contexts including the discipline of Education
This unit offers an introduction to Australian education through school visits that include lesson observations, with some visits taking place at rural schools Spanning 10-12 weeks, the program includes 4 hours of school visits each week, complemented by an additional 2-hour weekly support workshop provided by the Learning and Teaching unit, focusing on essential 'survival' English skills.
‘academic’ English (especially analysis and critical reflection) and is especially aimed at assignments, referencing, group assignments, giving presentations
The Faculty has decided to include an international cohort in the new Master of Teaching degree for secondary students, with the English language unit and an introduction to Australian education as key support components While other Faculties acknowledge the advantages of credit-bearing units for international students, some university administrators view these units as unsuitable for the Master's level Additionally, offering non-credit courses can create significant financial burdens for Faculties of Education.
(2) the Faculty employment of a PhD student to assist students with aspects of assignments This student 'supports the support workshops'
(3) use of a retired teacher to mentor students in groups
Alumni, primarily consisting of teachers, serve as additional mentors, enhancing support for students In 2009, every student was paired with a mentor, expanding the initiative beyond just 'at-risk' individuals The entire group participates in bi-weekly meetings focused on language development and cultural integration.
Eighteen students are participating in an international initiative across four schools, where they are assigned to a dedicated mentor responsible for conducting one or two workshops focused on acculturation as part of their practicum experience.
The course coordinator aims to enhance support through increased use of video classroom scenarios and student self-critique in micro-teaching contexts, potentially incorporating web technologies like Second Life for role-playing The Faculty Head highlighted that while some initiatives are funded by the Faculty, others rely on the generosity of staff, raising sustainability concerns Additionally, secondary schools involved in practicum provide valuable resources and significant in-kind support Interviews with lecturers revealed a strong commitment from the Faculty, with educators dedicating extra time and assistance to help students succeed.
A lecturer observed that his teaching approach was influenced by the presence of LBOTE students, noting that simply being approachable and available for assistance served as a significant intervention in the learning process.
International students receive diverse Faculty-based support across the remaining two Faculties, reflecting strong academic backing for LBOTE students This support is preferred to be integrated within the Faculties rather than outsourced to an academic skills unit, which often lacks sufficient time due to its own demands Current Faculty-based supports encompass various forms of assistance tailored to meet the needs of these students.
Reading study groups for LBOTE students involve small group discussions of assigned readings and one-on-one consultations with a funded staff member, though securing ongoing funding for this position remains a challenge Ideally, the Faculty should provide consistent support throughout the year, ideally one day per week, from a trained individual with a Master's Degree in the relevant subject area This support could be offered by an ex-student or a high-performing student who can assist in small group reading sessions and address additional concerns, including counseling.
(2) extra group tutorials provided for students by Faculty staff - though such service provision depends on the amount of time staff have available
(4) a teacher education camp At the beginning of the year, in the second week of semester, one teacher education program takes all its students on a two day camp:
For many international students, attending a camp focused on outdoor Science activities is a novel experience The camp includes engaging activities like the 'egg drop' challenge, where students create parachutes from natural materials to prevent an egg from breaking when dropped Participants also explore a sensory trail on the beach, enhancing their understanding of tidal action, which connects to their teaching curriculum This setting allows educators to assess the strengths and challenges of the students while fostering collaboration with local high school pupils On the second day, Year Seven students join the camp, providing an opportunity for international student-teachers to engage with them about the transition from primary to secondary school This supportive environment helps student-teachers familiarize themselves with the interests of school pupils, promoting inclusivity and connection within the group However, some students may find the experience overwhelming and challenging, as it differs significantly from their previous experiences, leaving them uncertain about expectations despite working in small groups.
(pupils) should learn or what teachers can do That can be difficult for them to negotiate, becoming more open and flexible.”
The university does not allocate funding for the teacher education camp, except for academic staff, leading to a reduction in its duration from a week to just two days and one night Traditionally, such initiatives are supported by the Faculties, but many universities have shifted to centralizing student support services, which diminishes their visibility and subsequently decreases their utilization, undermining claims of available support.
Are other issues more important than just language in supporting these students (eg becoming familiar with Australian schools)?
students (eg becoming familiar with Australian schools)?
Academics highlight that field-based courses, such as teaching and nursing, present unique challenges for students While international programs focus on language proficiency, experts argue that this aspect is merely one part of the overall 'performance.' They emphasize that the primary concern should be on 'adjustment' to the practical demands of these professions.
Local students often possess an inherent familiarity with their cultural and educational contexts, which can create the illusion of greater proficiency compared to international students who may struggle with unfamiliar settings During the initial four to five weeks of the academic year, prior to their practicum, student-teachers frequently express anxieties regarding interactions with pupils, cultural differences, and language barriers Common concerns include doubts about understanding student communication and gauging student comprehension These student-teachers tend to prioritize their own image and teaching performance over student learning, reflecting a widespread trend observed in teacher education programs.
Familiarization with Australian schools poses significant challenges for students, particularly during practicum experiences where they confront both the unfamiliarity of Australian culture and the unique dynamics of its educational system Many LBOTE (Language Background Other Than English) students come from diverse classroom environments, leading to a noticeable disconnect between their previous learning experiences and the teaching methods employed in Australia This disjunction often results in a preference for lecture-style delivery among these students Additionally, LBOTE students with prior teaching experience from their home countries, especially those residing in Australia rather than on student visas, may face even greater difficulties in adapting to the local educational practices.
While many may possess the qualifications to teach English as a Foreign Language, they often struggle with adapting to the Australian educational environment Key challenges include understanding how to interact with peers and supervisors and grasping their responsibilities Therefore, it is essential for these educators to receive specialized preparation and acculturation to the Australian education system before entering schools This situation ultimately disadvantages local educators, who, as citizens, are not required to take an IELTS test.
An academic highlighted that language barriers in the practicum pose significant challenges, particularly in interactive questioning While spoken delivery is a concern, the main issue lies in students' ability to engage effectively with pupils Often, students ask questions but fail to comprehend the responses, leading to inappropriate reactions to pupil inquiries and answers.
In Australia, effective communication hinges on the ability to promptly grasp the message and respond without unnecessary delays or filler words This responsiveness demonstrates active listening and ensures a smooth flow of conversation, reflecting a thoughtful engagement with the topic at hand.
Listening comprehension is a significant challenge for teachers, as highlighted by Elder's research, which emphasizes that effective listening skills are essential for success in teacher education courses Unlike writing and speaking, which can be prepared ahead of time, listening and responding require real-time engagement, leading to potential difficulties Moreover, the intricacies of language are closely tied to acculturation issues, making the listening process even more complex.
Confidence among international student-teachers, particularly in their speaking abilities, fosters a sense of comfort that encourages them to explore their thoughts and surroundings This interconnectedness cultivates a feeling of community, prompting them to seek assistance To thrive, they must be in an environment where they can relax and experiment without hesitation.
Academics have recognized a disconnect between the learning experiences Australian school students anticipate and their readiness to embrace these experiences as essential to their teacher education.
The attitude of international students significantly influences their adaptability to new educational systems, particularly regarding their openness to different teaching approaches Some students may be deeply rooted in their cultural contexts, holding strong beliefs about traditional, transmissive teaching methods that prioritize listening over questioning This mindset can pose additional challenges, especially as they strive to improve their English proficiency Open-mindedness is crucial for educators, enabling them to embrace diverse perspectives on learning and teaching International students must reflect on their preconceived notions and assess their relevance within the Australian educational context Encouraging them to question their views and explore alternative ideas through their teacher education programs can foster a more enriching learning experience.
Students often struggle with classroom management, particularly LBOTE students who view their education as predominantly passive, leading to a desire for earned respect rather than automatic acknowledgment This can result in feelings of inadequacy, causing them to adapt to Australian classrooms by the end of their practicum While some academics argue that these challenges are similar to those faced by local students, others believe that pupils are generally tolerant and open to collaborating with teachers who strive to establish rapport.
The engagement of LBOTE students in field-based experiences highlights the university program's responsibility to address potential conflicts in pedagogical culture.
Our teacher education program is grounded in principles that foster open dialogue with students about our practices We acknowledge that student-teachers may not always agree with our methods, highlighting the disconnect between university theory and school reality By creating classroom experiences, we encourage them to critically examine their own teaching practices.
Making diversity a focus of educational practice was seen as valuable:
Educational diversity is essential, yet many teacher education courses remain culturally specific rather than truly internationalized Despite efforts to incorporate global perspectives, these programs often fall short, occasionally referencing international examples or student experiences without fully engaging them Additionally, international students may lack knowledge about their own education systems and may be hesitant to share their experiences, further limiting the diversity of perspectives in these courses.
Assessment in their academic program is a key source of anxiety for these students:
Teacher education programs are inundated with assessments, which can be overwhelming for students This includes a significant amount of reflective writing, lesson planning, and rationale writing, differing greatly from the academic writing many are accustomed to International students, particularly those from Science backgrounds, often struggle with extensive writing tasks as they may have little prior experience in academic writing Consequently, assessments remain a central focus throughout the academic year.
Where is the need for support most evident (eg through their study program,
Academics emphasized the necessity of support throughout both the practicum and study programs for LBOTE (Language Background Other Than English) students They advocated for enhanced support systems within schools and professional development opportunities for teachers A key recommendation was to extend course durations, allowing LBOTE students sufficient time to acquire essential skills and acclimate to the Australian education system, rather than permitting them to enroll in accelerated courses Despite this consensus, some universities' marketing and recruitment strategies conflicted with the need for longer course durations, as highlighted in the research by Hyatt and Brooks.
Over the past decade, Australian universities have experienced significant funding cuts despite a rise in the number of international students, leading to widespread reductions in teaching hours.
In a one-year course, the structure limits engagement to just eight weeks of contact in both the first and second semesters, with students receiving two to three hours of instruction weekly Additionally, there is a weekly one-hour support session during these eight weeks, resulting in limited opportunities for comprehensive learning and interaction.
A university in a state with a mentor scheme for new teachers emphasizes the importance of experienced mentors in supporting international students These mentors, familiar with the challenges faced during the first term, are crucial in guiding newcomers through their initial experiences in a new academic environment.
Sound pre-practicum familiarisation was also seen as of utmost importance In some Faculties,
LBOTE student-teacher support included pre-course school-based induction:
The pre-course, lasting three to four days, prepares approximately 30 students for their upcoming academic program by providing them with a school placement This course, conducted the week prior to the start of their studies, emphasizes understanding the educational system, school culture, and student-teacher interactions rather than focusing primarily on language It also addresses the specific language teachers use for various classroom purposes, including task management During the course, student-teachers are paired with experienced teachers, allowing them to shadow either a teacher or a class to gain practical insights.
What have schools had to say about the English language proficiency of student- teachers? What about other issues (eg, acculturation into Australian schools)?
of student-teachers? What about other issues (eg, acculturation into
Schools hold both legal and moral responsibilities to educate students and ensure their welfare, which can be compromised if teachers struggle to communicate effectively with pupils Many LBOTE (Language Background Other Than English) students may display inappropriate behavior due to a lack of understanding of the school culture, leading to unrealistic expectations regarding support, failure to take initiative, criticism of teaching methods, and non-compliance with disciplinary policies This can result in schools perceiving these students as underperforming, fostering a critical environment towards them Principals are often viewed as gatekeepers, hesitant to accept LBOTE students for practicum placements While most academics acknowledge that schools strive to be accommodating, they also recognize concerns regarding these students' teaching preparedness and language skills It is essential for schools to understand their shared responsibility in the teacher preparation process.
To enhance the effectiveness of student-teachers, it is essential to foster stronger connections with schools and engage in meaningful discussions about their teaching methods and learning processes Understanding what constitutes effective teaching and how to support these educators is crucial Addressing these challenges requires a collaborative effort and sustained commitment over time.
Academics have observed that schools often equate 'language' with 'speech' and 'speech' with 'accent', resulting in LBOTE students being unfairly labeled as 'deficient' in communication This perspective leads to a misunderstanding within the education system, where issues are oversimplified as 'language problems.' For instance, when schools claim that students are not heeding advice, the reality is that these students struggle to comprehend the advice due to a lack of familiarity with 'school culture,' which prevents them from asking clarifying questions.
Language testing, particularly the IELTS, does not address various underlying factors affecting student performance While some argue that raising IELTS scores is not a viable solution to these issues, others contend that since the score requirement was increased to 7.0 three years ago, there have been fewer complaints from educational institutions.
English language proficiency of the international students we send out’
Academics attribute part of the challenges faced by international students to universities' inability to adequately prepare for their increasing numbers In a predominantly Anglo-monocultural metropolitan area, one Faculty of Education with a significant international student cohort has found it increasingly difficult to bridge the gap with local schools However, schools participating in the Faculty's targeted 'international initiative' have successfully addressed these challenges, highlighting the importance of partnership relationships This approach emphasizes a shared responsibility in teacher preparation and raises critical questions about equipping educators with the necessary skills to meet the diverse needs and social capital of international students compared to local counterparts.
An important aspect of language preparation for Asian students is the diversity of language tasks teachers can engage in, particularly in the context of job-hunting.
Applying to individual schools requires tailored essays that highlight each institution's specific 'desirables' and 'essentials,' which can be a cultural shock for Asian students They often struggle with the necessity to promote themselves in interviews and written applications, as they traditionally believe that qualifications alone should suffice for job opportunities, rather than demonstrating their communication skills with parents and others.
In the latter half of the year, I focus on assisting international students in effectively presenting themselves to potential employers and crafting job applications, as many struggle with this process A key component of this support involves addressing selection criteria, which is crucial for their applications Additionally, we have an assignment known as the 'Portfolio,' which initially confuses students but ultimately proves invaluable By the end, it equips them with the necessary evidence to showcase their qualifications and enhance their performance in job interviews.
7.8 What revisions, if any, has your Faculty made to entry procedures in the light of this experience?
A faculty is contemplating increasing the required IELTS score for course entry to 7.5, but academics warn that this may exclude potential candidates with lower scores They argue that a single test score does not reflect a student's true potential for improvement, thereby narrowing the pool of future teachers This approach overlooks the capacity for growth among students, which could hinder the development of qualified educators.
The new Faculty policy will increase the IELTS score requirement for the Master of Teaching program from 6.5 to 7, ensuring a consistent standard across all sub-tests Previously, the entry requirement for the Master of Teaching was lower than that of the Diploma of Education, which stood at 7, due to the former being a two-year course exclusively for international students, while the latter was shorter.
What is required by your local Teacher Registration body in terms of language proficiency? Is this more or less demanding than the equivalent university entrance requirement?
proficiency? Is this more or less demanding than the equivalent university entrance requirement?
In Sydney, only one Faculty of Education aligns its IELTS entry requirement with the state's teacher registration authority, while a Melbourne Faculty meets the VIT standard, which is lower than NSW's Similarly, an Adelaide Faculty adheres to the South Australian TRB standard, also below the NSW requirement This suggests an underlying assumption that the duration of the course will help students fulfill the teacher registration authority's criteria.
In the light of this, what do you believe is an adequate IELTS score for entry into
The improvement of students' English proficiency is influenced by the duration of their degree programs, as longer courses tend to enhance language skills This is evident at the University of South Australia, where international students on student visas have lower IELTS scores compared to a more general cohort, likely due to the shorter duration of their courses Academics support this observation, highlighting the relationship between course length and language development.
The entry-level requirements for teacher education programs should align with the standards set by the teacher registration authority While a four-year teacher education course may not necessitate a level of '7', it is essential to maintain this standard to ensure students are adequately prepared for early practicum experiences Lowering the requirement could lead to significant challenges during teaching rounds, potentially discouraging students Therefore, it is crucial that aspiring teachers meet a higher competency level to succeed in their practical training.
For international students starting a 4-year degree, a minimum English proficiency of '6.5' can be acceptable if adequate language and acculturation support is provided The absence of such support significantly impacts students' experiences, particularly regarding the availability of supportive lecturers who can offer extra time and guidance Many international students are reluctant to seek help or engage with lecturers as local students do, often failing to schedule appointments for assignment assistance Given the increasing workload and administrative responsibilities faced by lecturers, it's crucial to implement structured support interventions, such as designated support personnel and reading groups, to enhance student success.
Graduate entry programs, such as the one-year Diploma of Education (DipEd), are often questioned by academics regarding their effectiveness in delivering adequate English language development for teacher registration and employment, especially when the entry IELTS score falls short of the required standard Consequently, the support offered by employers to new teachers becomes increasingly crucial in ensuring their success in the profession.
Finding a long-term solution to support international students transitioning into classroom teachers requires addressing the rushed and crowded nature of pre-service courses The level of support for these beginning teachers is vital, particularly through effective mentorship Pairing them with native-speaking or Anglo-Saxon teachers is essential, making the selection and training of these mentors critical Providing adequate skills and support for both mentors and the international teachers they guide is equally important, highlighting the need for professional development across all levels, including education administrators.
In the case of graduate entry programs, then, some argue that:
To succeed in their course, students should ideally begin with an IELTS score of 7 Balancing university requirements for different bands can be challenging, especially since strong speaking and listening skills are essential for effective teaching Additionally, students must possess proficient reading and writing abilities for their academic work It is observed that Asian students tend to struggle more with speaking and listening, while local immigrant students often face greater difficulties in reading and writing.
Academics from one Faculty highlighted that students struggle with language, academic content, and the socio-cultural aspects of Australian education, emphasizing that higher IELTS scores do not address these underlying issues They argued that providing adequate support for students is crucial for language development, focusing on the potential for improvement rather than just entry scores Institutions should consider a broader range of factors beyond language test results, especially in courses requiring field placements The group suggested that a baseline IELTS score of '6.0'-'6.5' is sufficient for student success, while a score of '7.5' may be excessively high and could exclude many capable students, as success relies on multiple factors This perspective was supported by other Faculties as well.
The interplay between personal attributes and language skills significantly influences individuals' willingness to reflect on their practices and consider new developmental paths that differ from their past learning experiences.
A Head of Faculty, aware that the push for lower IELTS scores serves as a marketing strategy for the university despite academic calls for higher standards, emphasized the importance of developing supplementary measures, such as an interview system, to enhance the admissions process for students on visas.
In 2010, a Faculty decided to increase its entry scores from '6.5' to '7' to enhance English proficiency standards, despite some lecturers advocating for a minimum score of '7.5' The Faculty of Education faces challenges in enforcing higher scores due to a first-come-first-served admission policy and concerns over the inconsistency of IELTS as a standard They argue that if all '6.5' students were comparable to the best among them, the score could be deemed acceptable; however, this is not the case One academic expressed that a score of '7' is insufficient, as current students at that level are not adequately prepared for success This raises critical questions about the true meaning of the IELTS test, particularly if students are merely coached to pass, leading to concerns that it serves more as a hurdle than an accurate reflection of language ability.
Research on language testing and teacher education, particularly by Elder, highlights key principles essential for effective language assessment in teacher training Elder (1993a, p 237) outlines several 'desirable features of teacher communication' that should be prioritized in this context.
use of subject-specific language
use of the language of classroom interaction
In addition, she has usefully elaborated on a ‘partially indicative’(Elder, 1994b, p 10) inventory derived from Ellis (in Elder, 1994b, p 6ff) of typical teacher tasks in terms of language use These include:
message-oriented interactions: eg, explaining, categorising, labelling, presenting information, narrating
activity-oriented interactions: eg, giving instructions
framework interactions: eg, directing, disciplining, explaining, questioning, responding, rephrasing
extra-classroom language use: eg, selecting and preparing material, simplifying texts, writing memos, talking to parents, reading professional development material, attending professional development seminars (Elder, 1994b, pp 6-9)
Elder (1994a) emphasizes the significance of discipline-specific competence in language testing, particularly in teacher education, where effective language competence is essential for facilitating classroom learning This may require simplifying language to suit real-world contexts Additionally, Hyatt and Brooks (2009) also underscore the necessity for subject-specific language support as highlighted by their participants.
In addition to Elder's lists, our interviewees highlighted key aspects of language that are essential for LBOTE teachers The cohort identified a diverse range of English language skills necessary for effective teaching, emphasizing the importance of these competencies in the educational landscape.
becoming familiar with colloquial language and the Australian idiom - both with respect to their fellow (local) students and with respect to their practicum pupils
the academic English demands of their course, and
differences of accent and pronunciation
Our academic interviewees identified as issues:
the technical language of the discipline
the spoken and written language demands of the profession in general
the everyday language of the pupils in school classrooms
the ability to be able to transform subject knowledge into language that is understandable by their pupils
Woodrow (2006) indicates that a minimum IELTS score of 7 may be beneficial for teacher education courses, as lower IELTS performance levels significantly impact academic success (Elder, 1993b; Woodrow, 2006) However, the focus extends beyond mere entry-level assessment; it emphasizes the necessity of communicative competence within the course The curriculum not only addresses academic language demands but also equips students with essential teaching skills, such as providing clear explanations Ultimately, the critical consideration is the exit-level competence, questioning whether students possess the linguistic proficiency to effectively meet teaching demands and utilize various language strategies to enhance their pedagogy.
Language development is crucial for LBOTE students in teacher education, especially in shorter courses like one-year Diplomas To ensure these students can succeed, their entry-level IELTS scores should align with the requirements set by teacher registration authorities While IELTS is not a definitive measure of academic success, studies by Elder (1993b), Woodrow (2006), and Bayliss and Ingram (2006) indicate that higher IELTS scores may correlate with better short-term performance in these programs This raises concerns about the employment opportunities available to graduates and the responsibility of universities in shaping these prospects In Australia, it may be necessary to establish IELTS entry scores between '7' and '8', depending on state and territory guidelines, despite Feast’s (2002) findings that such requirements could disproportionately exclude international students in shorter graduate courses.
Glossary of terms
ASLPR Australian Second Language Proficiency Rating
DEOTE Diploma of Education Oral Test of English
ELTS English Language Testing Service
IELTS International English Language Testing System
ISLPR International Second Language Proficiency Rating
L2 Second, and usually subsequent, languages
LBOTE Language background other than English
LOTE Languages other than English
LSP Language for Specific Purposes
NESB Non-English speaking background
NSWDET New South Wales Department of Education and Training
PEAT Professional English assessment for teachers
RPL Recognition of Prior Learning
SOSE Studies of Society and the Environment
TESOL Teaching English to Speakers of Other Languages
(also: Teachers of English to Speakers of Other Languages) TOEFL Test of English as a Foreign Language
TSE Test of Spoken English
TWE Test of Written English
VIT Victorian Institute of Teaching