Download Assessing English Proficiency for University Study by John Read (auth.) PDF

By John Read (auth.)

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By John Read (auth.)

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Malaysia and the nations of Western Europe are cases that we have just discussed in some detail. The European case highlights the point that Englishmedium education does not necessarily mean monolingual education in English. Not only do most of the students and teaching staff have a strong first language of their own, but through the Integrating Content and Language (ICL) approach various forms of bilingual education are being implemented, with the potential to use the first language as a valuable learning resource.

Moreover, there have been objections expressed to the mandatory language development policy itself on both philosophical and practical grounds among some members of the newly formed English Language Development Advisory Group (ELDAG), charged with advising on English language, including DELA-related matters. From a practical point of view, it is felt by some that instituting a mandatory English study requirement for certain students without imposing any sanctions for non-compliance is a pointless exercise.

The University of Helsinki (2007) adopted quite a comprehensive statement (which itself is trilingual) seeking to balance the national commitment to bilingualism in the country’s two official languages, Finnish and Swedish, with the importance of internationalization through the medium of English. It states that ‘[t]eachers teaching in English and students studying in English-language programmes will be offered language support which aims to improve their ability to interact in English in a multicultural academic environment’ (p.

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