Prerequisites for successful International Master s Programmes JyU Institutional Seminar 13 December, 2007 Anne Räsänen Language Centre
STRUCTURE OF PRESENTATION International study context Research-based quality issues on teaching Prototype approaches International academic expertise and employability Characteristics of successful programmes
INTERNATIONAL study context Main challenge for all parties: to see the multicultural and international student group as a special resource World Englishes Intercultural differences in Academic practices and competences Background knowledge and value systems Rhetorical styles and argumentative structures Disciplinary cultures and paradigms Research and ICT skills Concepts of referencing and plagiarism Readiness for self-directed and independent learning
RESEARCH-BASED QUALITY ISSUES ON TEACHING 1(2) Access to language which is used to structure knowledge and to explain concepts is a prerequisite for content learning (i.e. certain threshold level of language skills are necessary for academic achievement) Every teacher is in the teaching situation a communication model of an expert in his/her own field and should be aware of the interface of language and content in that field (e.g. linguistically demanding vs. cognitively demanding, culturally embedded, etc.) Both written and oral input are needed to serve various learning styles and differences in academic practices Only the core content first, but at the required conceptual level (i.e. content should not be watered down) Learning domain-specific language and communication requires learnercentred instructional designs and interactive pedagogy (in order to develop efficient learning strategies and study skills)
QUALITY ISSUES ON TEACHING 2(2) It is extremely difficult in the evaluation of learning outcomes to distinguish with certainty whether the student s problems result from poor content knowledge and understanding or from inadequate skills of expression Clear information on academic practices - handbooks, joint planning, clarified goals and instructions, staff briefing, constant monitoring and support, shared assessment criteria, etc. Translation of previous materials is not enough relevance of content must be adjusted to multicultural group skills and needs (which the teacher has to be able to identify) Much negotiation of meanings is needed in order to develop a supportive learning environment Two years is a really short time for adjustment and socialization
PROTOTYPE APPROACHES TO CONTENT AND LANGUAGE INTEGRATION IN HIGHER EDUCATION (adapted from Brinton et al. 1989; p. 19) 1. Theme-based/Discipline-based instruction One aim: content mastery; language learning incidental; often lecture-type; one teacher; mixed group 2. Sheltered instruction (CLIL content and language integrated learning) Double focus and aim: content & language mastery; multimodal and learner-centred pedagogy; both learning outcomes assessed; one or two teachers; non-native speaker group 3. Adjunct model One aim: content mastery; language learning supported by a tailored, adjunct module; two teachers in collaboration; mixed pedagogical approach; assessment separately; mixed group
RATIONALE FOR THE ADJUNCT MODEL IN THE EUROPEAN CONTEXT Academic writing and presentation assignments have a key role in graduate programmes Writing in a foreign language at the level of abstraction required in HE is the most demanding language-related task for students Writing requires many academic study skills: critical reading, synthesising, analysing, evaluating sources, using dictionaries, information processing and management skills, as well as knowledge of discourse conventions of the field Academic writing and its supervision and assessment are the biggest challenge to the student s and teacher s language proficiency, requiring both fluency and accuracy Quality of Master s theses and graduates communication skills are important for the institution s image
JyU LANGUAGE POLICY (regarding international programmes) Teachers to have sufficient language mastery for the use of flexible interactive methods and opportunities for professional development Students skills monitored at admission Programmes to include development of language & communication skills Content relevant for both Finnish and international students Good briefing of international staff and students about academic practices Finnish students command of content in the Finnish language to be catered for International students to have opportunities to learn Finnish and Finnish culture (full Language Policy in English at http://www.jyu.fi/strategia/ )
INTERNATIONAL academic expertise role of language (Räsänen 2005) GENERAL COMPETENCES SPECIFIC COMPETENCES/ EXPERTISE SCIENTIFIC & CRITICAL THINKING SKILLS PROBLEM- SOLVING SKILLS COMMUNICATION & SOCIAL SKILLS LIFE-LONG LEARNING SKILLS (i.e. ENABLING / TRANSFERABLE SKILLS) ACADEMIC/ DISCIPLINE- SPECIFIC EXPERTISE mastering terminology and discourse & cultural conventions of the field analysing & reporting using own expertise to identify, analyse and evaluate problems and solutions making team decisions, negotiating receptive and productive communication skills and strategies + discourse competence for language use in academic and social contexts language learning & metacognitive strategies self-assessment skills academic study skills for task management RESEARCH AND INFORMATION MANAGEMENT SKILLS searching & evaluating materials and information classifying & note-taking interpreting, synthesising & reporting on research analysing & evaluating problems and solutions sharing knowledge, networking & team working ICT-mediated communication and collaboration documentation & presentation skills media literacy cultural literacy use of new learning environments peer reviewing PROFESSIONAL SKILLS acting in the profession professional practice (e.g. as a doctor, teacher, programmer, marketing manager, teacher, etc.) solving problems related to profession collaborating,networking and decision-making with other professionals intercultural presentation & communication skills strategic communication skills for e.g. working in multidisciplinary teams cultural sensitivity & tolerance of uncertainty self-directed learning for continuous updating of professional skills JOB/COMPANY- SPECIFIC SKILLS - developed in the workplace IN-HOUSE POLICIES, SYSTEMS & FOCUSES e.g. value systems, applying knowledge IN-HOUSE POLICIES, SYSTEMS & FOCUSES e.g. managing critical intercultural incidents IN-HOUSE POLICIES, SYSTEMS & FOCUSES e.g. client encounters, image building IN-HOUSE POLICIES, SYSTEMS & FOCUSES e.g. assessment skills, continuous learning
COMPETITIVE EDGE FOR GRADUATE EMPLOYABILITY (according to European labour market surveys) In addition to solid expertise in the subject matter: Communication competence and confidence in several languages (including the mother tongue) Multicultural competence for networking with people from different ethnic and cultural backgrounds Media literacy and good ICT skills Good presentation, problem-solving, and team working skills Life-long learning skills for continuous updating of expertise and know-how
INTERNATIONAL academic expertise - QUESTIONS TO CONSIDER IN AIMS-SETTING What is the role and significance of international networking at your department and in your field? What kinds of language and communication skills would you like your graduates to have when they leave your department and programme (i.e. what skills promote their employability)? What are the most typical professional profiles of your exgraduates? What communication skills and languages might be required for them to be successful in their professions and jobs? What might be the significance of your graduates language and communication skills for the image of your department or programmes?
CHARACTERISTICS OF SUCCESSFUL PROGRAMMES Clarified, specified and mutually accepted aims at both institutional and individual level Role of language and target language development acknowledged as an integral part of instructional design and content delivery Programme overtly promoted by institutional policies, including infrastructure, incentives, and systematic staff development in both educational communication and pedagogical skills An interactive and learner-centred pedagogical approach is followed, with authentic, relevant and culturally balanced learning tasks and cross-curricular and cross-disciplinary co-operation Instructional approach offers rich language input and practice in appropriate language use, as well as multiple opportunities to process information and construct knowledge Multiple forms of assessment and support are in use Systematic documentation to improve transparency and quality and to facilitate vertical mobility in line with the Bologna process
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