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Taste of university
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University English language study centres provide highly targeted academic English courses for international students while at the same time enabling them to acclimatise to life at a university overseas. Gillian Evans reports.
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In order to succeed at a university in another country, students have to be well prepared before they begin their course of studies, not only in terms of their language ability but also academically. To this end many universities in the main English-speaking destinations have developed their own English language centres, and their numbers have mushroomed.
Maureen Burke at the University of Iowa ESL Programs in the USA outlines the development of their centre: “The Iowa Intensive English Program (IIEP)began as a summer programme in 1976 and became a year-round programme in 1980,” she explains. “It was established to meet the needs of students who had been admitted to a US institution of higher learning and who needed intensive instruction in English before beginning their regular studies.”
For the universities themselves, these centres enable them to attract more international students and ensure they are thoroughly prepared, as Christina Gambrell at the English Language Centre (ELC) at the University of Victoria in Canada, comments. “Our current mandate is to increase the number of ELC students continuing on to undergraduate programmes at our university and to provide support for international students in degree programmes,” she explains.
While some universities operate their own ESL centres, others have formed partnerships with external companies such as Into, Study Group, Navitas and the Cambridge Education Group. Into currently has study centres in 10 universities in the UK and the USA. “Initially these offered academic pathways, such as foundation, diploma and graduate diploma leading to degrees at the partner university, as well as general and academic English courses,” explains Into’s Liz Munro. “In the last few years we have begun to deliver A-levels at our Into UEA (University of East Anglia) and Manchester centres, and co-deliver specialist UEA master’s courses at the UEA London centre, and medical pathway and degrees at Into St George’s, University of London.”
University study centres are well placed to offer a comprehensive range of targeted academic programmes, and in a teaching style and structure similar to that of the mainstream universities. Griffith English Language Institute (GELI) at Griffith University in Australia provides a programme that is aimed at improving students’ English language proficiency while being delivered in a university style, with four courses to make up the full-time academic load, in the same way that their degree programme is structured. Similarly, in the UK, Sarah Hiley at Oxford Brookes International, highlights that their programmes are specifically designed with future degree and master’s courses in mind. “Our courses are structured to give students the relevant English language and academic study skills and subject knowledge to help them succeed at undergraduate and postgraduate level,” she explains.
Many ESL courses include guidance on the reading, writing, listening and speaking necessary for university work. According to Burke more advanced students learn how to conduct research, cite sources, answer essay questions, listen to lectures, take notes, make presentations and participate in discussions. While at Access Macquarie at Macquarie University in Australia, students have the opportunity to learn about the Australian academic context and its general expectations, develop research skills, prepare for topics encountered in the chosen area of study, extend critical and analytical skills and improve listening and speaking skills through listening to lectures and giving presentations, explains the centre’s Krista Borg.
Beth Greenwood at the Center for International Education at the University of California, Davis Extension in the USA, asserts that studying at the centre “can provide an accelerated pathway for admittance into undergraduate and graduate programmes”. She continues, “With an expanding international focus, UC Davis connects international students to a top-ranked research university by providing a high quality learning experience in a supportive environment.”
Helping students still further on their academic career path, some study centres operate a system whereby students are able to earn credits for their mainstream studies, something that the ELC at the University of Victoria is planning to introduce next year, “so that [international students] can begin to accumulate credit while they are still at the ESL stage”, says Gambrell.
Successful completion of a course at a university study centre can, in some cases, lead to university admittance, a big draw for many hoping to continue onto degree courses. What’s more, the success rate of those making the transition from study centre to university can be impressively high, as evidenced at Into’s University of South Florida centre, where 93 per cent of students who completed the one semester pathway programme in December 2010 were eligible to matriculate as degree-seeking students at the university.
Nationality trends naturally reflect those in mainstream university programmes with Asian students being the most prevalent grouping, with growing numbers coming from Saudi Arabia, largely linked to scholarship programmes. Burke, meanwhile, reports an increase in Chinese students in recent years. Elsewhere, economic factors and competition from other countries have impacted negatively on demand. “The demand for English in Australia has decreased because of increased competition from traditional competitors as well as the emergence of providers from traditional source countries for Australia,” ventures Borg.
Taking an academic preparation programme at a university study centre also affords overseas students the chance to integrate with domestic students and experience living in a university environment. “Students experience an authentic feel for university life and studies before their degree,” states Sarah Guinea at GELI. “Students have access to all of the facilities that a language centre offers plus the services and facilities that a university offers.”
Recruitment drive
While some universities have been reluctant to use study abroad advisors in their recruitment mix in the past, most are now realising that using a variety of recruitment tools is essential in the competitive international education market. The Center for International Education at the University of California, Davis Extension in the USA has established recruitment networks around the world with partner universities, agents and, as Beth Greenwood at the centre says, “possibly our best recruiters, our alumni”.
Maureen Burke at the University of Iowa ESL Programs says they use educational recruitment companies in various areas worldwide and participate in college and university fairs in a number of countries each year. But she highlights the university’s credentials themselves as being important in attracting international students to the ESL Program. “In addition, the IIEP has a reputation as a strong, high quality language programme. It is accredited through the Commission on English Language Program Accreditation (CEA) and holds memberships in University and College Intensive English Programs (UCIEP) and the American Association of Intensive English Programs (AAIEP). All of these factors contribute to strong enrolments.”
Christina Gambrell at the English Language Centre at the University of Victoria in Canada says they too have many agreements with institutions that send them groups of students each year. However, study abroad agents also feature highly in their recruitment strategy. “We also have a large database of agents with whom we work closely,” says Gambrell. “We provide fam tours, visit our partners when travelling abroad, and maintain contact by email. We employ Liaison Officers in Mexico and Brazil who support our agents and attend fairs and give presentations on our behalf.” |
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