Abstract
Although international and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read & Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. We use the diagnostic outcomes to guide individual students with particular needs to appropriate forms of academic language enrichment. This paper outlines DELNA’s history and administration, student responses to the assessment and the subsequent development and uptake of language support options.
Highlights
The changing demographic of New Zealand society, largely as a result of immigration from the Pacific and Asia over the past four decades, has had a flow-on effect into the tertiary sector
While language is only one factor contributing to academic success, there does appear to be a level below which students are likely to be at risk of failure (Barthel, 2007; Elder, 2003; Graham, 1987)
An English assessment not required of New Zealand citizens
Summary
International and domestic students applying to English-medium universities may well meet the minimum language entry requirement, recent research indicates that this level of language proficiency often does not provide students with the means to cope effectively with their academic studies (Barthel, 2007; Elder, 2003; Read & Hayes, 2003). To resolve this dilemma our major, multicultural New Zealand university is addressing the problem through implementation of the Diagnostic English Language Needs Assessment (DELNA), a post-entry programme administered to all first-year undergraduate students, regardless of their language background. This paper outlines DELNA’s history and administration, student responses to the assessment and the subsequent development and uptake of language support options
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