Language and zoo biology training outcomes: A cautionary note

Abstract

The Jersey Wildlife Preservation Trust (JWPT)/University of Kent Diploma in Endangered Species Management (DESMAN) was initiated in 1985 to provide an academically recognized qualification to trainees attending the JWPT's International Training Centre (ITC). Since its inception, 59 of 118 trainees enrolled were awarded the diploma. Examination and practical work performance of 141 trainees from 1994 to 1998 showed a significant variance in grades. DESMAN participants were by far the highest achievers with high mean examination grades and high practical work grades. More than one third (38%) of trainees, all of whom were DESMAN participants, obtained above median grades in practical work and the examination. Another third of all trainees attained below median grades in both examination and practical work. Given that most course participants (93%) had a strong academic background in biology or the veterinary sciences, low course performance could have been related to the inability of some trainees to fully understand the language used. Before the start of a course, trainees are requested to produce evidence of English language proficiency, at least level 7 of the International English Language Testing System (IELTS). When individual trainee language skills were tested in Jersey, through a self-assessment exercise (named English Language Proficiency or ELP), a significant variation in language skills was found. These ELP scores positively correlated with the trainees' mean and median examination performance. Thus, entrance into the DESMAN seems to be affected by trainee's fluency in English. Since most trainees are graduates or have some form of tertiary education, the perceived influence of language proficiency on the attainment of a university-accredited qualification such as the DESMAN needs to be taken most seriously. Zoo Biol 18:71–76, 1999. © 1999 Wiley-Liss, Inc.