Rethinking Second Language Admission Requirements: Problems With Language-Residency Criteria and the Need for Language Assessment and Support

Abstract

This study examines the academic performance of second language (L2) applicants who are admitted to a university on the basis of the number of years completed in English-medium secondary school. Such language-residency requirements are underexamined in the research literature. Results from the first 2 years of a 4-year longitudinal study indicate that there is no significant or meaningful difference in the performance of groups of students admitted to a university on the basis of 3, 4, or 5 years in English-medium high school. However, as a group, these L2 students underperform other groups and many are at risk. The results of this study are discussed in relation to research regarding time as a factor in language proficiency development and alternative models of language support. If universities are to continue using language residency as an indication of language proficiency, it is essential to provide these L2 applicants with language assessment that is tied to timely, supplemental instruction for students at risk.