Descripción del Proyecto

Accreditation. SUBJECT: Intensive English Program.

RECOMMENDATION:

It is recommended that the State Regents accredit the Edmond Language Institute – Tahlequah (ELI-T) for two years.

BACKGROUND:

Approving English language centers has been part of the State Regents’ “Policy Statement on Admission of Students for Whom English is a Second Language” (policy now titled, “Intensive English Program Approval and Review”) since 1980. Beginning with the 1995 review, out-of-state evaluators with expertise in directing English as a Second Language (ESL) programs have been hired to conduct the reviews.

In fall 1996, an English Language Institute committee was convened to work with State Regents’ staff to revise the policy to include standards for the centers and an approval process. This committee consisted of representatives from proprietary and institutionally-based English language centers. The State Regents approved this policy in April 1997.

The approval process includes a self-study report and an external evaluation team visit. The evaluation team prepares a report of findings on each standard and recommends one of the following: (1) approval without qualification with reexamination in five years; (2) provisional approval with reexamination in one, two, three, or four years; or (3) deny approval. The evaluators compare the self-study to the standards outlined in the policy and verify the information in the self-study with observations from the on-site visit, providing a written report with recommendations. The center’s staff has the opportunity to provide a written response to the evaluators’ report.

POLICY ISSUES:

Consistent with State Regents’ “Institutional Admission and Retention,” policy, students for whom English is a second language must demonstrate English proficiency following standards described in this policy. Students without the minimal Test of English as a Foreign Language (TOEFL) score (500 for undergraduate and 550 for graduate students) who have earned a TOEFL score of at least 460 for undergraduate or 500 for graduate students, or students without the minimal International English Language Testing System (IELTS) score (6.0 for undergraduate and 6.5 for graduate students) who have earned an IELTS score of at least 5.0 for undergraduate or 5.5 for graduate students, must complete an intensive English program approved by the State Regents prior to admission.

Intensive English programs (IEP) are evaluated on criteria for the language program, administration, faculty, student services, finances, and physical facilities, following the standards described in the State

Regents’ policy on “Intensive English Program Approval and Review.” Embedded in these broad categories are standards for the curriculum, recruitment, assessment and contact hours of the program, standards for the faculty and administrators of the program, and standards for advising and orientation services offered to students in the program.

ANALYSIS:

As required by policy, a team of out-of-state evaluators reviewed the ELI-T on the campus of Northeastern State University on April 25-26, 2006. The ELI-T has operated as a branch of the Edmond Language Institute on the University of Central Oklahoma campus and is now requesting an independent review. A summary of the two-person evaluation team’s credentials is provided, and an outline of the recommendation for the IEP follows.

¾ Dr. Gailynn A. Valdes, Ph.D. Interim Director, Academic and Professional Programs, Arizona State University, Tempe, Arizona.

Credentials: Doctor of Philosophy in Public Administration (Arizona State University), Master of Arts in Contemporary Literature (University of Central Oklahoma), and Bachelor of Arts in English (University of Central Oklahoma).

¾ Mr. Craig Machado. Director, English as a Second Language, Norwalk Community College, Norwalk, Connecticut.

Credentials: Master of Art in Teaching English To Speakers of Other Languages (San Francisco State University), Diplome D’Etudes Etrangers, French (Universite d’Aiz-Marseille, France), and Bachelor of Arts in Spanish and International Relations (University of California- Davis).

English As A Second Language Program (ELI-T at NSU) Date of Visit: April 25-26, 2006

Evaluators’ Recommendation:

Provisional approval with reexamination in two years.

Summary of

Evaluators’ Report:

The ELI-Tahlequah meets the State Regents' policy standards for IEPS. The evaluation team recommends provisional approval with re-examination in two years with the four stipulations below:

1) All faculty members have to meet the state standards of holding an MTESL degree and/or training appropriate to their course assignments. The ELI-Tahlequah needs to implement a substantive and ongoing professional development program for faculty who do not hold an MTESL or closely related degree such as in Education (concentration in TESL) or Linguistics.

2) The ELI-T needs to update its curriculum to meet the state standard requiring the use of current methods, materials, and technologies. The curriculum does not adequately address aural/oral proficiency and must include a more substantive speaking/communicative component. The current curriculum seems to be entirely text driven and lacks supplemental teaching materials and creative instructional methodology. 3) The ELI-T needs to redesign the comprehensive final exam given at the

end of each instructional cycle to test the content presented in that cycle. The current test is not adequately tied to the curriculum.

4) The ELI-T must provide work/office space for full and part-time faculty. This space should include lockable drawers and/or cabinets and provide a location for supplemental materials.

English As A Second Language Program (ELI-T at NSU)

Detailed recommendations are included in the full report provided to the IEP.

Center’s Staff Objection:

None.

Meeting of the

OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION

September 14, 2006