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News article (
17th Feb. 2010 )
Teachers of English to Speakers of Other Languages, Inc. (TESOL), the American Association of Intensive English Programs (AAIEP), and the Consortium of University and College Intensive English Programs (UCIEP) announce the publication of a joint position statement on governance for intensive English programs (IEPs). Developed in response to recent trends at IEPs on some university campuses, the statement calls for transparency in university governance by administrators, as well as the full, active participation of IEPs in campus governance.
TESOL President Mark Algren states:
Changes in governance and management of IEPs directly impact the quality of academic English language instruction. When decisions regarding the governance and management of IEPs are not made in a transparent manner—or worse yet without the involvement of the IEP faculty and staff—it negatively impacts academic English language instruction, and serves to undermine the field of English language teaching. It was important for TESOL to join with its colleague associations in the IEP sector to speak out on this issue.
Barbara Hoekje, president of UCIEP, agreed:
As members of the Consortium of University and College Intensive English Programs (UCIEP) are dedicated to providing high-quality academic English language instruction and cultural orientation to international students studying at institutions in the United States, UCIEP is pleased to collaborate with AAIEP and TESOL on this important issue.
May Arthur, president of AAIEP, explains:
While AAIEP recognizes models of language delivery that include partnerships between universities and incorporated intensive English programs, it nonetheless cautions all institutions of higher learning against changing the status of existing, well-established campus language programs in ways that might undermine instructional quality, program reputation, or the security of long-term faculty and administrative positions. Best practice dictates that intensive English programs be central to a university’s academic mission and its efforts to globalize the campus—and, as such, IEP employees should be regarded as key stakeholders in any new initiative impacting the program’s governance, organization, and future role in the institution.
Click here to read the full text of the Joint Position Statement on Governance for English Language Instruction at Institutions of Higher Education.
Source/Author: www.tesol.org
Published: 17th Feb. 2010 |
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