The Level 4 English for Academic Standards Its

The Level 4 English for Academic Standards: It’s not just UE Literacy ANGELA BLAND RICCARTON HIGH SCHOOL

Overview 1) The 5 EAP Standards – what are they? Where do the ‘sit’ on the NZQF? 2) UE Literacy and where the EAP standards fit in / The Auckland University requirement 3) EAP at Riccarton High School - How does it fit into our ESOL/ EAL/EAP programme? 4) The English for Academic Purposes’ Course: Key Principles 5) Students’ perspectives and experiences in tertiary study 6) It’s not just UE literacy – conclusions and recommendations

The Level 4 EAP Standards: What are they? Deliver an oral presentation for an academic purpose (US 22819) Write a crafted text using researched materials for an academic purpose (22750) Read and process information for academic purposes (22751) Demonstrate understanding of spoken texts and process information in English for academic purposes (22892) Write texts under test conditions in English for academic purposes (US 22749)

The EAP Level 4 Standards: Where did they sit on the NZQF? ‘This standard is set at New Zealand Qualifications Framework Level 4, and aligns with level B 2 of the Common European Framework of Reference for Languages (refer to the Common European Framework of Reference for Languages: Learning, teaching, assessment). Assessors are advised to consult both frameworks for guidance regarding the level to be demonstrated in student work in order to meet this standard’ (NZQA, 2014) https: //www. facebook. com/pages/English-for-Academic-Purposes. NZQA/167736023405827

UE Literacy and where the EAP standards fit in ‘From 2014, new requirements apply for University Entrance. Students must meet a new literacy requirement to enter into university-level programmes from 2015’ (NZQA, 2014) ‘The NCEA Level 2 and Level 3 achievement standards that can contribute to the new University Entrance literacy requirement have been identified’ (NZQA, 2014) While acknowledgement of literacy through other curriculum areas is a considerable step, it doesn’t include other skills and literacy needed in a tertiary environment

UE Literacy and where the EAP standards fit in Both the Writing a ‘crafted text’ and read and process meet the UE literacy requirement Write a crafted text using researched materials for an academic purpose (22750) (5 credits) Read and process information for academic purposes (22751) (5 credits)

The Auckland University UE Literacy Requirement A candidate must have gained 17 Credits of English Standards at Level 2 or 3 for 2016 AU made the mistake of equating the subject English with literacy and had no idea that the EAP standards existed Possible other universities may follow? EAP US 22750 and 22751 now accepted as part of the 17 credits

ESOL/EAP Programme at Riccarton High School 9 ESL (2) 10 ESL (4) Intensive ESOL (12) 1 ESN (4) NCEA credits 1 ESL 1 (4) Literacy and NCEA credits 1 ESL 2 (4) Literacy and NCEA credits 2 ESL (4) Literacy for university entrance and NCEA credits 3 EAP (4) Literacy for university entrance and NCEA credits Year 9, 10 , 11, 12 and 13 Most students will attend one or two of these classes. NCEA credits are available if suitable

ESOL/EAP Programmes The importance of a cohesive, sequential and supported programme for ELLs is essential to create a pathway to tertiary Cohesive Sequential Supported

Supported To enable students to arrive at a level of English which enables them to access the Level 4 EAP standards, What does it mean to ‘support’ an EAL Programme and who needs to? Involvement in identification of ELLs in Year 9 Consideration of a Year 14 year Principal and Senior managements knowledge of your the % of ELLs in your school An understanding of who is an ELL The understanding that ELLs need accelerated English languages acquisition An understanding of the differences between English/ Literacy/ EAL

The EAP Course at Riccarton High School: Key principles 1. Full year course using all 5 EAP standards 2. No summative assessment until Term 3 3. Integration of Writing, Reading and Oral Presentation 4. Personalised for diverse learners: Current studies and beyond

The EAP Course at Riccarton High School: Key principles 5. Authentic learning, teaching and presenting opportunities 6. Involvement of Faculties in all Learning areas of the NZC 7. Skills for a secondary and tertiary environment 8. Critical analysis of education and study issues to challenge and create awareness of attributors to academic achievement

1. Full year course using all 5 EAP standards The 5 Level 4 EAP standards create a comprehensive course. Student feedback: ‘it is a really great course and really useful’ (2013 3 EAP student, 2014) ‘The uni life is so busy! So much things that you can & want to do, so prioritizing skills become even more important. I am trying study first rather than participate club events. . haha And there is another thing, Mrs Bland. I really want to say thank you! EAP courses is really a big help for uni! I have heard of many people said so here, too. ��’ (2013 EAP student, 2014)

2. No summative assessment until Term 3 Term 1: Two Essays and oral presentation skills and development a) Biography (interviewing, note-taking, organisation of data and writing) b) Basic five paragraph essay on an education issue using a direct thesis statement. Begin to eliminate ‘weasel words’ and informal language. Only end of text referencing expected. c) Introduction of different types of research questions and development of a research question on an education issue d) Explicit instructions of creating effective power-points and presentation delivery skills (end of text referencing expected) e) End of Term oral presentations built from the education essay f) Academic Word list vocabulary / Explicit grammar and punctuation teaching

2. No summative assessment until Term 3 2) Term 2: Formative Essay (used in 2013 and 2014) ‘What are the factors which determine academic achievement in a New Zealand secondary context’ Articles, reading texts and websites are selected and ‘on reserve’ as it could be set up in a tertiary institution End of text referencing expected In-text referencing is introduced and practised Reporting verbs for introducing sources / continued explicit academic vocabulary and grammar teaching Formative Reading assessment (used in 2014) to introduce the difference between the writer’s academic purpose and reader’s academic purpose Free public lectures at University of Canterbury ‘What if Wednesdays’ Prezie presentation tool introduced

3. Integration of Writing, Reading and Oral Presentation Research question is developed into a researched academic essay Students select two texts from the reading texts they are going to use for their academic essay. Need to explicitly state their academic purpose for reading each text Researched essay is developed into an oral presentation Principle of recycling, using, practising generic academic language (grammar, vocabulary and punctutation) and academic language related to curriculum areas.

4. Personalised for diverse learners: Current studies and beyond 1. Students’ questions are developed to connect with their ‘academic world’ There are 5 major questions which are created: a) Synthesising knowledge from different curriculum areas b) Extending of knowledge within a specific curriculum area c) Utilising their community or family involvement and possible career path d) Using curriculum knowledge for a future career path e) Using existing curriculum knowledge

a) Synthesising knowledge from different curriculum areas How can agricultural output be improved by science? (2012) Can type 2 diabetes be prevented by only eating nutritional food? (2013) How can positive thinking change a person’s outlook on life? (2011) What are the solutions to reduce the building damage affected by an earthquake? (2011)

b) Extending knowledge within a specific curriculum area What are the treatments for lung cancer? (2011) What causes concrete to crack? (2013) What are the causes of cross-contamination in the food industry? (2012) How can social anxiety disorder be cured? (2011)

c) Utilising their community or family involvement and possible career path What effects can the absence of a role model have on youth? (2013) What are the similarities and differences between pre-hospital triage and hospital triage in a mass casualty situation caused by a disaster? (2013) What are the key principles for geriatric care? (2013) What are the factors which affect the orchid business in Thailand? (2011)

d) Using curriculum knowledge for a future career path How can the early childhood teacher affect and help children’s development? (2012) How does radiation exposure affect the human’s body if it has been exposed for too long? What are the long term affects? (2013) How will paediatric physical therapy help children with cerebral palsy? (2012) Why will speech and language therapy for children have high demand in the future? (2012)

e) Using existing curriculum knowledge How does smoking affect gas exchange in humans? (2013) What are the causes and effects of a depression and inflation on households, producers, government and overseas countries? (2013) What are the differences and similarities between the Chinese and Japanese languages? (2013) What are the similarities and differences between National Park Management in New Zealand Germany? (2011)

5. Authentic learning, teaching and presenting opportunities 1. Lectures at UC ‘What if Wednesdays’ 2. Presentation evening in Riccarton High School Staffroom 3. Navigating databases 4. Materials held on reserve at the library 5. University of Canterbury Study Skills Presentation at RHS / Online Pod cast 6. Some opportunities to present in classrooms in different faculties and outside of school

6. Involvement of Faculties in all Learning areas of the NZC Proposal sent out in 2012 and 2013 to involve faculties to the following capacities: a) Indicate and share particular relevant and useful readings / websites / journal articles b) Be a primary source. For example, be part of an interview on the issue or experience of working in that field. c) Discuss the research question and suggest further readings d) Engage in e-mail contact e) Students presenting in classrooms your

7. Skills, skills integrated with technology 1) Power – point and Prezie tools 2) Note-taking from a spoken and written texts – podcasts / lectures supported with visuals 3) Effective speaking and presentation skills 4) Reading for extended periods of time – paper texts and scanning databases 5) Synthesisng, integrating, paraphrasing text and avoiding plagiarism including using database referencing tools

8. Critical analysis of education issues 1. Level playing field Draws on the experiences of all diverse experiences of students’ experiences in different education systems a) Term 1: Students exploration of education issues and create their own research questions (Research essay and 5 -8 minutes individual / pair presentation ‘A good education doesn’t always guarantee a good job. Do you agree or disagree’ (2013) ‘Are university entrance exams effective? ’ (2014)

8. Critical analysis of education issues 2. Develops a conscious awareness of confronting issues related to academic achievement Developed through the formative essay task: ‘What factors contribute to academic success in a New Zealand secondary context’ Example article: ‘Social Class and Educational Achievement: Beyond Ideology’ Snook, Ivan; O'Neill, John. New Zealand Journal of Educational Studies 45. 2 (2010): 3 -18. Example text: Peachey, Allan. (2005). What’s up with our schools? A New Zealand principal speaks out. Auckland : Random House. Example website: http: //www. nzqa. govt. nz/studying-in-new-zealand/secondaryschool-and-ncea/secondary-school-statistics/

8. Critical analysis of education issues 3. Develops knowledge for managing the demands of tertiary study Academic stress management Study Skills for being successful at tertiary study Understanding the difference between a ‘growth mind set’ and fixed ‘mind set’

Gathering data and participants In order to enhance the current 3 EAP course, the participants were those students who had been in the 2 IELTS/3 EAP course in 2011, 2012 and 2013 2011 : US 22770 and 22891 2012: US 22750 and 22891 2013: All five standards Contacted via Facebook and directed to the survey on my Facebook page Survey Monkey inserted into the Facebook page

Participants 40 students were contacted from 2011, 2012 and 2013 29 are in New Zealand 24 are in undergraduate degrees Focused on the 2012 and 2013 group 2012 10 (18) 2013 18 o One student did 2012 and 2013 o One student in 2013 is now repeating in 2014 o Three students were Year 12 in the 2013 course and are not included in the results 28 students in the class)

Students’ perspectives and experiences in tertiary Where are they and what are they studying? What was useful about the 2 IELTS/3 EAP course? What are the challenges of tertiary study?

Where are they? In New Zealand: University of Canterbury 8 University of Auckland University of Technology 3 University of Otago 1 Lincoln University 2 CPIT 3 Pacific International Hotel M. S 1 (was previously at UC) Working 1 3

Where are they? Overseas: University of San Francisco Yokohama University of Hong Kong University Teknologi Mara

What are they doing? Arts (Psychology and Sociology) Pre-Health Science (2) Commerce (Accounting) (2) Commerce (Management) Did Speech and Language Therapy in first year Commerce (Management) Law Business (Accounting) Art and Design Engineering (Honours) (2)

What are they doing? Medicine Computer Engineering Agricultural Science Physiotherapy Hotel Management Medical Bioscience Culinary Art

What was useful about the 2 IELTS/3 EAP course? Most common comments for APA referencing: ‘ APA Referencing’ ‘How to do references’ ‘Making reference lists in APA style (to practice how to reference resources such as articles, online journals, books and videos) ‘Referencing like – in-text citation and reference list’ ‘Practice in writing and learning correct methods of referencing’ ‘The APA citation’ ‘Reference knowledge’ ‘Academic writing and referencing’ ‘Notation in essays’

What was useful about the 2 IELTS/3 EAP course? Second most common comment for writing and researching academic essays: ‘Writing an academic essay’ ‘Essay writing skills’ ‘Preparation for writing essay’ ‘researching skills’ ‘Using database’ ‘Looking for reliable sources for research purposes’ ‘formal writing (structure)’ ‘Improved my grammar’ ‘The essay format’ ‘Formal writings (to learn how to write formal essays with appropriate words)’

What was useful about the 2 IELTS/3 EAP course? The third most common comments was: Speaking/Presentation Skills ‘Speaking skills practices (presentation) ‘Presentation for academic writing’ ‘Presentation skills’ (3 students) ‘Power. Point presentation (don't just read slides, keep your face up and look at your audience, speak clearly with a big voice and be confident)’ ‘Presentation’ (2 students) ‘Oral presentation’ ‘Power-point presentation’ ‘Speech skill’

What are the challenges of tertiary study? The second most common was time management: ‘time management’ ( 9 students) ‘managing time’ (2 students) ‘ time management in order to meet deadlines of assignments’ ‘arranging time for every assessment’ ‘balance between social life and study’ ‘takes more time to study’ ‘attend the class at 8 am in the morning’

What are the challenges of tertiary study? The most common comments were dealing with independence: ‘independent life’ ‘financial management’ ‘self discipline’ ‘having to find your own info’ ‘making the right decision’ ‘have to study everything by yourself’ ‘independent learning’ ‘nobody could help you to study’ ‘need to be self-motivated’ ‘No spoon feeding’

What are the challenges of tertiary study? The third most common comment is the increase in workload: ‘Bulk material’ ‘Writing more than 3000 word essay’ ‘so much to do for final exams ‘Lots of projects. Lots of presentations’ ‘The workload has increased’ ‘Assignment every week’ ‘ Much more reading’ ‘The amount of information’

Any other comments? Student feedback: ‘ 3 EAP should worth more than just achievement standard credits as it requires a lot of hard work and time’ (2013 3 EAP student, 2014) ‘The courses really help a lot!! However, the courses can give students more advantage if they provide more practice on listing, note taking and reading (and, if possible, time management) skills since they are very crucial skills for tertiary study!’ (2013 3 EAP student, 2014) ‘could actually organise a one-day trip to uni lecture’ (2013 3 EAP, 2014)

Recommendations 1) ALL five standards are relevant to the literacy required at university; therefore, all should be included in the available UE Literacy credits, including Auckland University’s suite of 17 English standards

Recommendations 2) The EAP Standards need to be seen to have equal status as the English Level 3 Achievement Standards by giving them Achieved, Merit and Excellence gradings ELLs are being discriminated against because of their Unit Standards status despite cognitively working at Level 8 (and sometimes beyond) the curriculum

Recommendations 3) The English for Academic Purpose Standards need to be on the approved subject list as students are connecting with curriculum, cross curricula and future focused studies 2012 2 IELTS student achieved Scholarship Biology ‘How does vaccination potentially benefit humans in the early diseases? ’ prevention of 2013 3 EAP student attended the International Physics Competition in London in 2014 ‘A brief discussion on special relativity: Is it possible to travel faster than light? ’ ‘

Conclusions. It’s not just UE Literacy because. . 1) It’s a challenging course 2) No summative assessments until Term 3 3) Connections and integration across the curriculum and beyond 4) Authentic learning, teaching and presenting opportunities 5) Critical analysis of education issues to understand their own challenges 6) Skills, skills integrated with technology 7) English for Academic Purposes is a subject and a pathway