Dear subscriber,

Welcome to the May 2000 edition of ultiBASE.

We have three articles which we believe will be of interest to many of our subscribers. They examine the issue of English language literacy and usage in linguistically and culturally diverse settings.

I would also like to remind you that ultiBASE is a peer-reviewed e-journal covering all topics of interest related to tertiary teaching and learning from around the world. We are always seeking contributions and provide a supportive and professional blind-review process. We particular encourage first-time papers and papers written in languages other than English. For further information please visit the ultiBASE site at http://ultibase.rmit.edu.au/

Our next edition will be examining issues related to online teaching and learning.

ABSTRACTS

Problems in Assessing Proficiency in English among Foreign Postgraduate Students - Sarjit Kaur, School of Humanities, Universiti Sains Malaysia http://ultibase.rmit.edu.au/Articles/may2000/kaur1.htm

Abstract

The content of a proficiency test is based on a specification of what candidates have to be able to do in the language in order to be considered proficient (Hughes, 1989; Brown, 1996). This paper aims to describe and report the proficiency assessment for foreign postgraduate students registered with the Institute of Postgraduate Studies (IPS), USM. Since 1991, the number of foreign postgraduate students have been on the rise and currently there are about 272 students in the 1999/2000 academic session. Most of these students are from countries such as the Middle East, Africa and Indonesia. The Centre for Languages, USM has had the task of assessing the English language proficiency of these foreign postgraduate students.However, there has been growing dissatisfaction with the tests used. Data were collected by means of a questionnaire and structured interviews. The different perspectives of the students, staff and administrators will be discussed and some suggestions in overcoming the problems will be put forward.

Some Perspectives on Literacy and Workplace Communication within a Culturally and Linguistically Diverse Vocational Training Institution in South Africa - Sheila Devkaran Narsee, Department of Communication, M. L. Sultan Technikon, Durban, South Africa. http://ultibase.rmit.edu.au/Articles/may2000/narsee1.htm

Abstract

To acquire literacy is much more than to psychologically and mechanically dominate reading and writing techniques. Acquiring literacy does not involve memorising sentences, words or syllables, lifeless objects unconnected to an existential universe - but rather an attitude of creation and recreation, a self - transformation producing a stance of intervention in one's context.' The words of Paul Freire illuminate a view of literacy that is purposeful, contextual and transformative . It places the learner rather than the teacher or the text at the centre of the literacy process and it defines this process as more than the skills associated with reading and writing per se. Literacy is understood as a creative activity through which learners can begin to analyse and interpret their own lived experiences, make connections between those experiences and those of others. In this sense literacy is intimately connected to language itself, grounded in the historical and cultural background of the learner, and centred in the personal and social construction of meaning. The author offers a more culturally sensitive view of literacy practices as they vary from one context to another. One cannot pretend that cultural and ideological assumptions are neutral and universal. Educators should suspend judgement as to what constitutes literacy among their students, until they are able to understand what it means to the students themselves and from which social contexts reading and writing derive their meaning. Literacy must not be seen as simply a neutral skill, practiced in the same manner all over the world. The ideological model recognizes that educational and policy decisions have to be based on prior judgements regarding what type of literacy to impart to students in a culturally and linguistically diverse environment and why. It must be pointed out that unlike most countries in the world where English Second Language Students are usually in the minority, in South Africa they form the large majority. It is in this context that this paper has been prepared.

The English Reading Habits of ELLS Students in University Science Malaysia - Ms Rosy Thiyagarajah & Ms Sarjit Kaur, School of Humanities, Universiti Sains Malaysia, Penang, Malaysia. http://ultibase.rmit.edu.au/Articles/may2000/thiyag.htm

Abstract

Academic success at the tertiary level is likely a multidimensional phenomenon that includes language proficiency, learning and study strategies and certain personal characteristics (Stoynoff, 1997). As reading is part of academic literacy, lecturers in local universities usually have high expectations of a student's ability to cope with the demands of reading in English. However, a survey conducted among eighty first year students enrolled for the Bachelor of Arts in English Language and Literature Studies (ELLS) programme at the School of Humanities, USM revealed poor reading habits and that the students' perceptions of their reading ability did not commensurate with the expectations of the lecturers. Results of a questionnaire and structured interviews (with a subgroup of 15 students and course lecturers) provided valuable insights about the reading readiness of students about to embark on an academic life. The findings of the survey will help to raise awareness among students and staff about potential reading difficulties and the crucial role that reading plays in the achievement of academic success. The results of this study have implications for admission decisions, academic advising and orienting of new students into the programme.

Regards

Mark Laidler (m.laidler@rmit.edu.au)

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