English Language Support
The students at Elite Education Institute should have the necessary knowledge and skills to engage successfully with their studies and, as graduates, successfully participate in their professional work environments. Admissions policies, requirements and procedures are documented, are applied fairly and consistently, and are designed to ensure that admitted students have the academic preparation and proficiency in English needed to participate in their intended study, and no known limitations that would be expected to impede their progression and completion.
English language proficiency means the ability of students to use the English language to make and communicate meaning appropriately in spoken and written forms in the context of their studies. English language support can include working through an assignment with a tutor and then responding to the on-line power-point tutorials
• Oral presentations
• Written communication and
• Oral communication
Since Post-Enrolment Language Assessment (PELA) processes have indicated that many of the language difficulties of international students who have already satisfied minimum IELTS or TOEFL requirements are also related to nervousness through
• non-diaphragmatic breathing in speaking and writing when nervous,
• confusion about what is being asked,
• lack of precision,
• thinking in one’s first language and trying to transliterate,
• failure in alertness and responsiveness.
These can be partly overcome by learning to tell one’s own story in the first language and then re-telling it in English; the story should contain items on service, values, innovation courage, history and success. In general, students at risk and requiring learning support at Elite Education Institute are identified through the following:
• By poor attendance (attendance rolls are taken at each class ) or poor assessment outcomes (assignment submissions are monitored). Students who fail to attend class regularly and/or who fail to submit one or more assessments are contacted by the Academic Dean.
• Monitoring of students by lecturers and student services staff
• During initial discussions with academic staff during Orientation
• Self-referral by a student
• When a lecturer/tutor has identified that a learner is experiencing difficulty (this may be by observation in class or upon analysis of assessment items submitted early in the term)
• When a learner seeks assistance from the Student Services Manager, Director of Professional Programs or some other member of staff
• During an interview with a student
• As part of an intervention strategy agreed between the learner and the Academic Dean.