Job Discussion Forums

[spiral78]

Hi, guys.

I am trying to find out some basic, general info on the English language support provided to students at Meiji Gakuin university.

I've searched their website, but haven't found anything specific to this topic.

Is anyone there/connected enough to give me a general overview regarding

1. approximate numbers of qualified staff to support English language skills for students
2. any rough description of the quals needed to work there (no, I'm not seeking a job - I have another purpose, which I'll come clean about below!!)
3. any description of the kinds of language support provided (basic-advanced, specialisation in pronunciation, other?)

The reason I'm asking:
We deliver a course every year to a few students from MG here in the Netherlands. I am in charge of the course. We are meant to focus on activating the English the students already have, but every year I have teachers working for me on the course who want to insist that we should offer 'pure' English, with a focus on pronunciation support. My point is that they can (I think) get this in Japan - what we can offer is something different - focuses based on their experiences here in Europe during their stay. I'm looking for some data to back me up with the grammar/pronunciation hardliners. They essentially have to do what I say, but I'm tired of having the same old argument every year

Help!!

[Glenski]

What is "pure" English? College kids have already had 3 years of grammar in JHS and 3 years of subsequent grammar (plus more like grammar-translation to prepare for college entrance tests) in HS.

As for what English support they get, read MG's English homepage, starting here for lit majors.

[spiral78]

Dear Glenski:

Thanks - I had found the above on the homepage. I was hoping to find what you've given me - how many years of language training, and what do they get in terms of English support from the university.

What 'my' teachers are insisting on is more grammar and pronunciation training. I want to strongly make the point that they get this in Japan - it's certainly not what they come to the Netherlands for!

I suppose if they felt the English training they get in Japan were inadequate, they'd be more likely to head to the UK or North America for their summer classes - not continental Europe. 'My' teachers are not native English speakers, by the way...I believe the research shows that non-native teachers do tend to over-focus on discreet language items in their classrooms...

Well, back to the battle! Any further light anyone can shed on this specific university will be greatly appreciated.

[Glenski]

Students here get practically no pronunciation training. I don't know where you may have heard otherwise. Wouldn't hurt to step that up at all. Helps in what they speak AND hear. Phonics is practically nonexistent (for reading), but that wouldn't necessarily be appropriate for college level students, IMO.

Grammar? Forget it. They know plenty of it by the time they reach university. They just never have a chance to use it in spoken form.

And, all you have to do is ask someone, "How are you doing?" and you'll realize just how poor their listening and general comprehension is. You might get answers like:

I'm doing nothing right now.
(What am I doing?) I'm studying right now.

or

EH?


If they INSIST on grammar help, get them to be specific about what to help. Prepositions (time, place, location)? Idioms? Pronouns? Irregular verbs? Pin them down so they can help you to help the kids, otherwise you'll be shooting in the dark.

[spiral78]

Thanks again.

No, the students aren't insisting on grammar - it's the teachers who sometimes tend to want to focus on grammar and etc.

I actually heard a pronunciation lesson idea from one of the teachers today that did sound quite on track, and I'll be able to add that to the curriculum.

[Glenski]

[spiral78]

Yes. They're vague regarding exactly what they think is needed in a three-week summer course in terms of grammar - they just wanna teach some They'd be happy with Azar, in fact:)

Basically, I accept the right of any teacher to a 'grammar moment' when he/she sees some need, but I've stressed that we are not meant to focus on what they call 'pure' English, but on developing communication skills so far as we can in such a short time with jet-lagged, culture-shocked 20 year olds. My yardstick is that so long as we can understand them without too much effort - it's not an item we should try to 'correct.'

Meaning that we aren't going to correct article use, for example Many of our teachers are very surprised to learn that article errors are fairly high-level errors - not beginner ones.