I noted with interest and pleasure a new member, Melanie Hahn, who mentions
her research on the English language literacy needs of Korean-Americans for
college. My university is in the midst of a debate about English
proficiency requirements for admission, continuation in good standing,
graduation, etc. I would be interested to know from Melanie or others if
there is some good work available that tells us:
= what levels of proficiency at entrance are typical of students who
eventually succeed in getting their degrees (or otherwise doing good
academic work)?
= how much variation there is from one discipline to another in the minimum
working proficiency in English needed for college work?
= which particular advanced literacy skills are the most difficult or take
the longest time to acquire for non-native speakers of various ages and
prior educational backgrounds?
I suppose I should also be asking what the university can do, or does
anyway, that helps literacy and oral language development for non-native
speakers. But that is, of course, a much bigger subject.
I know there is a lot written in this general area. What I'm asking for is
recommendations as to what is really insightful, reliable, etc.
JAY.
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JAY L. LEMKE
CITY UNIVERSITY OF NEW YORK
JLLBC who-is-at CUNYVM.CUNY.EDU
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