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KRISTINE SOGHIKYAN YEREVAN STATE LINGUISTIC UNIVERSITY

EPOSTL AS AN ADMINISTRATOR'S GUIDE TO INTERNAL QUALITY ASSURANCE IN UNIVERSITY LANGUAGE INSTRUCTION. KRISTINE SOGHIKYAN YEREVAN STATE LINGUISTIC UNIVERSITY. YEREVAN STATE LINGUISTIC UNIVERSITY AFTER V. BRUSOV. “Training of trainers” Linguistic education Didactics.

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KRISTINE SOGHIKYAN YEREVAN STATE LINGUISTIC UNIVERSITY

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  1. EPOSTL AS AN ADMINISTRATOR'S GUIDE TO INTERNAL QUALITY ASSURANCE IN UNIVERSITY LANGUAGE INSTRUCTION KRISTINE SOGHIKYAN YEREVAN STATE LINGUISTIC UNIVERSITY

  2. YEREVAN STATE LINGUISTIC UNIVERSITY AFTER V. BRUSOV • “Training of trainers” • Linguistic education • Didactics

  3. ENGLISH COMMUNICATION AND TRANSLATION PROGRAM • Communication • Speaking Skills • Writing Skills • Translation • Written Translation • Interpretation • Literary Translation • Translation theories

  4. EPOSTL as a Portfolio for In-Service University Teachers • As a reference to communicate expectations • As a tool to introduce pedagogical and methods issues • As a framework to initiate discussions on various theoretical and practical issues • As a means to document experience • As a self-assessment instrument

  5. EPOSTL as a University Administrator’s Tool • As a reference to communicate expectations • As a tool to introduce pedagogical and methods issues • As a framework to initiate discussions on various theoretical and practical issues • As a means to document experience • As a means to single out improvement focus areas to internally assure quality in linguistic instruction

  6. EPOSTL as an Internal Quality Assurance Guide • Quality vs. Quality Control/Management/Assurance • Internal vs. External Quality Assurance • Internal Quality Assurance at a Chair level

  7. The EPOSTL FOCUS AREAS • An introductory guide • Lesson Planning, • Conducting a Lesson, • Methodology, • Independent learning, • Assessment, • Resources, • Context.

  8. A COMPREHENSIVE QUESTIONNAIRE: CYCLE 1 LESSON PLANNING • I can plan specific learning objectives for individual lessons and/or for a period of teaching. • How well have classes been planned? • How clear was the aim of each lesson? • How substantiated was the selected succession of activities, in terms of building up knowledge and skills?

  9. A COMPREHENSIVE QUESTIONNAIRE CONDUCTING A LESSON • I can create opportunities for and manage individual, partner, group and whole class work. • How often did you engage in • individual, • Partner, • Group, • Whole class activities? • How clear are the tasks for partner and group work? • How regularly have partner and group work been timed?

  10. A COMPREHENSIVE QUESTIONNAIRE WRITING • I can help learners to gather and share information for their writing tasks. . • How clear have assignments for writing activities have been? • What was the proportion of written vs. oral peer critique and group contribution? • What resources did you use to gather information for your research assignment? • How did you share the information you gathered?

  11. A COMPREHENSIVE QUESTIONNAIRE INDEPENDENT LEARNING • I can guide and assist learners in setting their own aims and objectives and in planning their own learning. • What was your own objective in this course this semester? • How well did you meet your initial plan in your research project?

  12. A COMPREHENSIVE QUESTIONNAIRE ASSESSMENT • I can deal with errors that occur in spoken and written language in ways which support learning processes and do not undermine confidence and communication. • How different is your first draft from the second? • Hoe explicit and efficient were teacher’s comments to your Draft 1 to improve your research?

  13. A COMPREHENSIVE QUESTIONNAIRE RESOURCES • I can guide learners to use the Internet for information retrieval. • What electronic resources did you use in your research? • How did you select those resources?

  14. NON-QUESTIONNAIRE FOCUS FOR CYCLE 1 CONTEXT • I can observe my peers, recognise different methodological aspects of their teaching and offer them constructive feedback.

  15. OUTCOMES • Training of trainers and trainers’ professional development • An internal quality assurance focus for a certain time-period • A questionnaire and evidence – targeting the focus • A filtered-out list of issues to address in the next cycle • Reflection and collegial feedback/critique • Student teacher reflection initiation

  16. CHALLENGES • Resistance • Disbelief of the questionnaire results • Absence of critique culture/fear of losing face • Consistency of producing evidence

  17. FUTURE DEVELOPMENTS • Shifting university professional development focus from linguistic theory to didactics • Peer observations, based on structured observation forms (with indicators) • Workshops on evidence generation and portfolio compilation • Design of Cycle 2 questionnaire, based on the received results for Cycle 1, with a new perspective

  18. Thank you!

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