Reforming University Language Policy: From Marginalization to Mediation

1. Reforming University Language Policy: From Marginalization to Mediation Shawna Shapiro University of Washington TESOL 2009- Denver, Colorado

2. Shapiro, S. “From Marginalization to Mediation ” The University of Washington and the Academic English Program Old AEP Location X New AEP Location X

3. Shapiro, S. “From Marginalization to Mediation ” Key Questions • Why do language support programs tend to operate in relative isolation from one another? (e.g. Atkinson & Ramanathan, 1995) • What is the relationship between curriculum and context in reforming language policy at large universities?(e.g. Harklau, Zamel & Spack) • Why isn’t “linguistic diversity” discussed more directly as part of institutional mission for most universities? My argument The UW, like many institutions, responds to linguistically diverse students from a “remediation mindset” that is isolationist, inequitable, and ineffective. An alternative model is needed, in which the language support program does not provide the “remedy” but instead facilitates campus-wide “mediation.” .

4. Shapiro, S. “From Marginalization to Mediation ” My Investment • Former instructor in L2 program(with ongoing participation in other language programs and initiatives) • Current instructor and administrator in Composition (L1) Research Questions • Original: How do students, instructors, and other stakeholders experience the Academic English Program (AEP) curriculum ? Revised, after pilot studies: • How do policies and curriculum enacted by the AEP and the UW contribute to conditions of isolation for students? • How can such isolation be understood and counteracted?

5. Shapiro, S. “From Marginalization to Mediation ” Data Sources • AEP Students • paper survey (collaboratively-designed) • focus groups (pilot only) • 10 interviews with representative sampling • additional interviews with “student advocates” in administration • AEP Instructors/Administrators • email listserv discussions • interviews and surveys (collaborative, curriculum-focused) • programmatic documents (manuals, meeting minutes, etc.) • participant observation (my work with AEP curriculum committee) • Non-AEP Instructors (Faculty and TAs) • web-based survey • institutional documents • participant observation (my work with other depts, writing centers, & working groups)

6. Shapiro, S. “From Marginalization to Mediation ” Institutional ContextThe University of Washington, Seattle • Research-oriented “public ivy” • ~40,000 total students, ~10,000 graduate students • Emphasis on socioeconomic equity, diversity • E.g. Holistic admissions • Decentralized administration • Departmental autonomy • Faculty-based decision-making • Linguistic Diversity • International students (~3% of UW overall, but ~10% of UW’s graduate students; ~40% of AEP population during study) • Immigrant students (3-5% of UW; ~60% of AEP population during study)

7. Shapiro, S. “From Marginalization to Mediation ” Policies at the UW (currently under review) • Matriculated non-citizens asked to demonstrate language proficiency via test scores • Otherwise, placed in up to 5 courses that are • Non-credit • Additional tuition • Administered through “Extension” program • Exam-based assessment • Curriculum Overview • Curricular emphasis on grammar: “error,” “control,” and “mastery” (rather than growth, process, and fluency) • Little if any extensive reading/writing

8. Current AEP Curriculum (adopted 1997)

9. Shapiro, S. “From Marginalization to Mediation ” Student Perspectives: Marginalization • “I have one question.  I became a citizen last year…and I read something…if I became a citizen before first day, [the AEP classes] are not required…I can’t understand that…”  (student ) • “I think now a lot of students start to feel like ‘This is a hoop I have to jump through. I fill out these little exercises, get the right answers, and then get out of here as quickly as I can…’” (student advocate/ administrator) • “The AEP test is bias.  It seeks our failure, not our success.” (student) • “My roommate is American, and she asks me, ‘Why do they make you learn this?’  It’s not relevant.”  (student) • “I know that somebody who does not take AEP classes, doesn’t understand AEP students feelings. ” (student)

10. Shapiro, S. “From Marginalization to Mediation ” Institutional Perspectives: Fragmentation • “A thing that I hear from students a lot is that they’ve been passed around a lot…it’s frustrating…By the time I see them, they’ve already been to three different offices…. I try to let the students know that most often I’m on their side…but we didn’t make the rules.” (advisor for AEP students—esp. immigrants) • “[I would like] more collaboration on supporting the students…with the rest of the university…realizing that we have a place at the table, that we have expertise.  We also need to realize that we’re [only] one part of it.  We’re not the whole piece.” (instructor / administrator in AEP) • “With large classes of 300+ in the intro level and 100+ at the 400 level, we don't have the resources needed to provide ESL students [with] individual support.” (faculty in Biology).  • “With writing classes in particular, paying special attention to ESL students means losing the non-ESL students.” (faculty in Business School) • Being a former ESL student myself…I also think the ESL policy the UW has is not realistic. ...a lot of people fall through the cracks. (former graduate student and TA in Engineering)

11. Shapiro, S. “From Marginalization to Mediation ” Shift #1: From Deficit to Diversity • Non-native speakers (and non-citizens) seen as a potential “burden” rather than benefitThe AEP’s mission is to “bring [students’] English skills up to a level where they do not pose an excessive burden to [non-AEP] instructors. . . ensuring that [they] possess adequate English language skills that maintain the university’s academic standards and reputation.” • “Triple whammy” of policy: No choice, No tuition coverage, No credit • Limited, highly structuralist curriculum • BUT institutional commitment to diversity, global citizenship, socioeconomic equity, etc. (see writings of UW President Emmert)

12. Shapiro, S. “From Marginalization to Mediation ” Shift #2: From Passivity to Professionalization AEP instructors and administrators are not treated as academic professionals • Poor compensation and working conditions • Marginalized within UW (structurally, academically) • Unclear “mandate” (few centralized incomes/outcomes) • Work perceived as ethically ‘questionable’ • “money-makers” for the institution • “fox guarding the henhouse” BUT institutional commitment to disciplinary research and departmental autonomy

13. Shapiro, S. “From Marginalization to Mediation ”

14. Shapiro, S. “From Marginalization to Mediation ” Initiatives in Progress at the UW • Large, higher-level working group, established by Provost • Cross-departmental working group for new courses and curricula (studio/linked courses) and more extensive assessment/research • AEP curriculum revision, informed by my research and other data • Informal ‘liaisons’ between writing centers, AEP, and academic departments • AEP-English shared faculty position (postponed due to hiring freeze) 

15. Shapiro, S. “From Marginalization to Mediation ” What are we learning? • Dialogue is essential • articulation of experiences, objectives, needs • shared data • shared responsibility (‘mediation’) • ground-level initiatives all contribute to a shift in institutional mindset • Curriculum and context are interactive • E.g. the “credit” question (Van Meter, 1990 & recent discussions on IS listserves) • Institutional structure can constrain (or promote?) curricular innovation • Meta-process cannot be overlooked • What are our overall goals and vision for change? • How do these align with the institution’s pre-existing goals and discourse? • Who needs to be involved and How?

16. Shapiro, S. “From Marginalization to Mediation ” Lingering Questions and Challenges • What is a language policy? Is it a statement? A set of policies and/or practices? An iteration of institutional ‘culture’? • Can curricular changes work their way ‘up’ to impact the larger institutional context? • Where are the points of resistance to change, both in and around the language support program (AEP)? • What can be learned from this case that is relevant to other institutions?

17. shapis@u.washington.edu http://staff.washington.edu/shapis has this ppt, research documents / reports, and teaching/training materials informed by this project Thank you!!