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Language Competency Standards

• Purpose
• Policy Statement
• Definitions
• Standards
  • Entry-Level Standards
  • Exit-Level Standards
• Assessment
  • Alternative Assessments
  • Implementation
• Jurisdiction
• Review of Language Competency

Purpose

The enhancement of skills in reading, writing, speaking and listening should be a goal of instruction in every course and program.

Policy Statement

Douglas College requires that all students demonstrate appropriate levels of English language competency before entry into, and prior to exit from, courses and programs.

Definitions

Language Competency: a defined level of skill in reading, writing, speaking and listening.

Entry-level standard: the defined standard required for entry into a course or program.

Exit-level standard: the defined standard required for graduation from a course or program.

Standards

Entry- and exit-level language competency standards will correspond to specific course or program requirements, outcomes, and objectives established and/or reviewed in consultation with the appropriate advisory committees, professional bodies, employers, colleges and universities.

Entry-Level Standards

Minimum entry-level standards of language competency will ensure that students can communicate in English with sufficient ability to complete anticipated coursework successfully. Some Departments/Programs may choose to set their entry standards at the same level as their exit standards.

Exit-Level Standards

Minimum exit-level standards of language competency will ensure that students can communicate in English with sufficient ability to handle future work-related and/or education-related communication tasks successfully. Students will be expected to demonstrate satisfactory achievement of exit-level language competency standards as part of the requirements to complete a course/program.

Assessment

Students can demonstrate language competency through a variety of means: assessments, completion of specified pre-requisites, completion of course/competency equivalents at other post-secondary institutions, challenges and other methods of prior learning assessment. The results of the assessment will, where necessary, indicate recommended options for the student to meet language competency entry/exit standards.

Alternative Assessments

Where appropriate, students with documented disabilities will be permitted to demonstrate language competency in other ways (please refer to educational policy Accessibility to College Programs, Courses and Services for Persons with Disabilities).

Implementation

Assessment Services will assist Departments/Programs to schedule and conduct language competency assessments following consultation with College faculty who have acknowledged expertise in language competency standards.

Jurisdiction

Where language development courses are required, each Department/Program area will determine the appropriate language development course(s) for students, after consultation with College faculty who have acknowledged expertise in language competency, such faculty to include those in Communications, Developmental Studies, English and English as a Second Language. The content, format, and delivery of courses will be determined through a process of consultation among the Department/Program faculty and the faculty in the Department(s) providing the language courses (see educational policy Associated Studies).

Review of Language Competency

Faculty will determine, with broad consultation among interested constituencies within the College and the broader community, the extent to which language competency standards are being met in practice. Where external language competency standards change, faculty will review and modify the pedagogy of programs so that external standards are met. All reviews of Departments/Programs will include an evaluation of curricular language competency standards.

This policy was last revised on December 19, 2007