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CHAPTER 3. FACULTY AND ACADEMICS
The University of Texas at Austin Policy Memorandum 3.150 Office of the President February 1, 1992Subject: PROGRAM TO ASSESS, CERTIFY AND IMPROVE ENGLISH PROFICIENCY OF FACULTY
House Bill 638 passed by the 71st Legislature, Regular Session, 1989, requires institutions of higher education in Texas to establish a program or short course to assist faculty members whose primary language is not English to become proficient in the use of English and also requires that all faculty members are proficient in the use of English as determined by a satisfactory grade on the "Test of Spoken English" or a similar approved alternative test. At its August 1989 meeting, the UT System Board of Regents authorized the UT System Executive Vice Chancellor for Academic Affairs to approve administratively such alternatives for the UT System academic component institutions.
Faculty members covered by this program are those individuals who are not able to demonstrate that their primary language is English on the basis of country of origin, education, academic traing or other credible evidence, such as experience in the use of the language or an established effective teaching record (Attachment A/Interactive PDF - Primary Language Determination).
The procedure described in this document apply to individuals being considered for appointment fo positions as lecturer, instructor, assistant professor, associate professor and full professor, and other non-student faculty titles.
Assessment of English proficiency can be made using one of the following options:
RECOMMENDED APPOINTMENT RESTRICTIONS FOR VARIOUS PROFICIENCY LEVELS
- A. Faculty members may demonstrate English proficiency by providing results of their performance on either the Text of Spoken English or the SPEAK test.
- B. Through formal individual interviews, presentations and/or in-class teaching sessions, the English language proficiency of a UT Austin faculty member will be reviewed and assessed by one or more faculty representatives trained to employ procedures for assessing oral proficiency in English using the "Descriptions of Levels of English Proficiency" chart (Attachment B/Interactive PDF). These standards are derived from the framework employed in the Test of Spoken English (TSE) and other accepted standardized tests of English proficiency. Training for these faculty representatives will be provided by professionals in the area of English as a Second Language or language pedagogy and supervised by the Center for Teaching Effectiveness.
- Each assessor of a faculty member will complete an "Assessment of English Proficiency" form (Attachment C/Interactive PDF) on that individual. (The following section identifies likely conditions of appointment for all three proficiency levels.) The Department Chair will complete the "Appointment Status Recommendation" form (Attachment D/Interactive PDF) and forward it to the Dean for review and cosignature. The Dean may request additional information about the candidate's English language proficiency from the Department Chair. The "Assessment of English Proficiency" form (Attachment C/Interactive PDF) and the signed "Appointment Status Recommendation" form (Attachment D/Interactive PDF) are forwarded with other required appointment material (including the "Prior Approval Request" form) to the Executive Vice President and Provost for review and approval.
The following are recommended appointment restrictions with regard to the three levels of proficiency based on inteview/presentation assessments.
PROGRAMS OF ASSISTANCE FOR FACULTY
- A. Basic Proficiency (an evaluation of "Basic" in one or more of the three categories)
- 1. Require individualized consultation on instructional strategies and diagnosis of probable sources of communication difficulties by The UT Austin Center for Teaching Effectiveness;
- 2. Recommend assignment to smaller, more advanced courses during first year at UT Austin;
- 3. Require evidence of improvement in communication for continuing/expanded employment/responsibilities after first year;
- 4. Recommend assigning a native English speaker as a teaching assistant;
- 5. Recommend no appointment with student contact when an evaluation of "Basic" is received in all three categories.
- B. Intermediate Proficiency (an evaluation of "intermediate" in one or more of the three categories; no evaluation of "Basic" in any of the three categories):
- 1. No restrictions on assignment, but not recommended for large introductory courses during first year.
- 2. Provide, as needed, compensation/cross-cultural information handbook and assistance from the Center for Teaching Effectiveness;
- 3. Recommend assigning a native English speaker as teaching assistant for first year.
- C. Advanced Proficiency (evaluations of "Advanced" in all three categories):
- 1. No restrictions.
Faculty members identified as requiring assistance in the improvement of their English proficiency will be referred to the Center for Teaching Effectiveness for individual consultation or outside referral. After an initial assessment by the staff of the Center, faculty members will be advised on which of the following options might best fit their needs:
- A. Continued work with Center staff trained in communication or language, consisting of at least 10 hours of individual and/or group consultation on techniques for improving classroom communications and English proficiency;
- B. Enrollment in the course in "Cultural and Communication Skills for University Teaching" taught by the Texas Intensive English Program. This course emphasizes linguistic, cultural and pedagogical aspects of teaching at The University level and is currently offered for Teaching Assistants and Assistant Instructors:
- C. Referral to private tutoring resources in the community.
Any costs of these programs that exceed what is normally offered to all faculty by The University's Center for Teaching Effectiveness will be borne by the faculty member.