English Proficiency Questions

Having been checking papers the last couple of days, I've been wondering about where it is best to effect change in our English teaching curriculum. While we accept that there are evolutions of English, such as Chinglish and Singlish, there is still also the demand for students to be proficient in writing formal English, at least academically. That's where I supposedly come in, teaching students how to write at the college level. However, sadly, that is not really the case. What is happening is that I am trying to correct, or get students to unlearn things that they learned. Not only is there the barrier of students who fear the subject, or who think it's pointless (and this is a pretty formidable barrier) but there is the problem of students walking into college classrooms unprepared for the rigors of university writing because they lack the preparation.

To be clear though, there are a number of students who display impressive skills in writing. But they are far outnumbered by those that need much work, and that work is a minefield of different areas, such as grammar in its simplest aspects like subject verb agreement, to the way that they use, or misuse, the language, to word selection and the list goes on and on.

I am more than willing to accept that not everyone is supposed to be in a creative writing class. but being in a university, I would hope that people would develop a mental framework that would cause them to think that they would be writing as academics, at least for the next four or five years that they will be studying at the university level.

I have to ask myself how students get to the tertiary level without having a proper background in their English and writing skills. I suppose that math teachers are asking themselves similar questions. But being someone who has taught at the lower levels, I feel the need to really question this.

There were many things wrong with the English program that I was teaching at the high school level. I tried to fix those things. Now while that program had its deficiencies, the problem also was that students arrived at the high school level already having problems and having learned the wrong things. (Case in point is that up to the point that they became my students, some of them were taught that even though was written as eventhough, and as if was asif)

So do high school teachers have to correct these things? Should they leave them to the college professors to correct? But for someone like me teaching at the college level i assume and expect that these people are ready for college work. Why should we have to move backwards? So then were does this start?

They are deficient when they get to high school? What are the grade school teachers teaching them? Must there be a massive reassessment of the level at which we are teaching? I believe so. In a society following the American public school system, which was largely based on industry and factory systems, we have not stopped to think about how education should be structured in a knowledge-based economy.

We are training students to pass the UPCAT and ACET and all those others, to get good scores on proficiency exams, but are we training students to be innovative? Are we training them for the information-age jobs that they will soon have to take? Seeing as to how technology is leveling the global playing field, the ability to communicate will be essential. They may have access to the tech, but what happens when they cannot communicate effectively. Add to this the problematic structure of our public high school system that, like most things in this country, is forever lacking funding. Come to think of it, the only things that don't lack funding when it comes to public works are those things that have to do directly with the bigwigs. But classrooms? Teacher training? Budget for paying public school teachers?

I pull back further. Is it a problem of grade school? Or of those formative years when children who are rich are exposed to speaking yaya english, or their parents aren't great english speakers, and thus speak in transliterated forms?

Further, when do these different forms and levels of English , which I would allow to be used in common conversation, be automatically excluded from paper-writing? When will students make the distinction of the level of language expected, without them having to be told?