Ross Woods, 2021
This is an hypothetical plan to provide accredited training to persons in another country whose first language is not English.
Specific entry requirements:
• Access to Internet with a reliable connection and an up-to-date browser.
• An agreed practicum placement.
• Other academic and non-academic requirements as normal for that qualification.
| Stage | Activity | Language | Who does it | Risks* |
|---|---|---|---|---|
| 1 | Planning | Local language and English | College and local rep. | • Difficult to agree on details, especially finances |
| 2 | Arrange local practicum sites with MOUs Write course handbooks Write specific assessment instruments Give orientation to staff |
Local language, except that assessment instruments must be bilingual. | Local rep. |
• Organizations running practicum sites and their staff normally interpret roles and arrangements according to their own perspective • Organizations can pull out unexpectedly • Tension between practicum as work and as learning |
| 3 | Marketing | Local language | Local rep. | • Strategy might not get a viable number of suitable students |
| 4 | Admission to onsite program Orientation to program requirements |
Local language | Local rep. | • Students can pull out unexpectedly for unforeseeable reasons. If enough drop out, the programs becomes unviable. |
| 5 | Beginner level English | English | Local rep. | • Students can pull out unexpectedly for unforeseeable reasons. If enough drop out, the programs becomes unviable. |
| 6 |
Theory in students’ first language Occupation-specific English language |
Local language and English | Local rep. | • Local rep. might interpret arrangements according to own perspective |
| 7 | On-job complex practicum | Local language and English | Local practicum site and local rep. |
• Local rep. might interpret arrangements according to own perspective • Tension between practicum as work and as learning • Students can be thrown in at the deep end. • Failure to meet agreed timelines |
| 8 | Student applies to accredited RPL program | Local language and English | Student | • Students can pull out unexpectedly for unforeseeable reasons. If enough drop out, the programs becomes unviable |
| 9 | Theory examination done online, as much as possible by multiple choice | Local language and English | College | • Pass rate is unexpectedly low |
| 10 | Practical assessment, done by RPL portfolio | Local language and English | College | • Referees might not like the reference forms • Referees are too harsh or too lenient • Bribery |
| 11 | Review and moderation | Local language and English | College, local rep., students, practicum org's | • Encounter insurmountable problems, perhaps even requiring abandonment of whole program |
* All or most stages depend on good communication between all parties: college, local rep., students, and practicum organizations.
If the purpose is to equip students to be able to work in English, then some of the practicum should be done in English. A course in English as a foreign language done in a non-English speaking environment does not normally result in sufficient fluency to work in a language-dependent role. This also applies to cultural expectations in the workplace and dealing with clients.