THE UNIVERSITY of Virginia has a wide-ranging variety of traditions and stereotypes, many of which are common to colleges across the country. Unfortunately, sometimes these stereotypes prove all too true. One such example is the foreign student or teaching assistant who cannot communicate well in English, yet is required to participate in or even lead a discussion about difficult and often confusing topics -- think Economics 201. Because they cannot speak English well -- especially the more common everyday English not found in textbooks -- they are often at a loss which spreads to affect the students around them.
Fortunately, though, recent changes have been made to the Test of English as a Foreign Language, an important determinant in international student admissions. Now it is up to the University to ensure that these changes are applied to existing standards to ensure that its staff and students can clearly and easily communicate.
For many years the Test of English as a Foreign Language, or TOEFL, included onlymultiple-choice and later writing sections similar to the SAT. In doing so, the test measured what CNN.com calls "textbook English." In no way, however, did it measure that person's ability to actually communicate in English, much less to understand, explain, ask questions or lead a discussion about the uncommon and usually difficult concepts found in a college classroom. Fortunately, the new Internet-based TOEFL reflects this tendency and will hopefully correct it through"a new speaking component" designed to measure "how well students read, write and speak in combination," according to CNN.com. Though a similar test has existed separately, it was not mandatory and had little if any bearing on whether a foreign student could attend American schools.
Criticism of these changes is flying in from around the world, however, especially from countries like Japan with a very differently styled education system that, among other things, does not emphasize speaking. Jane Mack-Cozzo of the American Enterprise Institute, and a former English and American Studies professor in Japan, notes that "Those who are admitted to a university have already had six years of English, but can hardly speak a word because their study of the language is oriented to passing the grammar and reading-comprehension questions on the entrance exams."
At the University, Vice Provost for African-American Affairs Milton Adams pointed out in a telephone interview that the TOEFL is only one of several layers international students and potential TAs must go through to ensure their ability to communicate, and, most importantly concerning TAs, their overall ability to teach in what is often a very different education system. As to the new TOEFL, Adams believes that it will be phased in gradually as its effectiveness becomes more visible. Though he acknowledged that the image of the foreign TA who cannot effectively communicate does occur, he points out that the cases are often isolated and on an individual basis, and that U. Va. does all it can to address the potential problem.
Clearly, foreign students will face new challenges and potentially be at a disadvantage due to these changes, but is that really an unfair price to pay? After all, the American college system is based almost entirely on the English language. According to the University Web site, only 4.5 percent of U.Va.'s students are of international origin, implying that the overwhelming majority ofstudents grew up speaking English. More importantly, all University students will be taught in English and will be expected to discuss and think critically in English. When it is the duty of the University to ensure that the best possible education be made available to its students, must it not therefore ensure the ability of the students and staff to communicate?
The simple fact of the matter is that the United States is an English-speaking country whose education system is based almost entirely on that language. Though diversity and the understanding of foreign cultures are a large part of the University's goal, it must be remembered that that goal is at its root based in English. The American college system is designed to operate in English, and American students rightfully expect to learn and be able to discuss ideas in English. Though it is unfortunate that some foreign students will be disadvantaged and may not gain admittance to American schools, how would it be of benefit to them if they cannot fully understand and communicate? The University is designed to serve its students and to offer them the best education in the world. First and foremost, however, it must ensure that they can communicate with each other.
Allan Cruickshanks' column appears on Tuesdays in The Cavalier Daily. He can be reached at acruickshanks@cavalierdaily.com.
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