feedback
Home

Effective Communication in English


planning

Beginning in 2001, the university, at the direction of its Board of Trustees, undertook a series of initiatives to increase the enrollment of students from the university's target area, and specifically from Asia. An influx of non-native English speaking students presented the prospect that many students could easily spend much of their day immersed in their native language rather than developing the proficiency in English necessary to perform well academically. Once the strategic decision had been made to move in the direction of enrolling more students from non-English speaking backgrounds, however, BYU–Hawaii faculty and officials recognized that they would need to ensure high standards of English competence and to create an environment in which English language skills would be actively developed and supported, with mechanisms in place to assess progress-both the progress of individual students and the progress of the institution as a whole.

Our goal, as articulated in 2002 in our Institutional Proposal, was to develop a language plan that would maximize the language-learning opportunities of non-native speakers of English, that would involve all members of the campus community, that would be institutionalized and therefore sustainable, and that would be subject to assessment and data-driven feedback and improvements.