The flamingo model
A twin-track approach on language policy to enhance first year students’
academic success
[email protected] & [email protected]
Office of Study and Career Guidance
FYE 2015 Dallas, TX
13,000+
1,100
21
16
Two questions
Why is language coaching of
such great importance for first
year students?
How is language policy shaped?
Predicting success?
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
45
40
35
30
25
20
15
76-100%
10
51-75%
5
26-50%
0
Category 1: low (D)
Category 2: low to sufficient
(C)
0-25%
Category 3: sufficient to
good (B)
Category 4: good (A)
The flamingo model
+
Screening
Remediation
+
Screening
Remediation
+
Continuous
professional
development
Prevention
Students
Screening
Remediation
+
Continuous
professional
development
Prevention
Students
Screening
Remediation
+
Lecturers
Continuous
professional
development
Prevention
Students
+
Writing
Screening
Remediation
Speaking
Lecturers
Continuous
professional
development
Prevention
Students
+
Writing
Screening
Remediation
Reading
Speaking
Listening
Lecturers
Continuous
professional
development
Prevention
Students
+
Writing
Screening
Remediation
Reading
Speaking
Listening
Lecturers
Continuous
professional
development
Prevention
Twin-track approach
Working with student mentors
8.9/10
Expert
Language
coach
Lecturer
Lecturer
Language
coach
Lecturer
Lecturer
 Real problem (intrinsic motivation)
 Multiple moments
 Three components
a) Raising awareness
b) Theoretical framework
c) Support during implementation and integration
 Intervision
 Support (superiors, own team)
Expert
Language
coach
Lecturer
Lecturer
Language
coach
Lecturer
Lecturer
Expert
Expert
Coach
Lecturer
Expert
Lecturer
Coach
 Real problem (intrinsic motivation)
 Multiple moments
 Three components
a) Raising awareness
b) Theoretical framework
c) Support during implementation and integration
 Intervision
 Support (superiors, own team)
 Expert becomes obsolete
Two answers
Language as a necessary (but
not the only) factor for
academic success
Twin-track approach based on
specificalities
(e.g. students and lecturers)
Acknowledgements
 Ria Vandegehuchte
 Annelies Huysentruyt
 Annelies Boone
 Annelies Hofman
 Ton Neuttiens
The flamingo model
A twin-track approach on language policy to
enhance first year students’ academic success