Higher Education

Position Statement on Academic and Degree-Granting Credit for ESOL Courses in Postsecondary Education (June 2012)

Position Statement on the Acquisition of Academic Proficiency in English at the Postsecondary Level (November 2010; PDF) 
Because of the importance of securing an adequate foundation in academic English before commencing postsecondary coursework and the inherent variability in the rate of language development, it is essential that students, their financial sponsors, and the institutions they attend understand the need to be flexible with respect to the amount of time and financial support allotted for language study. Setting strict time and/or financial limits on the length of English studies, or pressure to exit students from such studies prematurely, are counterproductive and will undermine opportunities for academic success.

TESOL Issues Joint Statement with AAIEP, UCIEP on IEP Governance (January 2010; PDF) 
TESOL issued a joint position statement with the American Association of Intensive English Programs (AAIEP) and the Consortium of University and College Intensive English Programs (UCIEP) regarding governance of IEPs on university and college campuses.

Position Statement on English Entrance Exams for Nonnative English Speakers at Schools and Universities (March 2009; PDF) 
TESOL is concerned about the growing practice that formal, standardized English language tests are being used as the sole criterion to determine entrance to education programs at the tertiary education level. Moreover, the validity and reliability of the language tests used for this purpose are not always transparent. The high-stakes nature of this kind of testing makes it imperative that assessment practices are designed to fairly and accurately assess candidates’ skills for program entrance.

Position Statement on Academic and Degree-Granting Credit for ESOL Courses (October 2008; PDF) 
Courses for English language learners in academic institutions are often mischaracterized as remedial and are not always acknowledged for full credit and/or count toward graduation. TESOL advocates that institutions of secondary and tertiary education develop policies that identify those ESOL courses that will be credit-bearing upon successful completion and/or satisfy academic requirements for graduation purposes and that these institutions grant such courses appropriate credit hours.
Position Statement on the Value of Intensive English Programs in the United States (June 2004; PDF) 
TESOL strongly supports and values the role IEPs play in promoting high quality education, collaboration in a global community, and respect for diversity and multiculturalism.
Position Statement on Accreditation for Intensive English Programs in the United States (March 2004; PDF) 
TESOL supports and recommends accreditation for intensive English programs (IEPs) in the United States.

Position Statement on Degree-Granting Credit for ESL Courses (June 2000; PDF) 
TESOL advocates that degree-granting credit be awarded to ESOL students for successful completion of coursework in English as a second or foreign language in institutions of higher education.