|RMIT Training will be having a server maintenance period on 26 April 2014 from 6.00am to 1.00pm (GMT +10). Access to some services may be intermittently interrupted during this period. We apologise for any inconvenience.||
Frequently Asked Questions
Q: How has the RMIT English Worldwide English language curriculum evolved?
RMIT English Worldwide has been producing customised course and assessment materials since 2000. Courses are reviewed and updated regularly in response to user feedback and pedagogy. The recent redevelopment responds to pedagogy around adopting a task centred approach.
Tasks have been identified by some applied linguists as a useful instrument for promoting second language acquisition. In the REW curriculum, tasks form a central part of the learning at each level of the course. Tasks require students to use language to process a real world task. The focus is on meaning rather than on form. After the task has been completed, language analysis and reflection enable students to consolidate language learning. Tasks facilitate and encourage fluency, teamwork and learner autonomy. Tasks tend to be simple and short at lower levels. At higher levels they may be quite complex and extend over longer periods.
Q: Are RMIT English Worldwide’s English language programs effective in the classroom?
Our English language program materials and assessment have been trialled by teachers and students prior to release ensuring validity and relevance in the classroom. As the course books were written, each unit was sent to RMIT International University Vietnam for review and feedback by the appropriate level leader. For the Pre Intermediate to Upper Intermediate levels the course books were trialled with classes in the Melbourne Language Centre and feedback collected systematically from teachers and sent to the writing team. Based on the feedback, a second version of the course books was produced. In the case of Advanced and Advanced Plus, experienced teachers spent a week reviewing the curriculum prior to their release and gave detailed feedback to the writers. Changes were made based on this review.
Q: Why is quality assessment important?
The assessment model was developed in collaboration with RMIT International University Vietnam. All the assessment is course reflective and topics, texts and question types closely parallel what is covered in the course books. In Advanced and Advanced Plus, there is a strong move to more formative assessment so students receive feedback on their language skills and direction on what they need to improve. The end of course summative assessment is retained to determine that students are at the appropriate level to progress to the next level of study.
Q: What support services are offered?
Support services include: administration advice on program set up and ongoing program management; teaching advice; teacher induction; collaboratively developed professional development workshops; regular face to face visits by qualified educators: and support teachers on site.
Another important part of the relationship with our partners is the appointment of a Program Manager. This person has responsibility for overall program management, overseeing and coordinating the program delivery on a daily basis and acting as a mentor for the local teachers and administrators. The Program Manager provides leadership and direction to teachers and teacher trainers; oversees program scheduling, work allocation and student services; and ensures programs are delivered effectively.