Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.     

Supporting the emotional labour associated with teaching: considering a pluralistic approach to group supervision

This paper puts forward a framework for supervising teaching staff whose roles involve supporting the emotional well-being of young people and young adults. Initially, the increasing focus upon the interface between education and health is outlined and the potential for this ‘emotional labour’ to cause distress to those in helping roles is considered. Further, as a means of supporting these professionals, the rationale for, and importance of, reflexive practice is outlined. As such, self-care is promoted and clinical supervision related to this work is recommended. To account for the wide variety of ways of working with young people, a pluralistic framework for group supervision is outlined. This psychologically informed framework emphasises the importance of the supervisory alliance and breaks down the process into supervisory goals, tasks and methods. Each element is briefly described and the framework is suggested as a means of supporting those working in these contexts. This proposition is considered alongside a number of associated potential challenges and is outlined purposefully as a provocation to consider the implications of working in such a way within school settings.