1. NAFSA TRI-REGIONAL CONFERENCE Denver, Colorado November 3-9, 2017
MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR J-1’S AND OTHER INTERNATIONALS
NAFSA TRI-REGIONAL CONFERENCE
Denver, Colorado
November 3-9, 2017

2. PRESENTERS Kimberly Connelly Virginie Blum Irina Aris
Senior International Officer
Virginie Blum
Senior Immigration Specialist
Irina Aris
Assistant Director of Inbound Programs
Michael Griffiths, PhD
Chief Technology Officer
Moroni Flake
SVP Product Development

3. MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR J-1’S AND OTHER INTERNATIONALS
Why are you at this session? What are you hoping to learn or what questions do you have?

4. 2015 regulatory update: The english proficiency requirement for j1 visa holders
22 CFR 62.10(2)(a)
The exchange visitor possesses sufficient proficiency in the English language, as determined by an objective measurement of English language proficiency, successfully to participate in his or her program and to function on a day-to-day basis. A sponsor must verify an applicant’s English language proficiency through a recognized English language test, by signed documentation from an academic institution or English language school, or through a documented interview conducted by the sponsor either in-person or by videoconferencing, or by telephone if videoconferencing is not a viable option.
How did you handle English Proficiency before the regulation changed?
What was your immediate response to the change?
What policy did you adapt?
What would you accept to prove English proficiency?
TOEFL (What level?)
IELTS (What score?)
What alternatives/other tests?

5. ENGLISH PROFICIENCY: OBSTACLES AND BURDENS
What obstacles and burdens did you face?
EV’s inability to produce a test score.
Delays in receiving documentation.
Pushback and upset from the PI due to delays
Deciding what exams are acceptable/reliable
Inconsistencies
Questions and complaints

6. ENGLISH PROFICIENCY: kumc SOLUTION
Created an Oral Interview administered by OIP
Pro’s:
Solved the delays in receiving documentation from EV having to sign up for a test, take test and receive results.
The oral interview does not cost the EV
We evaluate the EV– no surprises

7. ENGLISH PROFICIENCY: kumc SOLUTION
QUESTION BANK
Where do you live? Describe your city.
Tell us about your family.
Describe what your current profession. Are you a student/researcher/doctor?
What do you know about culture in the United States?
What value do you see in an international experience?
What do you see as the biggest challenge as an international coming to the United States?
What has been your greatest personal achievement?
Describe a choice that you have made or an experience that you have had that was difficult and taught you a valuable lesson. Why was this choice difficult? What did you learn?

8. ENGLISH PROFICIENCY: kumc solution

9. ENGLISH PROFICIENCY: kumc solution
English Proficiency Verification Letter Template

10. ENGLISH PROFICIENCY: kumc SOLUTION
Con’s:
We evaluate the EV – time constraints
Scheduling was very difficult
PI’s shared the interview with the EV’s

11. ENGLISH PROFICIENCY: texas a&m SOLUTION
SOLUTION: Conduct online in-person interviews with J-1 applicants
Pros:
Fully comply with DoS’s new rule (verify and document)
Lift burden from faculty hosts to interview EVs
Allowed me to meet person face to face and answer any questions they may have about our process and our community
If PI would question our decision, was able to show interview recording

12. ENGLISH PROFICIENCY: texas a&m SOLUTION
Cons:
Scheduling issue due to time difference and increasing # of interviewees
Applicants would choose interview because it was the “easy” solution (..and free)

13. Hello, this is Moroni Flake with English3
Hello, this is Moroni Flake with English3. We recently partnered with TAMU and KUMC on their process for evaluating English proficiency for J-1 scholars. And in an effort to better understand the broader challenges among tier-1 research universities, we completed a study and presented a webinar. And now, as we invite more universities to join the conversation, we wanted to provide a quick summary of that webinar. [add logos] In the last few months we have spoken with 56 tier one universities (some of which are included in the graphic shown), and those conversations have included Directors, Assistant Directors, and J-1-specific advisors. Combined, these universities bring in more than 29,000 visiting scholars each year, of which, approximately 70% require an English interview. And at and average of 43 minutes to schedule, conduct and evaluate each interview, we are looking at about 20,000 hours of English proficiency interviews spread across the sponsoring departments, PI’s, international offices and other offices at these 56 universities.
First, we’ll discuss what universities are currently doing and in which ways they would like to improve their processes. Then we’ll highlight a few specific universities. And finally look at what a good solution should include.
[next]

14. ENGLISH PROFICIENCY: Who COMPLETEs THE INTERVIEW?
81% Department / P.I.
8% International Office
11% On-campus English Dept.

15. ENGLISH PROFICIENCY: Who COMPLETEs THE INTERVIEW?
When an interview is needed for the J-1 English proficiency requirement, who completes the interview?
61%
In 2015, when the State Dept requirement changed, 93% had the P.I complete the interview. Today 77%, have the P.I complete the interview And if we segment out those universities who have the PI complete the interview, 61% are open to changing their current process, 26 % are actively looking to change their current process, and only 13% are fully satisfied with the current process.
So three questions naturally come from this, why are so much universities having the P.I complete the interview? And why is there so much dissatisfaction. And lastly. what are other options?
2015
93%
2017
81%
24%
15%

16. ENGLISH PROFICIENCY: Departments COMPLETE THE INTERVIEW
“We simply do not have the time or manpower to interview the 1200 scholars we have here at any one time.”
“As they interact with the scholars, we wanted to make it their responsibility. Also, there is a capacity issue within the international office.”
“It wasn't really a decision--it just ended up happening that way. I'm not happy with it and am changing the policy this year.”
“They are the ones working with the scholar and the most likely to complain of insufficient English ability.”

17. ENGLISH PROFICIENCY: the issues with Departments Completing THE INTERVIEW
“As other universities clamp down on English proficiency, we have received more and more low English applicants, sometimes scholars are unable to even pass the ‘How was your flight?’ English test.”
“To fully comply with the US regulations and ensure that the J-1 exchange visitors have a successful visit and experience in the US”
“We had a number of [scholars arrive without English proficiency] within a relatively short time period, one of which did result in the scholar having to return home. This is why we feel so strongly that independent assessment of English language proficiency is so important.”
“The PI has a vested interest in having the J1 here… [We are looking to have] an independent, well qualified and objective third party, entity, or service provide consistent evaluations.”

18. ENGLISH PROFICIENCY: the issues with Departments Completing THE INTERVIEW
What elements of your J-1 research scholar English interview process would you like to improve? (select all that apply)

19. ENGLISH PROFICIENCY: Each solution brings unique challenges
What drawbacks are associated with the current method of completing the interviews? (select all that apply)

20. ENGLISH PROFICIENCY: What a Good Solution Looks like
Ensure consistency and improve compliance while preserving resources
Provide verifiable (recorded) and objective evidence of English proficiency
Include cost considerations
Reduce workload required
for the international office
the departments
the scholars (anytime, anywhere)
Be easy to implement and convenient to use

21. ENGLISH PROFICIENCY: English3 assessment model
Underlying Academic Research (Asynchronous Video Learning Model)
Establish high expectations & positive relationship reflective of unique instructor style
Students express themselves in visual-oral format
Rapid, individualized, learning centered feedback
Students understand progress & are motivated to stay on track
Peer supportive collaborative learning environment
Application of the Research
Video-based assessment
Flexibility for applicant and assessor
Video evidence of applicant ability

22. ENGLISH PROFICIENCY: Would you prefer English3’s interview, a Skype interview, or the TOEFL or IELTS?
Would you prefer this recorded interview, a Skype interview, or the TOEFL or IELTS?

23. Please explain your response
ENGLISH PROFICIENCY: Would you prefer English3’s interview, a Skype interview, or the TOEFL or IELTS?
Please explain your response
English3 J-1 Interview
“It is effective for everyone. I can finish the interview whenever it is convenient for me”
“This interview is not limited by time and place”
“It's accessible easily and I can determine the interview time”
“I need fast approval and this interview allowed me to take it and receive a score very quickly”
“I recommend this interview because the TOELF is very stressful. The TOEFL is also for students”
“I would be nervous if it was live. I can show my English abilities better this way”
Skype
“I think face-to-face communication via Skype [would] help people relax [during the] interview”

24. ENGLISH PROFICIENCY: experience English3
Texas A&M’s experience with English3
KUMC’s experience with English3

25. ENGLISH PROFICIENCY:

26. PLEASE EVALUATE THIS PRESENTATION.
Open the NAFSA Regional Conference App.
Find this presentation’s record.
Click the “Evaluation” icon at the bottom of the screen.
Answer the questions that appear on the screen.
Your response is complete!