Function of this document
This document provides an overview of the structure and content of the UHM English Language Institute (ELI). It is intended to serve as a general reference for all ELI staff. In addition, it should aid continuity, by providing in some sections a record of initiatives undertaken, past schedules, contact persons, and so on.
In addition, it should aid ELI achieve one of its mission statement goals: to support the professional development of ELI teachers (and staff), but particularly the ELI's junior staff (GAs) by making somewhat transparent the ELI's structure and intent. Although the ELI cannot be "perfect", because of its association with the Department of Second Language Studies and particularly the DSLS MA(ESL) program, it has responsibilities, insofar as it can, to be a model program. Making the administrative and institutional structure of the program clear, by way of this document, should aid ELI personnel to learn from their practice within the program.
This document was developed during AY 2001-2002, but reflects and incorporates work by previous ELI Directors and notably the present Assistant Director, ELI, Kenton Harsch.
Graham Crookes, Director, ELI, 2001-?
Section 1 - the Institute as a whole
Communication in the ELI
Reminder: politeness, courtesy, and tact are always desirable; and in situations where there
are participants from different cultures, professionals in SLS exercise extra efforts to
understand each other, allowing for such differences.
Email communication: use netiquette (along with your cross-cultural communication skills)
see also S. Ford position paper
Curriculum and Pedagogy
Student Assessment and Evaluation
The ELI placement test battery reviewed
Recent student body culture/language makeup
Student handbook (in progress, expected Summer 2003)
Faculty and Staff
Friends of the ELI
Section 2 - The ELI in relation to Second Language Research and Second Language Teacher Education
The ELI is a site for general, academic, Second Language Research,
conducted by faculty and students of the graduate
programs of the Department of Second Language Studies. It is also a program which conducts "Institutional Research",
collecting data on the ELI itself to ensure rational and effective program development (with our own "research agenda").
Finally, via its association with the MA(ESL) and PhD programs of the Department of Second Language Studies, the ELI is a
site where developing ESL teachers work, and through their reflective teaching, and the application of the content of their
on-going coursework (and research), it is a site where such teachers develop. The ELI's procedures for Graduate Assistant supervision
are intended to aid this, as well as the ELI administrator's attempt to make the structure and procedures of the program transparent. Also the ELI tries to provide resources (including this site) from which its teachers can learn more about the world of IEPs, thereby aiding their professional development.
Academic and teacher research in the ELI
Institutional research within and for ELI operations and developmentGeneral Dept of SLS statement on access to DSLS programs for research purposes
Research access policy, for Dept of SLS students and the general public
Responding to research access requests, for the ELI teacher
research reports database
projects ongoing in the ELI, or pending submission of final report
the concept of "institutional research" - relevant course syllabus and partial reading list
ELI research agenda (list of sample topics)
Reports on past institutional research at the ELI
Practices and resources fostering junior teacher development
Homepages of major IEPs on the mainland: IEP listthe concept of a teacher development group
GA supervision and evaluation
Advisory document for GAs: on reflective teaching and how to integrate the MA program and ELI teaching
Non-systematic accumulation of books, articles, and sites of relevance
Background bibliographies (new ELI teachers should read these; mostly archived in the Resource Room)for EAP in general
for the curricular areas (listening/speaking, reading, writing)
for ELI(EAP) testing and assessment
Section 3 - The ELI from an administrative viewpoint
What is the function of management? A functional analysis
Past administrative changes and efforts: 1994 Director's report, with annotations and updates 2002
Sample past budget
Recruitment and Retention
Personnel mattersSome notes on general IEP recruitment practices
The competition (local IEPs)
What do students say about the ELI? (pending, Summer 2003, some sample student comments)
General UH Administrative ProceduresBuildings and rooms
Funds and FundraisingEquipment Purchases
Volunteer policy (pending Summer, 2003)
Last modified June 2003