Despite attempts over the last decade to standardize EFL teaching practices in Israeli Higher Education (HE), no overarching guidelines relating to course design have been imposed, leading to ambiguity and lack of mutual recognition between institutions. For over thirty years, the generally accepted approach to English language studies has been to focus on reading skills, requiring students to answer comprehension questions on unseen texts in order to reach an exemption level. Regardless of global developments and new modes of communication, this approach has not been reviewed or revised on a nationwide level, and institutions decide individually whether or not to include oral and written skills in their curriculum. Dramatic changes in tertiary level EFL education in Europe have resulted from the CEFR and Bologna Process, but these developments have not yet reached Israel�s shores. Even initial attempts with English-Medium Instruction have not been sufficiently planned with the necessary infrastructure in terms of English language support. In light of these challenges, and leveraging experience gained in the TEMPUS EFA project, a new partnership has been forged to develop guidelines which will meet twenty-first century needs. This paper presents the collaboration between Israeli and European partners within the TEMPUS ECOSTAR project, the framework for initiating change by leveraging new technologies and pedagogies, and the work plan for professionalization and standardization of English teaching in Israeli HE.
Linda Weinberg, Ort Braude College of Engineering, Israel
Miriam Symon, The Interdisciplinary Center Herzliya, Israel
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