MEETING ENGLISH PROFICIENCY REQUIREMENTS FOR

J-1’S AND OTHER INTERNATIONALS

NAFSA TRI-REGIONAL CONFERENCE
DENVER, COLORADO
NOVEMBER 3-9, 2017
PRESENTERS

Kimberly Connelly Virginie Blum Irina Aris

Senior International Senior Immigration Assistant Director of
Officer Specialist Inbound Programs
913-588-1480 979-458-0475 913-588-1485
kconnelly@kumc.edu vblum@tamu.edu iaris@kumc.edu

Michael Griffiths, PhD Moroni Flake

Chief Technology Officer SVP Product Development

mike.griffiths@english3.com moroni.flake@english3.com
 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?
 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?
 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
 ENGLISH PROFICIENCY: KUMC SOLUTION

 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
 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?
 ENGLISH PROFICIENCY: KUMC SOLUTION
ENGLISH INTERVIEW RUBRIC (score 1-5)
1
…represents not understanding the question resulting in an answer that is inadequate or
confusing.
2 …represents somewhat understanding the question yet the answer may be somewhat
inadequate and somewhat confusing
3 …represents mostly understanding the question and an answer that is mostly adequate even
though there may be some grammatical errors that may occasionally obscure meaning and
occasionally be confusing
4 …represents complete understanding of the question and an answer that is adequate and
sometimes uses complex grammar to give lengthy answers with descriptive detail and
vocabulary.
5 …represents complete understanding of the question and an answer that is more than
adequate, is near native and demonstrates proficient facility with the language, complex
grammar structures and near perfect English
 ENGLISH PROFICIENCY: KUMC SOLUTION

 English Proficiency Verification

Letter Template
 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
 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
 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)
 ENGLISH PROFICIENCY:
WHO COMPLETES THE INTERVIEW?

 81% Department / P.I.

 8% International Office
 11% On-campus English Dept.
 ENGLISH PROFICIENCY:
WHO COMPLETES THE INTERVIEW?
When an interview is needed for the J-1 English proficiency requirement, who
completes the interview?

61%

2015 2017 24%

93% 81% 15%
Departments / P.I. Open to changing Actively looking to Happy with current
current process change process process
 ENGLISH PROFICIENCY:
DEPARTMENTS COMPLETE THE INTERVIEW

“We simply do not have the time or “As they interact with the scholars, we wanted
manpower to interview the 1200 scholars to make it their responsibility. Also, there is a
we have here at any one time.” capacity issue within the international office.”

“It wasn't really a decision--it just ended “They are the ones working with the scholar
up happening that way. I'm not happy with and the most likely to complain of insufficient
it and am changing the policy this year.” English ability.”
 ENGLISH PROFICIENCY:
THE ISSUES WITH DEPARTMENTS COMPLETING THE INTERVIEW
“As other universities clamp down on English “To fully comply with the US regulations and
proficiency, we have received more and more ensure that the J-1 exchange visitors have a
low English applicants, sometimes scholars successful visit and experience in the US”
are unable to even pass the ‘How was your
flight?’ English test.”
“We had a number of [scholars arrive without
English proficiency] within a relatively short time
“The PI has a vested interest in having the J1 here… period, one of which did result in the scholar
[We are looking to have] an independent, well having to return home. This is why we feel so
qualified and objective third party, entity, or service strongly that independent assessment of English
provide consistent evaluations.” language proficiency is so important.”
 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)

Increase consistency in evaluating interviews 76%

Improve compliance/reduce liability 67%

Remove burden from professors or departments 48%

Reduce Workload 29%

 ENGLISH PROFICIENCY:
EACH SOLUTION BRINGS UNIQUE CHALLENGES

What drawbacks are associated with the current

method of completing the interviews? (select all that
apply) Less than
Interviews Time Turn-around Compliance Inconsistent Best
Conducted by Required Time /Liability evaluations Practice Cost

Department / P.I. 42% 17% 67% 76% 77% 17%

English Dept 60% 40% 20% 20% 0% 60%

International Office 100% 100% 0% 0% 0% 50%

 ENGLISH PROFICIENCY:
WHAT A GOOD SOLUTION LOOKS LIKE

1. Ensure consistency and improve compliance while preserving

resources
2. Provide verifiable (recorded) and objective evidence of English
proficiency
3. Include cost considerations
4. Reduce workload required
• for the international office
• the departments
• the scholars (anytime, anywhere)
5. Be easy to implement and convenient to use
 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
 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?

English3's Interview

Skype

TOEFL or IELTS

Other
 ENGLISH PROFICIENCY:
WOULD YOU PREFER ENGLISH3’S INTERVIEW, A SKYPE INTERVIEW, OR THE TOEFL OR IELTS?
Please explain your
English3 J-1 Interview response
• “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”
 ENGLISH PROFICIENCY:
EXPERIENCE ENGLISH3

 Texas A&M’s experience with English3

 KUMC’s experience with English3
ENGLISH PROFICIENCY:
PLEASE EVALUATE THIS PRESENTATION.

1. Open the NAFSA Regional Conference App.

2. Find this presentation’s record.
3. Click the “Evaluation” icon at the bottom of the screen.
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