Reforming the Department of English
(Part 1: Admission Policy)

Mostafa A. S. Rosheed

The English department faces significant challenges that undermine its mission to produce skilled graduates. Key issues include an ineffective admission policy that allows students with no foundational English skills to enroll and restrictions preventing professors from failing underperforming students. These practices compromise academic standards and result in graduates ill-prepared for professional roles, especially as educators, perpetuating poor English instruction. Addressing these issues requires reforming the department’s admission and evaluation policies to uphold quality and integrity.

The primary issue with the current admission policy lies in its lack of an effective evaluation system to ensure that incoming students possess the necessary foundational qualifications in English. At present, students are admitted regardless of their proficiency level, with many struggling to recognize basic letters or differentiate between similar-looking ones, such as b and d or p and q. Others lack essential knowledge of spelling, pronunciation, word construction, and sentence formation, which are critical for understanding the core components of the program. This absence of a screening process places an undue burden on both students and faculty, as the curriculum assumes a baseline level of knowledge that these students simply do not possess.

The impact of this policy is further compounded by the inability of professors to provide honest and accurate assessments of students’ performance. Current departmental regulations prohibit professors from failing students, mandating that all must pass regardless of their effort, progress, or actual level of qualification. For example, a student who consistently fails to form coherent sentences or struggles to spell basic words may still be advanced to the next level, simply because failing them is not an option. This policy not only undermines academic standards but also diminishes the value of the degrees awarded by the department. Graduates leave the program ill-equipped for professional challenges, which is particularly concerning when they enter the workforce as English teachers.

The broader societal implications of this issue are alarming. Many of the department’s graduates go on to teach English in schools, where they become responsible for shaping the language skills of the next generation. However, due to their own inadequate training and proficiency, these teachers often disseminate incorrect information, perpetuating a cycle of poor English education. For instance, a teacher who lacks proper pronunciation skills may teach students incorrect phonetic patterns, leading to widespread language errors that are difficult to unlearn. This not only damages the credibility of the department but also harms the larger educational ecosystem, as future students inherit these deficiencies.

A robust and comprehensive admission policy could address these challenges by ensuring that only qualified candidates are admitted into the program. Implementing a standardized entrance test, designed to assess basic English skills such as spelling, grammar, and sentence construction, would help filter applicants and select those with the foundational knowledge required for success. For instance, a written test could include tasks such as composing a short paragraph, identifying common spelling errors, or distinguishing similar sounds in spoken English. An oral component could evaluate pronunciation and basic conversational ability. Candidates who fail to meet the required standards could be directed to preparatory courses or remedial programs before being allowed to join the department.

By admitting only those students who meet a minimum proficiency level, the department could focus on nurturing their skills and helping them grow into well-rounded professionals over the course of four years. With a rigorous and well-structured curriculum, these students would graduate as highly competent individuals capable of excelling in the job market. Most importantly, they would be equipped to become elite educators, capable of delivering accurate and high-quality English instruction to future generations. This approach would not only elevate the department’s reputation but also contribute positively to the education system at large, breaking the cycle of mediocrity and ensuring a lasting impact on the community.

Such a reform would align with the department’s mission to develop linguistic and cultural awareness while preparing graduates for meaningful roles in a competitive and technologically advanced world. By addressing the root problem in the admission process, the department could take a significant step toward achieving its goals and fulfilling its promise to students and society alike.