Quality Assurance and Accreditation in Foreign Language Education: Global Issues, Models, and Best P

Section 1: Global Trends

This section will set the context by discussing global issues of higher education sector growth, as well as increasing attention to quality and interest in accreditation, both institutional and specialized/programmatic.  

1.       The global growth of EMI and CLIL

o    Tentative author: Yasemin Kirkgoz, Cukurova University, Turkey

3.       National vs. international accreditation

o    Tentative author: Bassam AlHamad, University of Bahrain, Bahrain

4.       The growth of specialized accreditation schemes

o    Tentative author: Mary Reeves, Commission on English Language Accreditation, U.S.

5.       Does accreditation bring quality?

Section 2: Country case studies in QA/Accreditation practices

This section will examine quality and accreditation in higher education at the national level, through a variety of case studies from countries within the region that is the focus of this volume (i.e. the Middle East, Central and South Asia, and Eastern Europe). In particular, these case studies will explore quality assurance and/or accreditation systems that have been developed and implemented nationally, with a particular focus on specialized/programmatic (e.g. Foreign Language) accreditation.

1.       Turkey

3.       Bahrain

o    Tentative author: Bassam AlHamad, University of Bahrain

o    Tentative author: TBD

Section 3: Institutional/program level best practices

This section will explore best practices in quality and accreditation, with particular emphasis on specialized/program level quality and accreditation (e.g. Foreign Languages). These are important issues for practitioners seeking guidance on ways to implement or sustain relevant practices. 

1.       Continuous professional development, quality, and accreditation

·         Tentative author: Bahar Gun, Izmir Economy University, Turkey

2.       Writing and assessing outcomes