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  • Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice

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    104516_1.pdf (203.4Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Fenton-Smith, Ben
    Humphreys, Pamela
    Walkinshaw, Ian
    Michael, Rowan
    Lobo, Ana
    Griffith University Author(s)
    Michael, Rowan
    Walkinshaw, Ian S.
    Fenton-Smith, Ben
    Year published
    2017
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    Abstract
    Many nations now enrol large numbers of tertiary students with English as an additional language, raising concerns over academic literacy standards. As a result, calls for whole-institution approaches to enhance language proficiency have grown. This paper describes the issues faced by one university that attempted such an approach. We first outline three theoretical assumptions, that is, that academic literacy is facilitated by (1) the attention to discourse at the discipline-specific level, (2) the engagement of students with their social, institutional and cultural surroundings, and (3) the provision to students of the ...
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    Many nations now enrol large numbers of tertiary students with English as an additional language, raising concerns over academic literacy standards. As a result, calls for whole-institution approaches to enhance language proficiency have grown. This paper describes the issues faced by one university that attempted such an approach. We first outline three theoretical assumptions, that is, that academic literacy is facilitated by (1) the attention to discourse at the discipline-specific level, (2) the engagement of students with their social, institutional and cultural surroundings, and (3) the provision to students of the tools for self-directed, ongoing learning. The paper then explains how one Australian university implemented a mandatory programme of credit-bearing discipline-specific English language enhancement courses as foundational units across all degree programmes. Describing the first programme of its kind in Australia, the paper focuses on the issues emerging from practice identified from the first five years: (1) stakeholder perceptions, (2) student reception, (3) materials development, (4) programme management, (5) assessment and (6) measuring outcomes. Rather than a panacea for a notoriously complex issue, the paper presents strategies for dealing with the challenges that emerge for other institutions that might be contemplating reform of a similar magnitude.
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    Journal Title
    Studies in Higher Education
    DOI
    https://doi.org/10.1080/03075079.2015.1052736
    Copyright Statement
    © 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 24 Jun 2015, available online: http://www.tandfonline.com/doi/full/10.1080/03075079.2015.1052736
    Subject
    LOTE, ESL and TESOL curriculum and pedagogy
    Higher education
    Applied linguistics and educational linguistics
    Publication URI
    http://hdl.handle.net/10072/161871
    Collection
    • Journal articles

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