Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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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.
Studies in Higher Education
Copyright 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
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)