A scoping study of academic language and learning in the health sciences at Australian universities

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Author(s)
Fenton-Smith, Ben
Frohman, Rena
Griffith University Author(s)
Year published
2013
Metadata
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This paper investigates academic language and learning (ALL) activities within faculties of health sciences in Australian universities, based on responses to an online questionnaire by 25 ALL educators working in this area. The paper responds to growing calls for a deeper understanding of current ALL practices in higher education (Chanock, 2011; Dunworth, 2013; James & Maxwell, 2012) and specifically aims to fill the knowledge gap in relation to ALL and health sciences, an area that has never previously been the subject of a comprehensive overview. The scoping study addresses three research questions: 1) Which areas of health ...
View more >This paper investigates academic language and learning (ALL) activities within faculties of health sciences in Australian universities, based on responses to an online questionnaire by 25 ALL educators working in this area. The paper responds to growing calls for a deeper understanding of current ALL practices in higher education (Chanock, 2011; Dunworth, 2013; James & Maxwell, 2012) and specifically aims to fill the knowledge gap in relation to ALL and health sciences, an area that has never previously been the subject of a comprehensive overview. The scoping study addresses three research questions: 1) Which areas of health sciences are most active in addressing students' ALL needs? 2) What are the most common strategies for addressing students' ALL needs in health sciences? and 3) What is the professional profile of ALL practitioners in health sciences? Principal findings include the following: nursing and medicine were the disciplines most actively engaged with ALL; the most common pedagogical ALL strategies were those that did not encroach on credit-bearing class time (e.g. voluntary one-to-one consultations); writing was privileged over other language skills in ALL curricula; few ALL professionals have previous experience in the health sciences; and the coordination of working relationships with discipline academics was the greatest challenge for ALL professionals.
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View more >This paper investigates academic language and learning (ALL) activities within faculties of health sciences in Australian universities, based on responses to an online questionnaire by 25 ALL educators working in this area. The paper responds to growing calls for a deeper understanding of current ALL practices in higher education (Chanock, 2011; Dunworth, 2013; James & Maxwell, 2012) and specifically aims to fill the knowledge gap in relation to ALL and health sciences, an area that has never previously been the subject of a comprehensive overview. The scoping study addresses three research questions: 1) Which areas of health sciences are most active in addressing students' ALL needs? 2) What are the most common strategies for addressing students' ALL needs in health sciences? and 3) What is the professional profile of ALL practitioners in health sciences? Principal findings include the following: nursing and medicine were the disciplines most actively engaged with ALL; the most common pedagogical ALL strategies were those that did not encroach on credit-bearing class time (e.g. voluntary one-to-one consultations); writing was privileged over other language skills in ALL curricula; few ALL professionals have previous experience in the health sciences; and the coordination of working relationships with discipline academics was the greatest challenge for ALL professionals.
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Journal Title
Journal of Academic Language and Learning
Volume
7
Issue
1
Publisher URI
Copyright Statement
© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
Subject
Curriculum and pedagogy
LOTE, ESL and TESOL curriculum and pedagogy
Specialist studies in education
Linguistics