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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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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 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. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text
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Keyword:
ESL and TESOL Curriculum and Pedagogy (excl. Maori); LOTE
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URL: http://hdl.handle.net/10072/161871 https://doi.org/10.1080/03075079.2015.1052736
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What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses
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What did they expect? Exploring a link between students' expectations, attendance and attrition on English language enhancement courses
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Will We Meet Again? Examining the Reasons Why Students are Leaving First Year University Courses and Moving Towards an Approach to Stop Them
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Towards the development of a prognostic approach to Student retention in foreign language classes
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War of Attrition: A Prognostic Remedial Approach to Student Retention
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War of Attrition: An Investigation of Student Attrition in Two First Year Foreign Language Courses and the Development of a Prognostic Approach to Identify Students at Risk of Withdrawing
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Students' versus teachers' views on culture learning in the language class: A case study from an Australian tertiary Spanish programme
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Lobo, Ana. - : Department of Languages, Flinders University, 2005
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Students’ versus teachers’ views on culture learning in the language class: A case study from an Australian tertiary Spanish programme
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Lobo, Ana. - : Flinders University Languages Group Online Review, 2005
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