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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Mandatory trialling of support services by international students: What they choose and how they reflect Fenton-Smith, Ben; Michael, Rowan. - : Routledge, 2013 BASE Show details 2 The application of discourse analysis to materials design for language teaching Fenton-Smith, Ben. - : Bloomsbury, 2013 BASE Show details 3 Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university Fenton-Smith, Ben; Torpey, Michael John. - : Sage Publications, 2013 BASE Show details 4 A scoping study of academic language and learning in the health sciences at Australian universities Fenton-Smith, Ben; Frohman, Rena. - : Association for Academic Language and Learning, 2013 Abstract: 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. ; Arts, Education & Law Group, School of Languages and Linguistics ; Full Text Keyword: ESL and TESOL Curriculum and Pedagogy (excl. Maori); LOTE URL: http://hdl.handle.net/10072/59588 BASE Hide details

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