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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students
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Actors and agency in academic language policy and planning
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Abstract:
Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council], LPP research remains relatively underdeveloped in higher education. We suggest that current understandings of academic language policy and planning in higher education would benefit from contextualised analyses of actors and agency [Chua, C. S. K., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936–951). New York, NY: Routledge; Zhao, S. H., 2011. Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 905–923). New York, NY: Routledge; Zhao, S. H., & Baldauf, R. B. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems & Language Planning, 36(1), 1–24]. In order to address this gap, we conducted semi-structured interviews with 10 academic language program planners at different universities across Australia. We examined how the micro-level processes of program development and implementation were both constrained and enabled by the participation of different actor groups, operating at different levels (micro, meso, macro) and each with their own capacity to influence change. We conclude by arguing that coherent university-wide language policies, formulated by decision-making bodies representative of a variety of stakeholder groups and sensitive to program implementation needs at the micro level, represent a step towards improving the current situation.
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Keyword:
academic language and learning; actors; agency; higher education; language policy and planning
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URL: http://hdl.handle.net/10536/DRO/DU:30082755
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Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model
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Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
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Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
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The place of Benesch's critical English for academic purposes in the current practice of academic language and learning
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Mandatory trialling of support services by international students: What they choose and how they reflect
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The application of discourse analysis to materials design for language teaching
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Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
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A scoping study of academic language and learning in the health sciences at Australian universities
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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Reading discussion groups for teachers: connecting theory to practice
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A debate on the desired effects of output activities for extensive reading
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