1 |
On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs
|
|
|
|
BASE
|
|
Show details
|
|
3 |
EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
|
|
|
|
BASE
|
|
Show details
|
|
4 |
EAP learners' structured reflections on self-development strategies: The design, implementation, and evaluation of a task for EAL university students
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Language specialists’ views on the academic language and learning abilities of English as an additional language postgraduate coursework students: towards an adjunct tutorial model
|
|
|
|
Abstract:
As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n = 42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
|
|
Keyword:
English as a Second Language
|
|
URL: https://doi.org/10.1080/07294360.2016.1185397 http://hdl.handle.net/10072/142420
|
|
BASE
|
|
Hide details
|
|
8 |
Implementing a university-wide credit-bearing English language enhancement program: Issues emerging from practice
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Language specialists’ views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The place of Benesch's critical English for academic purposes in the current practice of academic language and learning
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Mandatory trialling of support services by international students: What they choose and how they reflect
|
|
|
|
BASE
|
|
Show details
|
|
12 |
The application of discourse analysis to materials design for language teaching
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Orienting EFL teachers: Principles arising from an evaluation of an induction program in a Japanese university
|
|
|
|
BASE
|
|
Show details
|
|
14 |
A scoping study of academic language and learning in the health sciences at Australian universities
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Tracking international students’ English proficiency over the first semester of undergraduate study
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Reading discussion groups for teachers: connecting theory to practice
|
|
|
|
BASE
|
|
Show details
|
|
19 |
A debate on the desired effects of output activities for extensive reading
|
|
|
|
BASE
|
|
Show details
|
|
|
|