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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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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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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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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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