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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 Page: 1 2 3 4 5 6 7...9 Hits 41 – 60 of 169 41 Teaching and learning legal translation Cao, Deborah. - : De Gruyter Mouton, 2014 BASE Show details 42 Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor Taylor-Leech, Kerry; Mai Nguyen, Hoa Thi; Obaidul Hamid, M.. - : Routledge, 2014 BASE Show details 43 Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages? Kirkpatrick, Andy. - : Thammasat University, 2014 BASE Show details 44 The language(s) of HE: EMI and/or ELF and/or Multilingualism? Kirkpatrick, Andy. - : University of Hong Kong, 2014 BASE Show details 45 Micro-language planning for multilingual education: Agency in local contexts Taylor-Leech, Kerry; J. Liddicoat, Anthony. - : Routledge, 2014 BASE Show details 46 One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development? Venables, Elizabeth; Eisenchlas, Susana; Schalley, Andrea. - : Routledge, 2014 BASE Show details 47 Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach Kirkpatrick, Andy. - : Springer, 2014 BASE Show details 48 Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012 Taylor-Leech, Kerry. - : Routledge, 2014 BASE Show details 49 Macro-language planning for multilingual education: Focus on programmes and provision J. Liddicoat, Anthony; Taylor-Leech, Kerry. - : Routledge, 2014 BASE Show details 50 Lingua francas as languages of education: implications for other languages Kirkpatrick, Andy. - : British Council, 2014 BASE Show details 51 How much input do you need to learn the most frequent 9,000 words? Ian Nation (8937803). - 2014 BASE Show details 52 Language teaching for European citizenship: insights for teacher education Hennebry, M. - : Routledge, 2014 BASE Show details 53 Scaffolding essay writing skills for accounting students: a collaboration Fleet, W; Oxley, L. - : University of Tasmania, 2014 BASE Show details 54 Citizenship making links with foreign language teaching Hennebry, M. - : Routledge, 2014 BASE Show details 55 Oral communication skills for development for Pharmacy students: a shared space Oxley, L; Porteous, M; Holmes, S. - : University of Tasmania, 2014 Abstract: Pharmacy graduates need to have highly-developed oral communication skills in order to meet thecompetency requirements of the profession. This includes being able to provide clear, concise and relevantinformation pertaining to drug treatment, to prioritise information, and to select a communication style andvocabulary that is appropriate for the patient and situation. The Division of Pharmacy has introducedcommunication skills, including oral counselling assessments, into all years of the Bachelor of Pharmacyprogram, an important step in meeting the National Competency Standards Framework for Pharmacists inAustralia (2010). The failure of some students on work experience placements has been attributed to poor oralcommunication skills. Although Learning Skills Advisers (Student Learning Team) provide academic andEnglish language skills support to all University of Tasmania students, uptake by Pharmacy students hashistorically been very low. Students sometimes expressed a view that the Learning Skills Advisers, beingunfamiliar with the specific communication tasks and challenges within the Pharmacy course, would beunable to assist them. This presentation reports on a collaborative project between Pharmacy academics and Learning SkillsAdvisers aimed at allowing both groups to develop their understanding of the challenges that students facein relation to the assessable oral communication components of the Bachelor of Pharmacy program, and towork together to design, deliver and evaluate a program to address these challenges. In 2013, Learning SkillsAdvisers gained an understanding of the role and nature of oral communication in pharmacy practice, and oforal assessment tasks within the course, through observation of classes and discussion with Pharmacyacademics. In Semester 1 2014 the advisers and Pharmacy academics worked together to embed a program ofcommunication skills development into year 2 and 3 units in the Bachelor of Pharmacy. This involved aligningcommunication skills workshops with practical classes, conducting one-to-one patient counselling sessionsconcurrent with practical classes, and offering dedicated individual consultation times. This collaborationenabled students to learn vocabulary and strategies to improve their oral communication skills and topractise and receive feedback, at the same time as ensuring their discipline-specific content was correct andappropriate. At the end of semester, an on-line survey was conducted to obtain feedback on the student experience. 82%of respondents reported that the collaborative program provided useful advice and had helped themimprove their oral communication skills. Fifty-two percent of students had been able to identify some aspectof their oral communication that they needed to keep working on. Students suggested that more learningopportunities of this type would be valuable. The result of this collaboration has been an increased awareness by both students and academic staff of thevalue of such development opportunities as well as the expertise the advisers provide. The number ofPharmacy students engaging with support to develop oral communication skills has dramatically increased.Advisers have enhanced their understanding of the requirements of pharmacy communication; and aredeveloping a model for embedding communications skills development in other courses in collaborationwith discipline staff. Keyword: Applied Linguistics and Educational Linguistics; Communication and Culture; Language; Linguistics URL: http://ecite.utas.edu.au/108417 BASE Hide details 56 Learning from OzCLO, the Australian Computational and Linguistics Olympiad Estival, Dominique; Henderson, John; Laughren, Mary. - : Association for Computational Linguistics, 2013 BASE Show details 57 Bilingual language sample analysis: Considerations and technological advances J. Heilmann, John; Westerveld, Marleen. - : Speech Pathology Australia, 2013 BASE Show details 58 Lexical-semantic representation in bilingual aphasia: Findings from semantic priming and cognate repetition priming Siyambalapitiya, Samantha; J. Chenery, Helen; A. Copland, David. - : Routledge, 2013 BASE Show details 59 Impact of Rhythm on Vietnamese Adult EFL Learners Intelligibility in Term of Mid-level Tone Dang, Tien. - : Hoormazd Publishing Company, 2013 BASE Show details 60 The functions of self-initiated self-repair in the second language Chinese classroom Haugh, Michael; Eisenchlas, Susana; Simpson, Rebecca. - : Wiley-Blackwell Publishing Ltd., 2013 BASE Show details Page: 1 2 3 4 5 6 7...9

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