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Self-denigration as a relational strategy in lingua franca talk: Asian English speakers
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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues
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EMI Issues and Challenges in Asia-Pacific Higher Education: An Introduction
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EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues
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Teasing in informal contexts in English as an Asian lingua franca
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English as a lingua franca in East and Southeast Asia: implications for diplomatic and intercultural communication
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Individual Consultations: Academic Writing Outcomes for International Students
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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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Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan
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Reading strategies in IELTS tests: Prevalence and impact on outcomes
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Mutual face preservation among Asian speakers of English as a Lingua Franca
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Tracking international students’ English proficiency over the first semester of undergraduate study
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Native- and Non-Native Speaking English Teachers in Vietnam: Weighing the Benefits
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