An Institutional Approach to English Language Proficiency

Autor/inn/en	Murray, Neil; Hicks, Margaret
Titel	An Institutional Approach to English Language Proficiency
Quelle	In: Journal of Further and Higher Education, 40 (2016) 2, S.170-187 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.938261
Schlagwörter	English (Second Language); Second Language Learning; Language Proficiency; Higher Education; Language of Instruction; Guidelines; Foreign Countries; Educational Experience; College Students; Educational Finance; Academic Discourse; Literacy; Strategic Planning; Educational Strategies; Language Tests; At Risk Students; Identification; Workshops; Feedback (Response); Applied Linguistics; Intellectual Disciplines; Self Evaluation (Individuals); Academic Advising; Role; Second Language Instruction; School Policy; Universities; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Richtlinien; Ausland; Bildungserfahrung; Collegestudent; Bildungsfonds; Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Strategy; Planning; Strategie; Planung; Lehrstrategie; Language test; Sprachtest; Identifikation; Identifizierung; Lernwerkstatt; Schulung; Linguistics; Linguistik; Angewandte Linguistik; Geisteswissenschaften; Akademischer Rat; Rollen; Fremdsprachenunterricht; Schulpolitik; University; Universität; Australien
Abstract	As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect of their English language provision. Increasingly, auditing bodies are expecting universities to demonstrate a commitment to supporting students adequately in this area and to be able to articulate a systematic process for doing so, along with a sound rationale and conceptual framework. This has put pressure on English-medium universities everywhere to review their English language provision and to develop creative and theoretically-informed solutions to what is perceived by many in the sector as a complex and very pressing issue, particularly given its financial ramifications and its importance in terms of the student experience. This article describes one such initiative at the University of South Australia, outlining both its conceptualisation and issues around its implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01