A Model to Support the Equitable Development of Academic Literacy in Institutions of Higher Education

Autor/in	Murray, Neil
Titel	A Model to Support the Equitable Development of Academic Literacy in Institutions of Higher Education
Quelle	In: Journal of Further and Higher Education, 46 (2022) 8, S.1054-1065 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2044019
Schlagwörter	Academic Language; English for Academic Purposes; English (Second Language); Language Skills; Language Proficiency; Second Language Learning; College Second Language Programs; Foreign Countries; Higher Education; Foreign Students; Academic Support Services; Teaching Methods; Learning Processes; Curriculum Development; College Faculty; Models; Australia + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Language skills; Zweitsprachenerwerb; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Analogiemodell; Australien
Abstract	The globalisation of higher education and the resultant increase in the cultural and linguistic diversity of the student body has cast the spotlight on English language proficiency as never before. How universities best assess applicants' linguistic suitability for their future degree studies, set appropriate proficiency thresholds, and put in place suitably structured, relevant and equitable language support post-entry is both an educational question and a moral one. This article looks specifically at English language support post-entry--widely referred to as in-sessional support--and considers a range of issues concerning the focus of that support and the nature of its delivery. It goes on to describe a decentralised model of English language provision that reflects an academic literacies perspective according to which English language development is inseparable from the acquisition of discipline knowledge. The model, implemented in Australia, rests on the idea that decentralised English language support in the form of faculty-based 'satellite' English language teams promotes relevance and thus engagement and learning. Furthermore, its scalability and cost-effectiveness help ensure that it is sustainable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01