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Journal of Academic Language and Learning
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This paper examines the use of an experimental online post-entry language assessment (PELA) tool during the first year of an undergraduate Information and Communication Technologies (ICT) course provided by an Australian university. The research was conducted in response to English language teaching staff, subject lecturers, and the Australian Universities Quality Agency (AUQA) expressing concern that students were engaging with the ICT course without appropriate English language proficiency. Th...
The requirement for second-language graduate students to publish in English demands a pedagogical response. Where those graduate students are using English as a second language, the focus has been on addressing presumed language deficiencies rather than developing the act of writing. This paper reports on an intervention that we led in a Japanese research university with graduate students aimed at developing writing practice that would support academic publication in English. We report here on t...
This book, edited by Nicola Rolls, Senior Lecturer at Charles Darwin University (Australia), Andrew Northedge and Ellie Chambers, Emeritus Professors at the Open University (UK), suggests practical tips founded on solid theoretical issues aimed at equipping university teachers with transferable skills to enable them to face a multitude of challenges in current diverse university contexts. Throughout the book, there is a strong emphasis on the important underlying role of language and communicati...
Evaluation is inherent in academic discourse and fundamental to shaping college students’ critical thinking and ability to assess the status of discipline-specific information. The current study focused on the use of evaluative adjectives in native English speaking (L1) and English as a second language (L2) college student academic presentations (N = 40). The goal was to find out how the two groups of presenters compared on their frequency, referential choices, variability of evaluative adjectiv...
Engineering students are expected to graduate with high level written and oral communication, yet these expectations continue to fall short despite repeated calls by industry and by accrediting bodies such as Engineers Australia for engineering faculties to address this issue. One explanation for this ongoing challenge is that the prevailing practices of engineering education constrain rather than enable the development of writing practices in the engineering curriculum, in part because writing ...
This paper reports on the experience of transforming the face-to-face workshop ‘Writing a Literature Review’ (WLR) into an online version. This genre-based pedagogy workshop guides HDR students through the process of finding, synthesising and evaluating sources and structuring this content effectively to build a coherent argument. The paper focuses on the pedagogical and technological challenges and opportunities arising from this process from the perspective of an experienced academic literacy ...
Increased participation in higher education has resulted in concerns about falling standards and lowering levels of academic literacy. There is a growing body of research which suggests that embedding academic language and literacies into the disciplines is the most effective way for students to improve academic standards and meet the demands of tertiary study. Results from a previous longitudinal study, which spanned the duration of a decade (Maldoni & Lear, 2016) showed that embedding improves...
Recruitment, training, and ongoing development strategies are critical to the success of peer assisted learning programs (PAL), whereby experienced students provide academic and social support to fellow students. Recent iterations of PAL programs incorporate online learning strategies. Online technologies provide learning and communication tools to overcome time and geographical barriers when recruiting and training students participating in PAL. Online tools, when used in conjunction with face-...
This paper reflects on our findings from a survey designed to explore a shift in the roles and responsibilities of Academic Language and Learning (ALL) practitioners in the 21st century and to consider what this shift might mean for our professional future. With the trend towards increasing collaborations among ALL, AD, educational designers and discipline lecturers, many of us hope this may mitigate the marginalisation commonly expressed by ALL practitioners, although a merging of roles may als...
Although many students struggle with the complexities of moving into and through higher education, these transitions can be particularly challenging for students from refugee backgrounds (SfRBs). While federal government resettlement initiatives provide English language education opportunities for new refugee arrivals up to a ‘functional’ level, there is little in place to support the educational, linguistic and cultural challenges encountered by SfRBs who wish to enter and progress through high...
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