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A model to support the equitable development of academic literacy in institutions of higher education
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Murray, Neil (2022) A model to support the equitable development of academic literacy in institutions of higher education. Journal of Further and Higher Education . doi:10.1080/0309877X.2022.2044019 (In Press)
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WRAP-model-support-equitable-development-academic-literacy-institutions-higher-education-2022.pdf - Accepted Version Embargoed item. Restricted access to Repository staff only until 10 September 2023. Contact author directly, specifying your specific needs. - Requires a PDF viewer. Download (422Kb) |
Official URL: https://doi.org/10.1080/0309877X.2022.2044019
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.
| Item Type: | Journal Article | ||||||
|---|---|---|---|---|---|---|---|
| Subjects: | P Language and Literature > P Philology. Linguistics | ||||||
| Divisions: | Faculty of Social Sciences > Centre for Applied Linguistics | ||||||
| Library of Congress Subject Headings (LCSH): | Literacy -- Study and teaching (Higher), Language and languages -- Study and teaching (Higher), Literacy programs, Education, Higher, English language -- Rhetoric -- Study and teaching | ||||||
| Journal or Publication Title: | Journal of Further and Higher Education | ||||||
| Publisher: | Routledge | ||||||
| ISSN: | 0309-877X | ||||||
| Official Date: | 10 March 2022 | ||||||
| Dates: |
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| DOI: | 10.1080/0309877X.2022.2044019 | ||||||
| Status: | Peer Reviewed | ||||||
| Publication Status: | In Press | ||||||
| Reuse Statement (publisher, data, author rights): | “This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 10/03/2022, available online: http://www.tandfonline.com/10.1080/0309877X.2022.2044019 | ||||||
| Access rights to Published version: | Restricted or Subscription Access |
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