Embedding academic literacies in university programme curricula: a case study

Murray, Neil; Nallaya, Sasikala

doi:10.1080/03075079.2014.981150

Cited by 63 publications

(51 citation statements)

References 21 publications

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“…As well as the national focus on academic language and learning matters noted above, institutional concerns had prompted the implementation in 2008 of a whole-of-university approach to supporting EAL students. This institutional strategy is consistent with a growing call for university-wide approaches (Arkoudis & Doughney, 2014;Dunworth, Drury, Kralik, & Moore, 2014;Gunn, Hearne, & Sibthorpe, 2011;Kennelly, Maldoni, & Davies, 2010;Murray & Nallaya, 2014;Sheridan, 2011;Wingate, 2006). Dunworth et al (2014), for example, report "an overwhelming sense that a whole of institution approach was the most effective way of achieving progress" (p.11) while Arkoudis and Doughney (2014) cite it as critical to make ALL support the core business of university teaching and learning to assure graduates' English language proficiency outcomes.…”

Section: Contextsupporting

confidence: 53%

Language specialists' views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials

Fenton-Smith

Humphreys

2015

Journal of English for Academic Purposes

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Keywords:Academic language and learning (ALL) English as an additional language (EAL) Postgraduate Support mechanism Adjunct tutorial a b s t r a c t Large numbers of international students are enrolled in postgraduate coursework degrees in English Medium of Instruction (EMI) destinations such as Australia and the UK (AUSSE Research Briefing, 2011; HEFCE, 2014), most of whom have English as an Additional Language (EAL). However, there is a dearth of literature on the types of academic language and learning (ALL) support that best suit this cohort, and few accounts of sustained strategies implemented specifically for them, particularly university-wide. This paper is an account of one university's attempt to fill this gap in terms of both research and practice. The institution's senior executive commissioned a survey of the views of higher education ALL practitioners across Australia (n ¼ 42) on the potential effectiveness of nine archetypal ALL support mechanisms for postgraduate EAL coursework students. Findings took the form of a quantitative rating of the nine mechanisms as well as qualitative comments on pro and con factors. As the paper describes, this data fed into the formation of an executively mandated academic language enhancement strategy for postgraduate coursework EAL students in the form of a two-year trial of adjunct tutorials within core coursework units.

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Section: Contextsupporting

confidence: 53%

Language specialists' views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials

Fenton-Smith

Humphreys

2015

Journal of English for Academic Purposes

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“…Dunworth et al 2014;Kennelly, Maldoni, and Davies 2010;Murray and Nallaya 2014;Sheridan 2011;Wingate 2006). However, there are many impediments to innovation on that scale.…”

Section: Introductionmentioning

confidence: 97%

Implementing a university-wide credit-bearing English language enhancement programme: issues emerging from practice

Fenton-Smith

Humphreys

Walkinshaw

et al. 2015

Studies in Higher Education

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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.Keywords: academic literacy; English as an additional language; English for academic purposes; English language enhancement; higher education; English as a medium of instruction IntroductionFrom 2000 to 2010, the number of foreign students globally increased by a staggering 99%. By 2012, 4.5 million tertiary students were enrolled in institutions outside their country of citizenship (OECD 2014) and a doubling of this to 8 million is projected by 2020 (Forest and Altbach 2006). Anglophone countries are popular destinations, attracting over 42% of all cross-border students (OECD 2013) with the USA enjoying the largest global share at 16.5%, followed by the UK (13%), Australia (6%) and Canada (5%) (OECD 2013). As cultural and linguistic diversity ramps up, English as a medium of instruction (EMI) universities in particular are realising that traditional approaches to learning and teaching must change.

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“…College students today need to develop reading, note-taking and test-taking skills (Ellis & Toft, 2006) if they enter college without sufficient proficiency in these skills (Murray & Nallaya, 2016). These skills support all studies: reading and note-taking are required in every subject, even in online courses where books may be replaced by online articles, e-books and by a variety of media.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students need skills that support their learning and help them participate fully in their learning to be successful at school (Murray & Nallaya, 2016;Turner, Peak, Flanders & King, 2013). Although terminology is not always identical, the general topic of learning skills has received significant attention from educators and researchers alike.…”

Section: Literature Reviewmentioning

confidence: 99%

Skills for learning: a day in the life of a college student

MacLeod

Hayden

2016

Learning and Teaching in Higher Education: Gulf Perspectives

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The learning skills used by students at a technical college to fully participate in their classes were the focus of this investigation. Researchers shadowed two full-time students for one full day as they each went to their classes in a technical college in Qatar. An observation schedule was used to record what students did in their classes (for example: solve problems, listen to the teacher, ask questions). At the end of the day students were interviewed and asked to comment on the importance of the learning skills that they used, how they built the skills they needed and how to become a better student. It was found that students used a variety of learning skills throughout a typical day and that they had their own ideas about learning. The learning skills the two students used most during their classes were not the same, owing partly to the format of the courses and partly to personal learning approach. The four learning skills students identified as most important were: understand and apply concepts to current work; concentrate and maintain focus; follow written instructions; and ask questions. The information gathered in this investigation can be used to inform students, instructors and course planners about the skills students need to be active participants in their classes and to ensure that educators support the development of required learning skills.

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Embedding academic literacies in university programme curricula: a case study

Cited by 63 publications

References 21 publications

Language specialists' views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials

Language specialists' views on academic language and learning support mechanisms for EAL postgraduate coursework students: The case for adjunct tutorials

Implementing a university-wide credit-bearing English language enhancement programme: issues emerging from practice

Skills for learning: a day in the life of a college student

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