scholarly journals Supporting the Language and Learning Development of EAL Students in Australian Higher Education

2012 ◽  
pp. 182-195 ◽  
Author(s):  
Paul J. Moore
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Academic Language ◽  
Academic Literacy ◽  
Research Findings ◽  
Learning Development ◽  
Practical Factors ◽  
Significant Attention ◽  
Australian Universities

The role of learning advising in improving the educational outcomes of students for whom English is an additional language (EAL) in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss the role of academic language and learning advising in the Australian university context, including how this practice is influenced by a range of political, pedagogical and practical factors. In doing so, I draw on Carson and Mynard’s (2012) analysis of the aims, practices, skills, locations and discourses of advising in language learning to explore how the two fields might inform each other.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

The role of language learning in academic education

1997 ◽  
Vol 20 (2) ◽  
pp. 19-32 ◽  
Author(s):  
Anthony J. Liddicoat ◽  
Chantal Crozet ◽  
Louise M. Jansen ◽  
Gabriele Schmidt
Keyword(s):  
Language Learning ◽  
Ab Initio ◽  
Tertiary Education ◽  
Academic Education ◽  
Secure Place ◽  
Australian Universities

Language learning has rarely had a secure place in perceptions of teriary education and is coming increasingly under threat as the result of tightening budgets in Australian Universities. This paper examines the role of language learning as a part of tertiary education. It argues that language learning is of itself an important element in the educational mix of tertiary education and that, as language learning goes beyond learning of the code, it provides aspects of education which are central to modern global concerns. It is argued that the value of language learning, including ab initio learning, in tertiary education can be see through the substance of language learning, the process of language learning and the outcomes of language learning.

scholarly journals Developing Cognitive Academic Language Proficiency: The Journey

2005 ◽  
Vol 23 (1) ◽  
pp. 1 ◽  
Author(s):  
Hetty Roessingh ◽  
Pat Kover ◽  
David Watt
Keyword(s):  
Cultural Capital ◽  
Postsecondary Education ◽  
Language Proficiency ◽  
Academic Language ◽  
Comparison Group ◽  
Educational Experiences ◽  
Academic Language Proficiency ◽  
Cognitive Academic Language Proficiency ◽  
Esl Learners

This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and outcome measures appear similar on the surface for all 47 students, variability in the subscores of the outcomes measure provided the catalyst for taking a closer look at progress during the ESL program. The outcomes provide a refined understanding of the development of cognitive academic language proficiency, and in particular the role of underlying proficiency and structured ESL support. The data suggest that the youngest arrivals (i.e., those aged 6-11) remain at risk in their postsecondary education. The outcomes also suggest that the acquisition of cultural capital and metaphoric competence remains a challenge for all learners.

scholarly journals Step Up to Masters

2021 ◽  
Vol 15 (3) ◽  
pp. 100
Author(s):  
Daniel John Pullinger ◽  
Jiani Liu
Keyword(s):  
Academic Literacy ◽  
Literacy Skills ◽  
Individual Development ◽  
Skills Development ◽  
Postgraduate Students ◽  
Online Resource ◽  
Research Findings ◽  
Key Topics ◽  
Learning Development ◽  
The University

The article in question introduces research conducted by the Learning Development Team at the University of Leeds on the academic literacy skills development needs and expectations of taught postgraduate students, and the subsequent creation of an innovative new online resource, Step Up to Masters. As well as focusing on key topics highlighted by the research, the resource encourages students to reflect on their individual development priorities and to select the most relevant support options for their successful transition to taught postgraduate (PGT) study. The rationale behind this reflect and select approach has been informed by a synthesis of (a) the outcomes of key studies on the diverse needs and challenges faced by PGT students when making the transition to Masters study, and (b) the team’s own research findings on PGT students’ academic development priorities and preferences. Step Up to Masters received the Digital Award for Information Literacy 2020, and was central to the online PGT induction programme initiated at Leeds for 2020/21 in response to the coronavirus pandemic. 

scholarly journals The Role of Drama in Task-based Learning: Agency, Identity and Autonomy

2012 ◽  
Vol VI (2) ◽  
pp. 47-60
Author(s):  
Lorna Carson
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English For Academic Purposes ◽  
Learning Approach ◽  
Public And Private ◽  
Postgraduate Students ◽  
The Public ◽  
Design And Implementation ◽  
Perceived Impact

Drama is a genre which connects the public and private, the rehearsed and the spontaneous, the self and the other. These intriguing relationships may be examined, from an applied linguistic perspective, through the concepts of agency, autonomy and identity. This paper discusses the role of drama in university language learning within a task-based framework, and draws from an example of a collaborative drama task designed for postgraduate students in an English for Academic Purposes programme. It explores how the ideas of agency, autonomy and identity can help conceptualise this type of curricular activity, and presents the design and implementation of a dramatic task, and reviews learner evaluation of the task’s perceived impact as an alternative learning approach which lowers affective barriers, the benefits and challenges of a collaborative task, and perceived growth in language proficiency.

Empirical and Theoretical Underpinnings of Bilingual Education

1981 ◽  
Vol 163 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Jim Cummins
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Academic Language ◽  
Assessment Practices ◽  
Entry And Exit ◽  
Communicative Skills ◽  
Academic Language Proficiency ◽  
Cognitive Academic Language Proficiency ◽  
Research Findings ◽  
L1 And L2

Empirical research on the consequences of bilingual education for minority language children is reviewed, and a theoretical model is constructed in order to account for the research findings. It is argued that Cognitive/Academic Language Proficiency (CALP) becomes differentiated and can be empirically distinguished from Basic Interpersonal Communicative Skills (BICS) in L1 and L2 and that L1 and L2 CALP are interdependent. The implications of these positions are examined for using L1 in the home, for the logic of entry and exit criteria, and for language assessment practices in bilingual education.

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