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Design Principles for Post-PELA Discipline-Specific Language Programs

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Title: Design Principles for Post-PELA Discipline-Specific Language Programs
Language: English
Authors: Emily Edwards, Rosalie Goldsmith, Caroline Havery
Source: English Australia Journal. 2024 40(1):5-21.
Availability: English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Principles, Intensive Language Courses, Academic Language, Second Language Learning, Second Language Instruction, English (Second Language), Foreign Students, English for Academic Purposes, College Second Language Programs, Language Tests, Language Proficiency, Sociocultural Patterns, Program Development, Foreign Countries, Self Concept, Sense of Community, Goal Orientation, Independent Study, Scoring Rubrics, Intellectual Disciplines
Geographic Terms: Australia
ISSN: 1444-4496
2202-6169
Abstract: In this paper, we present and illustrate four principles used to develop discipline-specific academic language tutorials for students who enter university with low levels of academic language proficiency. The tutorials are part of a university-wide language support program following a post enrolment language assessment (PELA). The principles respond to recent arguments about the importance of post-PELA language support being integrated into the overall university curriculum, being directly relevant to students' needs, and being discipline and context specific. Drawing on sociocultural theories of language learning, we outline each principle and then illustrate them with practical frameworks and activities used in academic language development tutorials at a university in Australia. We also provide a discipline-specific language development tutorial plan that incorporates all four principles. These principles will be of interest to practitioners both in English Language Intensive Courses for Overseas Students (ELICOS) centres and in university language programs planning discipline-specific language development activities.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454708
Database: ERIC
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  Data: Design Principles for Post-PELA Discipline-Specific Language Programs
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  Data: <searchLink fieldCode="SO" term="%22English+Australia+Journal%22"><i>English Australia Journal</i></searchLink>. 2024 40(1):5-21.
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  Data: English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal
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  Data: 1444-4496<br />2202-6169
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  Data: In this paper, we present and illustrate four principles used to develop discipline-specific academic language tutorials for students who enter university with low levels of academic language proficiency. The tutorials are part of a university-wide language support program following a post enrolment language assessment (PELA). The principles respond to recent arguments about the importance of post-PELA language support being integrated into the overall university curriculum, being directly relevant to students' needs, and being discipline and context specific. Drawing on sociocultural theories of language learning, we outline each principle and then illustrate them with practical frameworks and activities used in academic language development tutorials at a university in Australia. We also provide a discipline-specific language development tutorial plan that incorporates all four principles. These principles will be of interest to practitioners both in English Language Intensive Courses for Overseas Students (ELICOS) centres and in university language programs planning discipline-specific language development activities.
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  Data: EJ1454708
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    Languages:
      – Text: English
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        PageCount: 17
        StartPage: 5
    Subjects:
      – SubjectFull: Educational Principles
        Type: general
      – SubjectFull: Intensive Language Courses
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: English for Academic Purposes
        Type: general
      – SubjectFull: College Second Language Programs
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      – SubjectFull: Language Tests
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Program Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Self Concept
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      – SubjectFull: Sense of Community
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      – SubjectFull: Goal Orientation
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      – SubjectFull: Independent Study
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Design Principles for Post-PELA Discipline-Specific Language Programs
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              Y: 2024
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