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 |
| 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. |
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| ISSN: | 1444-4496 2202-6169 |
