This report presents the "English Language Proficiency" (ELP) and Employability Framework", which has been designed to inform and support higher education institutions' (HEIs) policies and practices on ELP and graduate employability. The "Framework" was developed through a review of the national and international literature on initiatives and programs aimed at developing both students' general and discipline specific language skills, as well as their general and professional employability. The "Framework" also benefited from an expert review using roundtable discussions with sector representatives in three cities. The "Framework" development process was followed by interviews with 40 staff across 25 Australian universities with specialist expertise in programs supporting ELP, employability, or both, as well as senior university leaders whose responsibilities included language and/or employability. Linking ELP and employability together in the "Framework" was supported by the general agreement in the literature that communication skills are highly valued as a graduate attribute for employability, both in Australia and internationally. The interviews and consultation with the sector, the examples of practice and the case studies have been presented here to offer a broad summary of the types of practices that currently exist in universities. The report's emphasis is on international students who have English as an Additional Language (EAL). This group of students comprises a key stakeholder group for the sector, and is particularly important to Australia's ability to maintain its share of the international student market. International students expect outcomes from their investment in an Australian education, and increasingly one of those outcomes is employability. While there are a number of factors that influence graduate employability, the focus of this report is on ELP as it has been identified in the research as important for international students. ELP, as used in this report, includes aspects of oral and written communication, as well as workplace interactions. The findings from the project indicate that Australian Higher Education Institutions (HEIs) have in place a number of initiatives for developing international students' ELP, and making English language development a central element of their learning and teaching. Strategies include: institutional strategic plans; monitoring and evaluating English language entry requirements; diagnostic testing; and integrating communication skills as learning outcomes within disciplinary teaching. There is also an increasing focus on assessing students' ELP towards the end of their course of study, although this tends to be mainly in professional accredited programs such as Engineering and Veterinary Science. This report provides a practical platform from which HEIs can address the challenge of developing students' ELP for employability. The "Framework" itself provides a broad typology of institutional initiatives for developing ELP and employability. It offers HEIs a way of mapping their curricula and co-curricula activities, and integrating practices along a continuum from entry to exit. Importantly, by linking ELP to employability, the "Framework" assists HEIs to address perceptions that international students graduate without developing threshold levels of ELP suitable for their future employment, by providing case studies showing the range of good practice in place across the sector. An annotated bibliography is included.