NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1005668
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0313-7155
ALL Academics Facilitating Articulated Learning for English as an Additional Language Students
Warner, Richard N.; Picard, Michelle Y.
Issues in Educational Research, v23 n1 p83-96 2013
This paper develops the concept of articulated learning and relates it to the role of Academic Language and Learning (ALL) academics in facilitating the progress of international and other English as an additional language (EAL) students from program to program, between generic, academic and disciplinary skills and from their studies to the work environment. It also describes the ALL role in the development of reflective learning practices which are essential to enable students to problem-solve both academically and professionally. We combine these two elements to extend the theory of articulated learning and explore its value in the internationalisation of higher education. Although it is impossible to detail the vast array of ALL contexts and practices in Australian and international contexts, the case study exemplified in this paper by the Introductory Academic Program enables a clearer definition of the role of ALL practitioners and how they, along with disciplinary counterparts, can best facilitate student learning and achievement. (Contains 1 table and 1 figure.)
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia