Document Type

Journal Article

Publisher

Queensland University of Technology

Faculty

Faculty of Health, Engineering and Science

School

School of Exercise and Health Sciences/Population Health Research Group

RAS ID

16547

Comments

This article was originally published as: Beatty, S. E., Collins, A., & Buckingham, M. A. (2014). Embedding academic socialisation within a language support program: An Australian case study . The International Journal of the First Year in Higher Education, 5(1), 9-18. Original article available here

Abstract

This paper describes discipline-specific transition support utilised to follow-up the Post-Entry Language Assessment (PELA) recently introduced at Edith Cowan University as one strategy to address declining rates of English language proficiency. Transition support was embedded within a first year core unit and emphasis was placed on assisting students to develop spoken and written communicative competencies by scaffolding assessment tasks and providing other academic supports that used contextualised examples. While general satisfaction with the academic support offered during the course was high, the program achieved limited success in encouraging at-risk students to seek support. Further investigation into methods of encouraging student participation is required, along with research into strategies for extending effective academic socialisation support into the online learning environment.

DOI

10.5204/intjfyhe.v5i1.180

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