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.
Document Type
Journal Article
Date of Publication
1-1-2014
Faculty
Faculty of Health, Engineering and Science
Publisher
Queensland University of Technology
School
School of Exercise and Health Sciences / Population Health Research Group
RAS ID
16547
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Comments
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. Available here