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EALD Students at University Level: Strengthening the Evidence Base for Programmatic Initiatives

  • Sophie Arkoudis
  • Anne Harris
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

English language standards of students who have English as an Additional Language or Dialect (EALD) have long been a concern in English-medium universities. Universities offer a range of programs and practices to support EALD students through their university education. These programs are designed to ensure that EALD students have opportunities to be successful at university and to enhance their employment options. However, research has raised doubts about their effectiveness. Practices can be fragmented and they are often not included in the core business of disciplinary learning and teaching practices. The challenge for universities is in identifying, monitoring, and evaluating best practices for English language programs. This chapter presents a framework that can guide institutions in strengthening the evidence base for their English language practices. The evidence base is important as it assists universities in assuring graduates’ English language standards are at an appropriate level within a competitive educational environment.

Keywords

Student diversity Quality of teaching Graduate learning outcomes Assessment of learning Quality assurance 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Melbourne Centre for the Study of Higher EducationUniversity of MelbourneParkvilleAustralia
  2. 2.Edith Cowan UniversityPerthAustralia

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