When 'the other' becomes the mainstream: Models for the education of EAL students and their assessment implications

Abstract

This paper examines three models for the academic development of English as an Additional Language (EAL) students: The Academic Support model, the Academic Development model and the Higher Education Development model. It describes how these models were realised in the South African context when black students previously designated ‘the other’ became the mainstream. A pedagogical approach for Higher Education in Australia involving a merger of the latter two models is suggested with a particular focus being placed on the important role that assessment plays in developing and directing student learning. Practical examples of how these models facilitate the achievement of such goals are then given.