Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/78734
Type: Journal article
Title: ALL academics facilitating articulated learning for English as an additional language students
Author: Warner, R.
Picard, M.
Citation: Issues in Educational Research, 2013; 23(1):83-96
Publisher: Western Australian Institute for Educational Research Inc
Issue Date: 2013
ISSN: 0313-7155
1837-6290
Statement of
Responsibility: 
Richard N Warner and Michelle Y Picard
Abstract: 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.
Rights: Copyright status unknown
RMID: 0020128913
Description (link): http://www.iier.org.au/iier23/2013conts.html
Published version: http://www.iier.org.au/iier23/warner.pdf
Appears in Collections:Education publications

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