Re-integrating academic development and academic language and learning: a call to reason

References

• AALL. (2012). Association of Academic Language and Learning. Retrieved February 17, 2013, from http://www.aall.org.au/
   Google Scholar
• Anderson, D., & Eaton, E. (1982). Part 1: Post-war reconstruction and expansion: 1940–1965. Higher Education Research & Development, 1(1), 5–32. doi: 10.1080/0729436820010102
   Google Scholar
• AQF. (2013). Australian qualifications framework (2nd ed.). Retrieved March 15, from http://www.aqf.edu.au/Portals/0/Documents/2013%20docs/AQF%202nd%20Edition%20January%202013.pdf
   Google Scholar
• Arkoudis, S., Atkinson, C., Baird, J., Barthel, A., Blundell, S., Dunworth, K., … Vandermark, C. (2012). English language standards for higher education. DEEWR. Retrieved February 17, 2013, from http://www.aall.org.au/sites/default/files/FinalEnglishLanguageStandardsMay2012.pdf
   Google Scholar
• Arkoudis, S., Baik, C., & Richardson, S. (2012). English language standards in higher education: From entry to exit. Melbourne: ACER.
   Google Scholar
• Arkoudis, S., & Starfield, S. (2007, August). In-course language development and support. Discussion paper for the National Symposium: English Language Competence of International Students, Sydney.
   Google Scholar
• Arkoudis, S., & Tran, L. (2010). Writing blah, blah, blah: Lecturers’ approaches and challenges in supporting international students. International Journal of Teaching and Learning in Higher Education, 22(2), 169–178.
   Google Scholar
• Bakhtin, M. (1981). The dialogic imagination: Four essays. (C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
   Google Scholar
• Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: University of Wisconsin Press.
   Google Scholar
• Biggs, J. (1979). Individual differences in study processes. Higher Education, 8(4), 381–394. doi: 10.1007/BF01680526
   Web of Science ®Google Scholar
• Birrell, B., & Healy, E. (2008). How are skilled migrants doing? People and Place, 16(1), 1–19.
   Google Scholar
• Bock, H. (1986). Phenomenography: Orthodoxy and innovation or innovation and orthodoxy? In J. Bowden (Ed.), Student learning: Research into practice. The Marysville Symposium (pp. 95–114). Melbourne: CSHE.
   Google Scholar
• Bock, H., & Gassin, J. (Eds.). (1982). Foreword. Proceedings from the Communication at University: Purpose, Process and Product Conference. Melbourne, La Trobe University.
   Google Scholar
• Bowden, J. (1986). Educational development and phenomenography. In J. Bowden (Ed.), Student learning: Research into practice. The Marysville Symposium. Melbourne: Centre for the Study of Higher Education.
   Google Scholar
• Brooman-Jones, S., Cunningham, G., Hanna, L., & Wilson, D.N. (2011). Embedding academic literacy – A case study in Business at UTS: Insearch. Journal of Academic Language and Learning, 5(2), 1–13.
   Google Scholar
• CADAD. (2012). Council of Australian Directors of Academic Development: Mission and aims. Retrieved February 17, 2013, from http://www.cadad.edu.au/
   Google Scholar
• Chanock, K. (2007). What academic language and learning advisers bring to the scholarship of teaching and learning: Problems and possibilities for dialogue with the disciplines. Higher Education Research & Development, 26(3), 269–280. doi: 10.1080/07294360701494294
   Google Scholar
• Chanock, K. (2011). A historical literature review of Australian publications in the field of Academic language and learning in the 1980s: Themes, schemes and schisms: Part One. Journal of Academic Language and Learning, 5(1), 36–58.
   Google Scholar
• Chanock, K., Horton, C., Reedman, M., & Stephenson, B. (2012). Collaborating to embed academic literacies and personal support in first year discipline subjects. Journal of University Teaching and Learning Practice, 9(3), 1–13.
   Google Scholar
• Clanchy, J. (1982, May). Assisting student learning – Some recent developments in universities in the US and UK. Paper presented at the Communication at University: Purpose, Process and Product Conference, La Trobe University, Melbourne.
   Google Scholar
• Department of Employment, Education and Workplace Relations. (2009). Good practice principles for English language proficiency for international students in higher education. Canberra: Author.
   Google Scholar
• Department of Employment, Education and Workplace Relations. (2010). Transforming Australia’s higher education system. Canberra: Author.
   Google Scholar
• Dunworth, K. (2009). An investigation into post-entry English language assessment in Australian universities. Journal of Academic Language and Learning, 3(1), 1–13.
   Google Scholar
• Dunworth, K. (2013). In-course student English language development, discussion paper 2. In IEAA national symposium proceedings, Five Years on: English language competence of international students (pp. 39–68). Melbourne, Australia.
   Google Scholar
• Entwistle, D., & Hounsell, D. (1979). Editorial: Student learning in its natural setting. Higher Education, 8(4), 359–363. doi: 10.1007/BF01680523
   Web of Science ®Google Scholar
• Entwistle, N., & Ramsden, R. (1983). Understanding student learning. London: Croom Helm.
   Google Scholar
• ESOS Act. (2000). Education Services for Overseas Students Act 2000. Commonwealth of Australia.
   Google Scholar
• Fairclough, N. (1989). Language and power. London: Longman.
   Google Scholar
• Fairclough, N. (1995). Critical discourse analysis. Boston: Addison Wesley.
   Google Scholar
• Foucault, M. (1977). Nietzsche, genealogy, history. In D. F. Bouchard (Ed.), (1996), Michel Foucault: Language, counter-memory, practice: Selected essays and interviews (pp. 139–164). New York: Cornell University Press.
   Google Scholar
• Foucault, M. (1980). Two Lectures. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings 1972–1977. New York: Harvester Wheatsheaf.
   Google Scholar
• Foucault, M. (1997a). What is enlightenment? In S. Lotringer & L. Hochroth (Eds.), The politics of truth (pp. 101–134). New York: Semiotext(e).
   Google Scholar
• Foucault, M. (1997b). What is critique? In S. Lotringer & L. Hochroth (Eds.), The politics of truth (pp. 23–82). New York: Semiotext(e).
   Google Scholar
• Frederick, J. (1974). Developing and fostering effective helping resources for students in tertiary institutions in Australia. Australian University, 12(3), 213–233.
   Google Scholar
• Frederick, J., Hancock, L., James, B., Bowden, J., & Macmillan, C. (1981). Learning skills: A review of needs and services to university students. Parkville: CSHE, University of Melbourne.
   Google Scholar
• Gee, J.P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.
   Google Scholar
• Haggis, T. (2006). Pedagogies for diversity: Retaining critical challenge amidst fears of dumbing down. Studies in Higher Education, 31(5), 521–535. doi: 10.1080/03075070600922709
   Web of Science ®Google Scholar
• Haggis, T. (2009). What have we been thinking of? A critical overview of 40 years of student learning research in higher education. Studies in Higher Education, 34(4), 377–390. doi: 10.1080/03075070902771903
   Web of Science ®Google Scholar
• Halliday, M. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. doi: 10.1016/0898-5898(93)90026-7
   Google Scholar
• Hancock, L., & Bowden, J. (1983, May). Learning skills in a disciplinary context: Some working models. Paper presentation at the Annual National Conference on Learning Skills and Communication, University of Queensland.
   Google Scholar
• Hicks, M. (2012, October). Implementing a university-wide approach to English language proficiency. Paper presented at the Teaching and Learning Forum: English Language Proficiency, University of Wollongong, Australia.
   Google Scholar
• Humphreys, P. (2010, October). The Griffith language enhancement strategy: Implementing the DEEWR good practice principles for international students in Australian universities. Paper presented at the Strategic Projects Forum Series: English Language Proficiency (ELP) for International Students, University of Wollongong, Australia.
   Google Scholar
• Hyland, K. (2004). Genre and second language writing. Ann Arbor: University of Michigan Press.
   Google Scholar
• James, B., Skillen, J., Percy, A., Tootell, H., & Irvine, H. (2004). From integration to transformation. In K. Deller-Evans & P. Zeegers (Eds.), In the future … : Proceedings of the 2003 biannual language and academic skills in higher education conference (pp. 127–138). Adelaide: Flinders University.
   Google Scholar
• Johns, A. (1997). Text role and context: Developing academic literacies. Cambridge: Cambridge University Press.
   Google Scholar
• Kalantzis, M., & Cope, B. (1984). Multiculturalism and educational policy. In G. Bottomley & M. de Lepervanche (Eds.), Ethnicity class and gender in Australia. Sydney: George Allen & Unwin.
   Google Scholar
• Kandlbinder, P., & Peseta, T. (2011). Higher Education Research & Development anthology. Milperra: HERDSA.
   Google Scholar
• Kralik, C. (2011, June). Developing, evaluating and refining an English language development strategy: The RMIT experience. Paper presented at the English Language Proficiency Public Forum, University of Wollongong, Australia.
   Google Scholar
• Kress, G. (1982). Learning to write. London: Routledge & Kegan Paul.
   Google Scholar
• Lea, M. (2004). Academic literacies: A pedagogy for course design. Studies in Higher Education, 29(6), 739–756. doi: 10.1080/0307507042000287230
   Web of Science ®Google Scholar
• Lea, M., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. doi: 10.1080/03075079812331380364
   Web of Science ®Google Scholar
• Lea, M., & Street, B. (2006). The academic literacies model: Theory and applications. Theory into Practice, 45(4), 368–377. doi: 10.1207/s15430421tip4504_11
   Web of Science ®Google Scholar
• Lee, A., Manathunga, C., & Kandlbinder, P. (Eds.). (2008). Making a place: An oral history of academic development in Australia. Milperra: HERDSA.
   Google Scholar
• Lillis, T. (2001). Student writing: Access regulation desire. London: Routledge.
   Google Scholar
• Lillis, T. (2003). Student writing as academic literacies. Language and Education, 17(3), 192–207. doi: 10.1080/09500780308666848
   Google Scholar
• Martin, J. (1992). English text: System and structure. Amsterdam: Benjamins.
   Google Scholar
• Marton, F., & Säljö, R. (1976). On qualitative differences in learning. Outcome and process. British Journal of Educational Psychology, 46, 4–11. doi: 10.1111/j.2044-8279.1976.tb02980.x
   Web of Science ®Google Scholar
• Murray, K., Clunies Ross, I., Morris, C., Reid, A., & Richards, J. (1957). Report of the committee on Australian universities. Canberra: AGPS.
   Google Scholar
• Murray, N. (2010). Conceptualising the English language needs of first year university students. The International Journal of the First Year in Higher Education, 1(1), 55–64. doi: 10.5204/intjfyhe.v1i1.19
   Google Scholar
• Murray, N. (2013). Widening participation and English language proficiency: A convergence with implications for assessment practices in higher education. Studies in Higher Education, 38(2), 299–311. doi: 10.1080/03075079.2011.580838
   Web of Science ®Google Scholar
• Organisation for Economic Cooperation and Development. (2011). Education at a glance. Paris: Author.
   Google Scholar
• Percy, A. (2011a). Making sense of learning advising: An historical ontology. Unpublished PhD thesis, University of Wollongong, Australia.
   Google Scholar
• Percy, A. (2011b). A new age in higher education or just a little bit of history repeating? Linking the past present and future of ALL in Australia. Journal of Academic Language and Learning, 5(2), 131–144.
   Google Scholar
• Prosser, M., & Webb, C. (1994). Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education, 19(2), 125–138. doi: 10.1080/03075079412331381987
   Web of Science ®Google Scholar
• Ramsden, P. (1985, May). Do study skills help students learn more effectively? Paper presented at Learning to learn: Language and study skills in context, 5th Australian Study Skills Conference, University of Adelaide.
   Google Scholar
• Readings, B. (1996). The university in ruins. Cambridge: Harvard University Press.
   Google Scholar
• Remedial English teacher appointed. (1974, March). Monash Reporter, p. 3.
   Google Scholar
• Robyak, J. (1977). A revised study skills model: Do some of them practice what we teach? Personnel and Guidance Journal (November), 171–175. doi: 10.1002/j.2164-4918.1977.tb04513.x
   Google Scholar
• Roe, E., Foster, G., Moses, I., Sanker, M., & Storey, P. (1982). A report on student services in tertiary education in Australia. Commonwealth Tertiary Education Commission: Evaluative Program Studies.
   Google Scholar
• Rowland, S. (2002). Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64. doi: 10.1111/1468-2273.00202
   Google Scholar
• Skinner, I., & Mort, P. (2009). Embedding academic literacy support within the electrical engineering curriculum: A case study. IEEE Transactions on Education, 52(4), 547–554. doi: 10.1109/TE.2008.930795
   Web of Science ®Google Scholar
• Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
   Google Scholar
• Taylor, G. (1978). Coming to terms with English expression in the university. Vestes, 21(3–4), 34–37.
   Google Scholar
• Taylor, G. (1990, July). The notion of skills: An hermeneutical perspective. Paper presented at the Eighth Australasian Learning and Language Conference, Queensland University of Technology, Australia.
   Google Scholar
• TEQSA. (2011). Higher education standards framework (Threshold Standards). AGPS, Tertiary Education Quality and Standards Agency. Retrieved February 17, 2013, from www.teqsa.gov.au/higher-education-threshold-standards
   Google Scholar
• TEQSA. (2012a). Regulatory risk framework. AGPS, Tertiary Education Quality and Standards Agency. Retrieved February 17, 2013, from http://www.teqsa.gov.au/sites/default/files/TEQSARegulatoryRiskFramework_0.pdf
   Google Scholar
• TEQSA. (2012b). Big picture issues in regulatory compliance: TEQSA provider briefing by Ian Hawke, commissioner. Tertiary Education Quality and Standards Agency. Retrieved February 17, 2013, from http://wired.ivvy.com/event/FL2RKS/
   Google Scholar
• TEQSA. (2013). Quality assessment: English language proficiency. Terms of reference. AGPS, Tertiary Education Quality and Standards Agency. Retrieved March 15, 2013, from http://www.teqsa.gov.au/media-publications/news/quality-assessment-english-language-proficiency
   Google Scholar
• Webb, C. (2001). Language and academic skills advisers: Professional ontogenesis. In B. James, A. Percy, J. Skillen, & N. Trivett (Eds.), Changing identities: National language and academic skills conference. University of Wollongong. Retrieved February 17, 2013, from http://learning.uow.edu.au/LAS2001/index.html
   Google Scholar
• Yucel, R., Bird, F., Blanksby, T., Valenta, K., Gendall, A., Plummer, K., … Harvey, A. (2009). A broad-based, grass-roots community of practice achieving curriculum reform in first year biology. Journal of Academic Language & Learning, 3(2), 26–35.
   Google Scholar