Institutional strategies

GELES – Griffith University

Griffith University's English Language Enhancement Strategy is a whole-of-institution approach to student language development. It offers development opportunities to students prior to commencement, during their studies and at the end of their course. The Griffith approach has been included as an example of good practice because:

  • It has been recognised by many practitioners in the field as an example of an institutional approach that is coherent, theoretically justifiable, supported across the institution, and reflective in its approach.
  • In 2012 the Griffith English Language Enhancement Strategy won an Australian Government Office of Learning and Teaching Citation, for ‘enhancing international students’ academic English language proficiency through innovative discipline-specific courses, exemplary assessment practices, and strong support mechanisms that foster independent learning’.
  • The Griffith approach has also been widely presented and discussed at national conferences and is currently undertaking a series of research projects that will assist in evaluating aspects of the strategy. References include:
    AIEC Conference Presentation 2011
    IELTS Research Report s Online Series 2012/1

The published Griffith University English Language Enhancement Strategy addresses English Language Standards 1, 3, 4, 5, and 6.

Institutional approach - Bond University

Bond University offers post-entry English language assessment, workshops and individual consultations, core credit-bearing communication units, and tutor fellows. Its approach to English language proficiency is integrated into its strategy for internationalisation of the curriculum, and is guided by the principles of Universal Design for Learning. It offers ‘plain English’ tutorials to EAL students and concurrent workshops. The Bond University approach has been included in as an example of good practice because:

  • Project survey or interview participants identified the institution as effective.
  • The 2010 AUQA Report commended the University for its “strong attention to English language proficiency and its good practices in providing language support to students” (p. 19).
  • The Internationalisation of the Curriculum strategy, of which the approach to English language proficiency is a part, is listed on the AUQA Good Practice Database.

The publicly available details of the Bond strategy address English Language Standards 3 and 4.

L3: Languages, Literacies and Learning – University of South Australia

The L3 approach combines central organisation with language development provision within each of the University’s four Divisions. Guidance is included on general English language skills, within-discipline academic literacies, strategies for transitioning to university and managing new expectations and workloads. L3 is tailored for different discipline areas and includes a post-entry language assessment (ELSAT), workshops, online materials, student forums and one-to-one consultations with language and learning advisors. It has been included as an example of good practice because:

  • It was identified as such by project participants.
  • It has been permanently embedded into the University’s teaching divisions and provides opportunities to staff and students for feedback.
  • It has been discussed in scholarly forums. See Nallaya, S. (2012). UniSA’s approach to enhancing student experience through the implementation of a learning, language and literacies (L3) model. Paper presented at the ISANA Conference, December 2012, Auckland, New Zealand.