A coherent institutional approach to student English language proficiency will need to take into account the management of language at entry, over the duration of a university course, and at graduation.
Even under TEQSA, each university’s approach to English language proficiency is likely to vary according to the nature of the institution and its student cohorts. So there is no ‘right’ approach.
However, this project has identified good practices that successful approaches have in common, developed from the analysis of data obtained from multiple sources: surveys, interviews, ethnographic studies, published information, and reviews of the literature.
You can also download examples in brief of the key elements of approaches taken in real universities. These are not intended to represent ‘good’ or ‘bad’ practice, but to illustrate the variation observed in different universities in terms of aims, strategies and processes.
For feedback on the lived experience of participants, have a look at the Vignettes presented under the Case Studies tab on this website.
For ideas on the specific types of language development activities that universities offer, have a look at the Language Development Strategies pages.