AALL 2021 conference presentation
The Academic Language, Literacy and Numeracy Development (ALLND) program in the Faculty of Education at Monash University employs a holistic approach where academic communication, as well as personal literacy and numeracy skills are developed within students’ disciplinary studies in the 1st year unit (550-750 annual enrolments). The operating framework for the program is based on the notions of dialogue, mutual understanding, life-long learning and embedded academic language development (Ajjawi & Boud, 2018; Janssen & Podorova, 2019; Lim & Symons, 2018; Podorova, 2016, 2017; Podorova & Eaton, 2019; Wingate & Tribble, 2012). Close collaboration with Faculty academics, students, the wider Monash community and national accreditation bodies ensures that the program has a positive impact on the quality of student experience and learning, as evidenced through student feedback, retention and academic performance data, engagement analytics and formal program evaluation surveys. A coherent, inclusive and strengths-based approach proved to be especially helpful for student transition to university in 2020. However, the program facilitators have to overcome recurring challenges when working with students and academics; sometimes it feels as if we all take one step forward and two steps back (or sideways). This presentation provides an overview of practical strategies that allow the ALLND team, the Faculty academics and students to ultimately work towards students’ independence and improved learning outcomes.
References
Ajjawi, R. & Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106-1119, DOI: 10.1080/02602938.2018.1434128
Janssen, K. & Podorova, A. (2019). The evolution of a LANTITE preparation program: More than teaching to the test. Paper presented at the Association for Academic Language and Learning Conference, Freemantle, WA.
Lim, N. & Symons, C. (2018). A step towards putting the students back into the academic language support model. Journal of Academic Language and Learning, 12(2), 39-54.
Podorova, A. (2016). Academic Language Feedback toolkit: Making progress with post-entry language skills development. Journal of Academic Language and Learning, 10(1), 141-154.
Podorova, A. (2017). Discipline academics as academic language development facilitators: Dream or reality? Paper presented at the 13th Biannual Conference of the Association for Academic Language and Learning, Geelong, Australia.
Podorova, A. & Eaton, A. (2019). Meaning making and academic communication skills: a practical guide for staff and students. Paper presented at the Association for Academic Language and Learning Conference, Freemantle, WA.
Wingate, U. & Tribble, C. (2012). The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy. Studies in Higher Education, 37(4), 481-495, DOI: 10.1080/03075079.2010.525630
