Widening Participation and English Language Proficiency: A Convergence with Implications for Assessment Practices in Higher Education

Autor/in	Murray, Neil
Titel	Widening Participation and English Language Proficiency: A Convergence with Implications for Assessment Practices in Higher Education
Quelle	In: Studies in Higher Education, 38 (2013) 2, S.299-311 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.580838
Schlagwörter	English (Second Language); Second Language Learning; Nonstandard Dialects; Higher Education; College Attendance; Language Tests; Language Proficiency; Nontraditional Students; Foreign Countries; At Risk Students; Identification; College Students; Linguistic Competence; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Ausland; Identifikation; Identifizierung; Collegestudent; Australien
Abstract	The widening participation agenda has important implications for those in English-medium higher education institutions responsible for the provision of English language support. Importantly, given the diverse nature of the "non-traditional" student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond those students of non-English speaking backgrounds--traditionally the focus of such provision--to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrollment English language assessment regime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10