English Language Perplexity: articulating the tensions in the AUQA Good Practice Principles
Year: 2011
Type: article
Abstract: In 2009, the Department of Education, Employment and Workplace Relations (DEEWR) released the report "Good practice principles for English language proficiency for international students in Australian universities."Offering guidelines for developing students' English language proficiency, the report is also set to act as a benchmarking document for Australian Universities Quality Agency (AUQA) quality audits.Since its release, universities have been investigating its potential implications.One important article-Murray (2010), published in the inaugural issue of this journal-discusses several problems inherent in the report in order to recommend an approach to implementing the guidelines.This paper extends and challenges his critique by focussing on three important points of tension in the report: the group of students it discusses, its definition of English language proficiency and its conflicting discourses of inclusion and exclusion.The aim here is to offer universities points for discussion as they translate this complex report into practice.
Source: Student Success
Authors: Rowena Harper, Sue Prentice, Kate Wilson
Institution: University of Canberra
Language: English
Subfield: Literature and Literary Theory
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1993336758