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Lina Adinolfi and Prithvi Shrestha, Models of English Language across the Curriculum and their role in Widening Participation within Higher Education

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John Rose-Adams
9 January 2012

 

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012
Models of English Language across the Curriculum and their role in Widening Participation within Higher Education
Lina Adinolfi and Prithvi Shrestha
English language is the primary medium of learning and teaching within Higher Education and is therefore central to students’ success within this context.
Over the past five years, three models of provision of English language across the curriculum and three models of English language student support have been established within our University, with the dual aim of enabling access and enhancing the study experience of learners from a range of disadvantaged backgrounds, whether English is their first or an additional language.
An extensive evaluation has recently been undertaken to examine impact of these models of provision on the recruitment, retention, progression and attainment of these students. 
This presentation will outline the different models of English language provision and support, report on the findings of the evaluation, and draw out the implications for the development of the University’s curriculum, together with its strategies for widening learner participation.

To be presented at the Widening Participation Conference 2012 'Discourses of Inclusion in Higher Education', 24-25 April 2012

Models of English Language across the Curriculum and their role in Widening Participation within Higher Education

Lina Adinolfi and Prithvi Shrestha

English language is the primary medium of learning and teaching within Higher Education and is therefore central to students’ success within this context.

Over the past five years, three models of provision of English language across the curriculum and three models of English language student support have been established within our University, with the dual aim of enabling access and enhancing the study experience of learners from a range of disadvantaged backgrounds, whether English is their first or an additional language.

An extensive evaluation has recently been undertaken to examine impact of these models of provision on the recruitment, retention, progression and attainment of these students. 

This presentation will outline the different models of English language provision and support, report on the findings of the evaluation, and draw out the implications for the development of the University’s curriculum, together with its strategies for widening learner participation.

 

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