Academic Language Feedback toolkit: Making progress with post-entry language skills development

Abstract

This paper introduces an Academic Language Feedback (ALF) toolkit which was developed as a result of a series of pilot programs aiming to facilitate post-entry development of students’ English language proficiency and academic literacy skills in the Faculty of Education, Monash University. The programs were implemented taking into consideration strategies and support options outlined in several models of embedded academic language development. The ALF toolkit consists of the ALF guide in the form of the diagram, relevant resources for staff and students, and a Hands-on English Language Program (HELP) syllabus corresponding to the elements of the ALF guide. The paper provides a description of the conceptual framework which informed the development and use of the ALF toolkit. In semester 1 2015, the ALF toolkit was used to support assignment marking and feedback provision processes in two core units. The application of the ALF toolkit included delivering professional development sessions and providing resources for teaching staff as well as creating resources for students and responding to students’ requests for assistance. I argue that the use of such toolkits can raise awareness among teaching staff and students of their responsibilities with regards to post-entry academic language and literacy development. The paper reports the preliminary findings of the evaluation study which focused on academic staff use and perceptions of the ALF guide and corresponding resources in Semester 1 2015, and provides suggestions for further use of the toolkit.