An investigation into the characteristics and efficacy of in-sessional academic English language provision at UK higher education institutions
The English language proficiency and academic literacy needs of increasing numbers of incoming students from diverse language and educational backgrounds constitute one of the major challenges faced by English Medium of Instruction (EMI) universities, both in English speaking 'inner circle' countries (Kachru, 1985) and elsewhere, as a consequence of the globalisation of higher education. Unprecedented pressure on universities to address the manifold academic language needs of diverse cohorts of students has resulted in a move to fashion academic English language development mechanisms, known as English for academic purposes (EAP) programmes in the UK. A growing body of research dedicated to academic English provision has thus emerged. Despite the burgeoning interest in this area of enquiry, however, research in the UK, unlike other native English-speaking contexts (e.g. Australia), has primarily focused on pre-entry EAP programmes - referred to in this context as pre-sessional courses - rather than post-entry EAP provision, normally referred to as in-sessional courses. This study therefore examined the characteristics and efficacy of current in-sessional programmes on offer across British universities and
Haghi, Saeede
LB Theory and practice of education
An investigation into the characteristics and efficacy of in-sessional academic English language provision at UK higher education institutions. The English language proficiency and academic literacy needs of increasing numbers of incoming students from diverse language and educational backgrounds constitute one of the major challenges faced by English Medium of Instruction (EMI) universities, both in English speaking 'inner circle' countries (Kachru, 1985) and elsewhere, as a consequence of the globalisation of higher education. Unprecedented pressure on universities to address the manifold academic language needs of diverse cohorts of students has resulted in a move to fashion academic English language development mechanisms, known as English for academic purposes (EAP) programmes in the UK. A growing body of research dedicated to academic English provision has thus emerged. Despite the burgeoning interest in this area of enquiry, however, research in the UK, unlike other native English-speaking contexts (e.g. Australia), has primarily focused on pre-entry EAP programmes - referred to in this context as pre-sessional courses - rather than post-entry EAP provision, normally referred to as in-sessional courses. This study therefore examined the characteristics and efficacy of current in-sessional programmes on offer across British universities and
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