A Cross-Disciplinary Approach to Language Support for First Year Students in the Science Disciplines : Final Report.

Lead Institution: University of Canberra

Project: CG7-441

Final report from a project that addressed the language needs of a diverse student body by investigating and testing strategic approaches to learning and teaching in first year sciences. It was concerned with the acquisition of language specific to science and the implicit teaching of meta-cognitive...

Full description

Bibliographic Details
Institution(s):University of Canberra
University of Sydney
University of Technology, Sydney
University of Tasmania
University of Newcastle
Main Author(s):Zhang, Felicia
Lidbury, Brett
Schulte, Jurgen
Bridgeman, Adam
Yates, Brian
Rodger, John
Published: Australian Learning and Teaching Council (ALTC) 2011
Subjects:
Online Access:CG7_441_UC_Zhang_Report_2011.pdf
Description
Summary:Final report from a project that addressed the language needs of a diverse student body by investigating and testing strategic approaches to learning and teaching in first year sciences. It was concerned with the acquisition of language specific to science and the implicit teaching of meta-cognitive skills required in science. Foreign language learning strategies were employed in three disciplines in five universities and positive outcomes were obtained across the board. Student achievement in first year science units improved and failure rates dramatically decreased. Students' perception of lecturers' teaching ability also improved. Furthermore, academic staff's ability to use technology such as audience response systems and learning management systems also improved. Most important of all is that the project sustained student learning through improving lecturer expertise in using language strategies, and is an achievable and sustainable model for professional development for academic staff.
ISBN:9780642782267 (PDF)
9780642782274 (RTF)
9780642782250 (print ed)