A Cross-Disciplinary Approach to Language Support for First Year Students in the Science Disciplines : Final Report.
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...
| Institutions: | University of Canberra University of Sydney University of Technology, Sydney University of Tasmania University of Newcastle |
|---|---|
| Glavni autori: | , , , , , |
| Izdano: |
Australian Learning and Teaching Council (ALTC)
2011
|
| Teme: | |
| Online pristup: | /resources/CG7_441_UC_Zhang_Report_2011.pdf |
| Sažetak: | 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) 9780642782267 (PDF) 9780642782274 (RTF) 9780642782250 (print ed) |
