AALL offers a number of grant opportunities to its members to fund appropriate projects, events and travel.
Current grant round applications are due Friday 18 September 2020 (COB)
Members are invited to submit applications for projects that align with the mission and further the goals of the Association. In general, projects need to be outside of what would be considered regular work and not financially supported by your institution and should have benefit beyond the applicant/s and the institution/s.
Successful applications tend to be informative and persuasive. If you are proposing to do something similar to something that has been done before anywhere at any time (i.e. not just prior AALL projects), make a case as to why what you are proposing will make a worthwhile contribution.
Applicants may consider, if appropriate, using portions of either the Research and Resource Development Grants or the Events Grants to fund Visiting Fellowships: travel expenses to foster cross-institutional initiatives which may lead to outcomes which would benefit a substantial number of AALL members.
It would also be useful to look at previously funded AALL projects listed below. Consider contacting previous grant applicants for further advice.
Non-members can be involved in projects, but the principal applicant of a grant must be a member of AALL. Members may also apply for a Grant to travel to an interstate AALL event.
See also our tips on preparing a grant application.
For more information regarding AALL Grants, contact the AALL Vice President Sally Ashton-Hay at email@example.com, and check out these suggestions from AALL Secretary Roz Rowen below:
Research and Resource Development Grant
Typically 1-2 Grant rounds each year, depending on the amount of money available.
For institutional or cross-institutional research projects related to the mission and goals of AALL, and/or fund the development of resources or publications to benefit AALL members.
Typically 1-2 Grant rounds each year, depending on the amount of funding available.
To fund professional development workshops which benefit a significant number of AALL members, either through direct participation or indirectly through the dissemination of resources.
Open for application at any time.
Funding for travel to an interstate AALL event can be applied for at any time using the Travel Grant application form.
John Grierson Grant
Available in the years of the biennial AALL conference.
To assist with the costs involved in traveling to the biennial AALL conference.
Spaces in Doctoral Education: An Online Symposium
$2,000.00 (partially funded)
Susan Mowbray (Western Sydney University), Juliet Lum (Macquarie University)
This online symposium aims to bring together Directors and literacy support staff in HDR to discuss how to promote engagement, progression and retention of HDR candidates.
Halliday and ALL: The Linguistic Theory of Michael Halliday and its Contribution to ALL Practice
Tim Moore, Rosemary Clerehan, Helen Drury, and Andrew Johnson
Michael Halliday, the founder of Systemic Functional Linguistics, died this year. Halliday’s contribution to our understandings of language and its uses in the world is acknowledged as being huge, described variously as ‘catalytic’ and ‘revolutionary’ (Cope and Kalantzis, 1994) and as ‘a theory of language whose resources are unmatched’ (Schleppegrell, 2018).
The influence of Halliday’s work has been felt in many domains, including in our own area of Academic Language and Learning, going back to the beginnings of the field in Australia in the 1970s and 80s. Since that time, there has been a steady stream of practitioners and researchers who have drawn on the framework in relation to many aspects of ALL work: academic and disciplinary discourses; issues and problems in student writing; language assessment; classroom and social interactions in the academy, among others.
We have framed the symposium around the following aims:
- To generally pay tribute to the contribution of Michael Halliday to our field.
- To host a range of papers exploring ways in which Halliday’s linguistics have informed (and can inform) ALL work
- To introduce Halliday’s ideas to AALL members who are less familiar with SFL’s foundational concepts.
The event will consist of several keynote addresses, parallel papers, and other formats. Speakers will include: Gordon Taylor (ex Monash); Rob McCormack (ex Victoria University).
ALL in a Changing Institutional and Technological Environment: Opportunities and Challenges
Leighana Thornton (Australian Catholic University) and Arlene Harvey (University of Sydney)
The aim is to bring together ALL practitioners to share knowledge about existing and future strategic positioning of online ALL support.
Strategies and Practices for Integrating Communication Skills Across the Curriculum
$600 (partially funded)
Meriel Griffiths UWA
The symposium will bring discipline specialists and ALL practitioners together to discuss current practices and to develop a coordinated, integrated approach to communication skills development.
Embedded academic language and learning – Ways of being and ways of working
Tony Cannell (University of Sydney Business School)
The most sustainable method to embed ALL in the curriculum should be systematic across a degree program rather than ad hoc which often relies on the personalities of the collaborators of ALL and faculty. It is through language we think about an idea, read about it and evaluate it so analysis and communication are inextricably entwined. Given that some Business Schools in Australian universities have or wish to have AACSB accreditation, it is fortuitous that ALL educators can leverage off this process which includes a review of assessments, course mapping, assurance of learning and a review of CLO and SLOs, to clearly identify where ALL input can be most effective. This forum aims to provide the impetus for institutions to understand and explore ways of being and working within the expanding field of faculty embedded academic language and learning support and to open a space for understanding how the conceptual framing of course mapping informs the application of pedagogy and practice. Developing sound practice accordant with the requirements of accreditation is critical to providing high quality learning experiences for students as they develop disciplinary specific academic and professional skills.
ALL Managers/Heads’ The Toolbox
Elena Verezub (Swinburne University of Technology) and Bronwyn James (University of Sydney)
This project aims at developing an online toolbox housed on the ICALLD website https://icalld.wildapricot.org/ which will contain hands-on tips from current Managers/Heads of Australian and, potentially, overseas (e,g, New Zealand and Canada) Academic Language and Learning Centres, contextualized leadership initiatives, reporting protocols, ‘managing up’ strategies, and ‘positioning’ strategies within our local and national higher education contexts and contextualised best practice examples. The tool box will also provide ideas that can inspire managers to take those ideas a step further and implement or use them as a spring board for improving existing initiatives or creating new ones.
Human and computer impressions of written texts: How can their comparison inform approaches to assessment?
Ingrid Wijeyewardene (University of New England)
In the current higher education context in Australia, the potential role of computer-based, automated assessment of students’ academic writing is an area of growing interest. There is strong appeal in the idea that computers could be used to save time and reduce the costs associated with the labour intensive process of assessing written work. With academic language professionals being asked to “do more with less”, the effective use of computational tools to assist in the assessment of writing may represent a crucial element of ongoing effectiveness in the academic language teaching and learning context. However, fundamental questions about the pedagogical validity of the use of computational tools in the assessment of academic writing remain unanswered. How do computer-generated and human–generated impressions of academic writing compare? What can a computer-generated evaluation provide that a human cannot? What can a human-generated evaluation provide that a computer cannot? Further, how can the answers to these questions inform contemporary approaches to assessing academic writing?
This project seeks to address these questions by evaluating the academic writing produced by students enrolled in a foundations program in the Australian higher education context using two alternative approaches. One approach will involve the evaluation of writing by a small panel of expert academic language professionals. The other approach will involve the evaluation of the same texts with a freely available, web-based, state-of-the-art computational tool, Coh-Metrix (McNamara, Graessser, McCarthy and Cai, 201 4).
This project aims to compare computer and human generated evaluation of student written work with a view to inform best practice in the assessment of academic writing in the current and emerging higher education context. This research has the potential to immediately inform improved approaches to the assessment of academic writing. It will result in the generation of empirical data that will broaden the existing body of knowledge relating to the respective role of computers and humans in higher education assessment. This research will result in academic output of relevance to theorists and practitioners with interests in the field of language assessment and computers in higher education.
Promoting National Collaboration among ALL Centres: Creating a Sustainable Future
Elena Verezub (Swinburne University of Technology) and Fiona Henderson (Victoria University)
The proposed activity brings together the immediate Managers, Coordinators and Directors of all Australian university ALL units. Occasionally at the biennial AALL conference there is time to do networking formally or informally. In 2013 this occurred formally which was positively received by the ‘Heads’. However, at our last conference in 2015 there was not a formal opportunity for ‘Heads’ to meet. Whilst informal talks occurred these were neither as successful nor as inclusive. This gap in renewing our knowledge of each other’s operations, even unit and people titles, means that our voice is weaker. In a climate of siloed faculties and departments, this proposal aims to build an ALL leaders network which in turn can help “strengthen our voice” within the university sector.
Building capacity for the design, validation and implementation of post-entry language assessments (PELAs)
Maggie McAlinden Curtin University
Under TEQSA all Australian universities are required to have processes that identify students who are at risk and provide support across all courses of study. PELAs are now widespread in Australian Universities with many institutions mandating a PELA for all commencing students. In many cases, the design and implementation of PELAs have been the responsibility of ALL professionals who have varying expertise in design and validation of diagnostic language tests. In this context, there is a need for ALL staff to be supported to develop their skills and knowledge in this area, particularly as PELA processes may come under increasing scrutiny from TEQSA.
The proposed symposium, to take place in January 2017 at Curtin University in Perth, will include seminar presentations on design and validation of language assessments by experts followed by practical workshops designed and co-facilitated by the presenters. The symposium will be held in WA and hosted by Curtin University with support from Murdoch, ECU, UWA and Notre Dame.
Enhancing doctoral learning: Empowering supervisors to give effective writing-related feedback to multilingual doctoral scholars writing in English as an Additional Language
Dr Monica Behrend (University of South Australia) and Dr Meeta Chatterjee-Padmanabhan (University of Wollongong)
This project aims to investigate the processes and practices of feedback on doctoral writing for supervisors and students. In doing so, it aims to develop deeper insights into the role of effective written feedback in multilingual doctoral spaces. To begin with, insights from reviewing the literature will be gathered. This will be followed by a systematic collection of data through interviews with HDR supervisors, HDR scholars and ALL professionals working. To date, there are no studies that distinguish the perceptions on giving and receiving feedback by multilingual supervisors or multilingual doctoral students. However, anecdotally, we hear both supervisors and HDR doctoral students articulate their difficulties in conceptualising and interpreting feedback.
Our study proposes to address the following key question: What are the processes and practices of providing and receiving effective feedback on thesis drafts in multilingual spaces?
Several research outcomes are envisioned: online resources, a journal article and workshop presentations at the AALL conference in Nov. 2017. Of these outcomes, the key one will be the development of a repository of resources useful for supervisors, HDR scholars and AALL practitioners.
A national stocktake of numeracy provision in enabling courses in Australian Higher Education (HE)
Evonne Irwin, Sally Baker and Ben Carter (University of Newcastle)
There is a growing argument for the inclusion of numeracy in a broad and expansive definition of academic literacies; indeed, this notion has been proprosed as an agenda item at the 2015 AALL Annual General Meeting. Attention to numeracy in many areas of education has traditionally been backgrounded at the expense of language and literacies but it is arguably the case that numeracy is a language in its own right; for example, mathematicians make the case that calculus is the language of Physics. Therefore, turning a more focused lense onto numberacy is a core part of engaging with academic literacies.
The project aims to audit enabling programs to develop a comprehensive overview of academic literacies including numeracy and explore how numeracy is included and embedded within Australian enabling programs.
Paper published in JALL 12(1): http://journal.aall.org.au/index.php/jall/article/view/520
Theoretical frameworks informing in-discipline language development transforming perceptions and practice
Alisa Percy, Honglin Chen, Emily Purser, Celeste Rossetto, Catriona Taylor, Leonie Watson (University of Wollongong). Kerry Hunter, Caroline San Miguel, Rosalie Goldsmith, Adam Aitken, Neela Griffiths, Deborah Nixon (UTS)
ALL educators can and do draw on a range of intellectual traditions and theoretical resources to inform their work but as more attention is given to the upscalin of curriculum-integrated English language work, we argue that it is timely to develop a coherent theoretical and pedagogical approach for framing, enabling and evaluating this work to ensure its visibility and sustainability. This proposed AALL symposium will bring together AALL educators and researchers to share and discuss the various theoretical frameworks that inform and guide our practices in integrating English Language education across the curriculum. The one-day event will consist of keynote addresses by two invited speakers, one international and one national, with whom staff at UOW collaborate, as well as presentations from various Australian institutions, and a final panel discussion session. The invited speakers bring expertise in developing and implementing specific theoretical frameworks informing academic writing development within their institutions.
ALL Together: Collaboration, Reflection and Renewal
Peter Nelson with Lindy Kimmins (University of Southern Queensland); Ann Majkut (ACU); Sally Ashton-Hay (Southern Cross University); David Rowland (University of Queensland)
This full day event is a collaborative Qld-Northern NSW Regional Forum for ALL professionals and other stakeholders in higher education. The high profile keynote speaker, Assoc Prof Kate Chanock, will run workshops on approaches for embedding academic skills in the curriculum and ways to work collaboratively with discipline lecturers. Twenty-four concurrent sessions and poster sessions during lunch. The aim of the event is to bring together a range of academic stakeholders in higher education to raise awareness of how to work together collaboratively.
Degrees of Proficiency: Ways forward in building a strategic approach to university students’ English language assessment and development
Helen Drury, Tim Moore, Alex Barthel, Sally Ashton-Hay)
The aim of this full day event is to disseminate findings of the OLT Degrees of Proficiency project in regional Queensland and Northern Territory areas, as well as to sustain the conversation of what universities are currently doing to assist English language development. Three keynote speakers from the OLT project team will present including Alex Barthel, Tim Moore and Helen Drury, followed by a panel discussion where representatives from various universities will speak as panelists about their individual institution. Panel member presentations will be followed by questions and discussion on a number of issues from the audience participants.
HDR Supervisor training and development in Australian universities: A scoping study
Cally Guerin, (University of Adelaide), Madeleine Laming (Murdoch University) and Ruth Walker (University of Wollongong)
This project has emerged from a research network that developed at the recent ALL symposium Building Higher Degree Research Student Writing (3/10/2014). The network involves ALL representatives from six universities (Adelaide, CDU, Murdoch, UOW, UniSydney, UWS). The group recognised the need to improve our understanding of the nature and extent of professional development and training programs for Higher Degree by Research (HDR) supervisors at the forty Australian universities listed in either Table A or B of the Higher Education Support Act (2003) with a view to improving the quality of HDR supervision and consistency and the quality of support for thesis or dissertation writing. In particular, the project has a set of three goals:
- to review the literature on the professional development and training of HDR supervisors in Australia and internationally;
- to develop a more robust understanding of the needs of new and experienced HDR supervisors in the changing context of Australian Higher Education, with a particular focus on supporting HDR students’ research and academic literacies;
- to develop a series of research questions from our findings of different approaches to the training of HDR supervisors which will be used as the foundation for an expanded OLT project and/or further study.
Paper published in JALL 11(1): http://journal.aall.org.au/index.php/jall/article/view/446
Nursing Communication Online Website
Dai Fei Yang and Erst Carmichael (University of Western Sydney)
The Nursing Writing Online Website funded by AALL in 2009 and completed in 2010 is currently hosted by AALL on the AALL website. Since its completion it has provided valuable resources to the AALL community with much positive feedback received from users. In 2014, the all executive endorsed to host the site with ongoing web hosting support. This project aims to maintain the high quality of Nursing Writing Online Materials by conducting a review of the current material and updating new information and contents. In addition, the project aims to meet the new demands of support for spoken communication development by adding a new module of Shift Handover report. Aims:
- To review, update and improve the current Nursing Writing Online website
- To add new module of Nursing Shift Handover to the following modules:
- Module 1: Academic writing style
- Module 2 : Essay writing process including referencing conventions
- Module 3: Logical development of argument
- Module 4: Critical thinking and writing
- Module 5: Shift handover- report (spoken and written)
Work in progress: An oral history of ALL in Australia
Alisa Percy (University of Wollongong)
The ‘Making Histories: Developing oral accounts of the emergence and development of ALL’ project aims to create a multi-media digital archive to house oral accounts of the pioneers of ALL in Australia along with a range of artefacts, including photos, media clippings and unpublished reports. The project has two phases: collection and thematic analysis of interviews with five of the earliest pioneers of ALL, and the development of a digital archive (multimedia website) housed on the AALL website. The first phase of this project is near completion. This phase has involved: ethics approval across four institutions; interviews with Brigid Ballard and John Clanchy (formerly ANU), Gordon Taylor (formerly Monash University), Carolyn Webb (formerly University of Sydney) and Hanne Bock (formerly La Trobe); regular team meetings; transcription, editing and member-checking of transcripts; and thematic analysis. The second phase, developing the digital archive, will begin in November 2013 with an aim of completion in March 2014. A multi-media poster and paper presentation on the project will be given at the AALL Conference in November 2013.
The new university: Wider, deeper, longer, higher – better?
$4,000 requested; $2500 granted
Trish Dooey (Curtin University)
This grant will bring a high profile speaker to WA and fund a mini conference that addresses four significant changes:
- widening participation,
- deepening linguistic challenges,
- lengthening of degrees, and
- increasing postgraduate enrolments.
This symposium will examine these changes with a particular focus on the student experience. It aims to explore the implications of these changes for academic language and learning professionals and their colleagues in Australian higher education, and to consolidate the role of the ALL professional in accommodating these changes. Recordings of the keynote and plenary will be published on the AALL website. A paper will be submitted to JALL, following the outcomes of the event. A paper will be presented at an AALL conference, if available in 2014.
Writing and supervision support in Higher Degree Research pedagogy: Connections, models, theories, evidence?
Bronwyn James, Cynthia Nelson (University of Sydney), Alisa Percy , Ruth Walker (Universiyt of Wollongong) and Claire Aitchison (Western Sydney University)
The aim of this event is to draw together those involved in developing and delivering different models of support for student writing and/or support for supervisory practice that are currently underway in different institutional contexts, and to critically engage with these models. The event will be held over 1 full day at the University of Sydney, beginning with a keynote and then breaking into paper presentations and discussion sessions. The proposed event will facilitate discussions about practice, policy and research amongst AALL members. It will also contribute to raising the profile of ALL work in the HDR space within our institutions. We will record the presentations and make the abstracts and papers available to the wider community via the AALL website.
2nd AALL Pronunciation Symposium: New directions in pronunciation theory and practice
Emmaline Lear (University of Canberra)
This event aims to extend the work of the Pronunciation Symposium: Perspectives & practices in acadamic language and learning settings, held on December 7 2011 and hosted by UNSW (Canberra), which raised awareness of the importance of pronunciation as an aspect of communication in academic and global contexts. In addition to outcomes for participants, the 2nd Pronunciation Symposium: New directions in theory and practice aims to post a summary of the symposium and make available to members the workshop materials, including the abstracts and links to additional resources; and offer participants the opportunity to publish a paper in a proceedings, or in a special issue of JALL.
JALL special issue 9(1): http://journal.aall.org.au/index.php/jall/issue/view/20
Key Thinkers, Key Theories publication project
Tim Moore, Rosemary Clerehan, Andrew Johnson, Janne Morton, Neomy Storch, Celia Thompson (Swinburne University)
This project seeks funding for a copy editor to assist with preparation of manuscripts for a second volume to be published in JALL. The second volume will follow on from the Key Thinkers, Key Theories Symposium and the first volume of papers published.
Papers published in JALL 8(3) http://journal.aall.org.au/index.php/jall/issue/view/19
Assessment and development of students’ English language proficiency: What is your institution doing?
Helen Drury (University of Sydney)
This symposium, held on May 25, 2012 and hosted by the Learning Centre at the University of Sydney, explored approaches to the development of students’ English language proficiency at university. Over 80 people attended, from every state and territory, and speakers from seven universities disseminated and shared their practices. The day ended with a panel discussion of ‘blue-sky ideas’ of how to deal with this issue. Recordings of the event can be accessed on the AALL website: http://aall.org.au/forum/assessment-and-development-students-english-language-proficiency-what-your-institution-doing
Symposium on Social Inclusion: from policy to practice
Nicole Crawford (University of Tasmania)
The “Social Inclusion Symposium: Practice in Tertiary Education” was held on Friday 7 September 2012 at the University of Tasmania (UTAS) in Launceston. The aim was for staff to consider what the term “Social Inclusion” means in Tasmania, in tertiary education institutions, and, more specifically, for their practice “on the ground” with students (for instance, in the context of student support, and learning and teaching). The event attracted eighty participants from UTAS and beyond.
Student Peer Learning and the ALL Professional: Evolution, Equity and Innovation
Gill Best (Victoria University)
The grant will fund a symposium that aims to create a space for hearty discussion around student peer learning from AALL professional and student perspectives. Abstract submissions have been received and accepted. The registration site was created and launched. Capacity at the venue is 120; this was reached by September and there is currently a waiting list. The program is being finalized, including the significant student section of the day. It is the intention to create an e-book (nicely published pdf) of key documents from the symposium. There is now a link to the document to be found at http://aall.org.au/forum/sssl-symposium-november-2012
LASSI (Learning and Study Skills Inventory) in an Australian context
Joanne Dearlove (University of Wollongong)
This project aims to investigate the suitability and limitations of a commercially available study skills inventory as an example of this sort of approach to the assessment of students’ needs. It builds on other related research which is currently under review for publication. The data has been collected and the analysis has been begun using SPSS. The research team has scheduled meetings to complete this project and aim to have a submission to JALL by end February 2014.
Paper published in JALL 9(2), 2015: http://journal.aall.org.au/index.php/jall/article/view/327
Identifying the features of successful curriculum development for discipline-specific academic language and learning courses
Ben Fenton-Smith (Griffith University)
The primary aim of this two-year project is to explore the ALL curriculum development process in Australian HE institutions through in-depth semi-structured interviews with ALL curriculum developers. Essentially, the project seeks answers to two research questions:
- What factors facilitate successful curriculum development for discipline-specific ALL courses?
- What factors challenge successful curriculum development for discipline-specific ALL courses?
The following activities have been carried out in the past year:
- A literature review on curriculum development in EAP/ALL has been conducted and is ongoing.
- Ethical approval documents were developed and approved through official Griffith University channels.
- An interview protocol was developed and trialled with an ALL professional. The pilot interview was transcribed and feedback obtained from the participant. Based on the feedback, a final protocol was developed.
- A list of interview candidates was developed and candidates contacted.
- Ten interviews were conducted, each of approximately 45 minutes in length. Each participant was an ALL practitioner at an Australian university. The participant pool covers ten different universities, to ensure diversity.
- All interviews have been transcribed.
- A preliminary analysis of the transcriptions has been carried out, using the qualitative software tool NVivo.
- An interim report on the research has been prepared and will be presented at the national AALL Conference in Melbourne in November.
Pronunciation Matters: Perspectives & practices in academic language and learning settings
Linda Devereux (University of NSW)
The Symposium aimed to raise awareness of the importance of pronunciation as an aspect of communication in academic and global contexts; and to raise awareness of strategies for teaching and learning effective pronunciation in academic language and learning (ALL) contexts. Guest speakers, Dr Helen Fraser and Dr Peter Copeman, presented contrasting approaches to the learning-teaching of pronunciation. The theme of performativity was taken up later in the day by Amanda Burrell in a very dramatic and popular presentation about working with lecturers to improve their lecturing techniques. Ten other papers were presented addressing a wide range of issues, and, importantly, providing a non-native speaker perspective on the teaching of pronunciation. 65 participants attended the symposium. The return rate of the evaluation forms was 53% and 84% of the participants who evaluated thought that the overall effectiveness of the symposium was ‘excellent’ or very good’. The guest speakers and 10 presenters have given permission for their abstracts and powerpoint presentations (or a link to their work) to be uploaded to the AALL website.
Symposium and publication – Key thinkers, Key theories: The contribution of theory to ALL practice
Tim Moore (Swinburne University of Technology)
This project aimed to support a forum to review the contributions of key thinkers and key theories to ALL practice. This forum is planned for December, 2012, with outcomes to be published in the form of edited book or journal special issue.
Symposium 22-23 November, 2012, Swinburne University of Technology – Lilydale.
Papers published in JALL, 8(1) http://journal.aall.org.au/index.php/jall/issue/view/17
UNSW: Writing for nursing students – online
Helen Farrell (UNSW) and Dai Fei Yang (UWS)
This project aimed to develop a flexible, online environment for nurses to enhance their skills in writing academic discourse. A website has been completed that includes preparing to write, constructing paragraphs and structuring essays.
Note: Initial money returned as UNSW did not wish to pursue the project. Money was reallocated to UWS in July, 2010.
Embedded Academic Language and Learning support via an e-learning tool
Ruth Warwick (CDU)
This project aimed to inform the practice of ALL educators who use e-learning platforms for teaching. A research study of embedding ALL support using Wimba for external students is complete, with findings indicating that online ALL support can provide significant improvements to student results. A paper is to be presented at the AALL conference 2011, and to be submitted to JALL.
Interim report received.
E-learning in context: Examining inequality and difference in students’ use of online learning technologies in a university-based outreach programme
Nicole Crawford (UTAS)
This project examined students’ use of online learning technologies in a university-based outreach program. A literature review is complete, as are surveys of students, tutors and students. In addition, tutors have been interviewed. Data analysis of survey and interview data, and of students’ participation, completion and results, is in progress, with submission of a journal article planned for 2012.
Paper published in JALL 7(1), 2013, http://journal.aall.org.au/index.php/jall/article/view/214
Developing everyday and academic listening skills: online, adaptable self-access materials for EAL students
Michelle Picard (University of Adelaide)
This project aimed to develop a range of publically assessable online self-access materials for English as an Additional Language (EAL) undergraduate and postgraduate learners linked to the ALL website. The following phases are complete: (1) development and trialing of sample exercises, (2) development of templates for self-access, and (3) web platform and software development. The final phase (4 – launch and dissemination) is in progress. An article was submitted to JALL in September 2011 and a paper presentation of the materials and official launch of the website will occur at the AALL conference 2011. Another article evaluating the materials will be submitted to an academic journal in 2012.
UoW: AALL professional development day – Dr Rowena Murray on writing for publication and writing retreats
Heather Jamieson (University of Wollongong)
This project aimed to provide a one-day forum on writing for publication, exploring the value of writing retreats and writing groups. This forum took place on 28/7/10. Reflections, PowerPoints and videos are available on AALL Forum at: http://aall.org.au/forum/rowena-murray-video-writing-publication-workshop
The Good Practice Principles: new directions
Helen Drury (University of Sydney)
This project aimed at hosting a one-day forum on new directions resulting from the Good Practice Principles for English Language Proficiency for International Students. This forum was held on 8/10/10. Videos from the forum are available at: http://aall.org.au/forum/implementing-good-practice-principles-new-directions
UoW: Critical discussions on inclusivity-Forum
Bronwyn James (University of Wollongong)
This project aimed to showcase ALL educators’ long-term engagement with social inclusion and to provide a conceptual framing against which we can measure and critique our projects and strategies in this area. The Critical Discussions about Social Inclusion Forum was held on 10 June, 2011 at the University of Wollongong. It attracted 150 participants from within Australia and New Zealand. Materials from the day are available via: http://aall.org.au/forum/critical-discussions-about-social-inclusion-forum-ppts-and-files A JALL special issue – 2012, 6(2) – resulted from this day: http://journal.aall.org.au/index.php/jall/issue/view/12
English language entry pathways: innovations, outcomes and future directions
Bronwyn Dyson (University of Sydney)
The aim of this project was to support a forum to explore innovations outcomes and future directions in English language pathways. This forum was held 9 June 2011, with a report on AALL Forum at http://aall.org.au/forum/english-language-entry-pathways-innovations-outcomes-and-future-directions-report-symposium
Introducing the British Written Academic English Corpus: Enhancing our practice in improving student writing in the disciplines
Sue Starfield (UNSW)
This project aimed to support a forum to showcase the British Written Academic English Corpus, exploring ways it could be used to improve student writing in the disciplines. The forum was held 20 May 2011,and has been filmed and posted on AALL website:
Good Practice Principles: How do we know what they know?
Siri Barrett-Lennard (UWA)
This project aimed to support a symposium addressing key concerns underlying the Good Practice Principles for English Language Proficiency for International Students. A one-day symposium held 31 January 2011 allowed participants to discuss practical issues involved in implementing the Good Practice Principles and to share experiences. Outcomes and presentations have been published at http://www.studentservices.uwa.edu.au/page/169199 with a link posted on AALL forum at http://aall.org.au/forum/good-practice-principles-how-do-we-know-what-they-know-wa-aall-symposium-31-january-2011 A paper has been submitted to and accepted by JALL (2011) and is to be presented at the 2011 AALL conference.
Understanding and providing support for African students at university
Lynda Lawson (QUT)
This project conducted research into appropriate ALL support for African students at university. A paper was presented at the 34th African Studies Association of Australasia and the Pacific (AFSAAP) Conference, Flinders University, 30 November – 2 December, 2011, and a refereed paper was published as part of the proceedings:
Widening Participation in AALL: Developing Interactions Between Universities and the VET Sector
Chad Habel (University of Adelaide )
This project aimed to support a forum that would foster interactions between universities and the VET sector about the implications for ALL educators of widening participation. The forum was held 18 April 2011, with a PowerPoint from the day published at: http://aall.org.au/forum/universitytafevet-collaborations-forum-adelaide-18th-april-2011 Results are to be presented at 2011 AALL conference.