Resources & Publications

This is the final 2012 version of the English Language Standards for Higher Education based on the 2009 Good Practice Principles for English language proficiency for international students in Australian universities.

The table of ALL centres/units – Australian universities, 2020-2021 is the product […]

This book draws on the experience and expertise of learning skills advisors in Australia and New Zealand. The chapters reflect the diversity of the discipline of academic skills advising, and contain information about various approaches to evaluation and review used in the programs conducted by the authors.

"The view taken in this volume was that ALL is fundamentally an inter-discipline, drawing its strength from a number of related fields. The work sought also to position ALL work theoretically, with the referencing of a number of broad paradigms held to have particular relevance to the field’s outlooks and practices: Hermeneutics (Taylor); Communication theory (Garner); Counselling theory (Chanock); Composition theory (Vance); Applied Linguistics (Clerehan & Moore); and Second language acquisition (Storch). Among the effects of this syncretic approach was that the ALL field was able to accommodate in its ranks researcher-practitioners from a variety of disciplinary backgrounds, although with different versions of ‘language studies’ always somehow central. Notwithstanding an additional contribution by Gordon Taylor, the publication of this volume also signaled the passing of the baton to a new generation of practitioners in the country." Barthel, A., Bartlett, A., Chanock, K. & Moore, T. (2021), Changing identities: A history of Academic Language and Learning in Australia. Association of Academic Language and Learning https://www.aall.org.au/publications/changing-identities-a-history-of-academic-language-and-learning-in-australia/

"This book is very much the sum of its parts, and a work in progress. It captures the thoughts of a group of LAS advisers brought together for two days to address the academic skills and learning needs of ANESB students in tertiary institutions. The major achievements of those two days were to recognise, first, that the difficulties we, as LAS advisers, experience are common to others; and second, that sharing information about practice leads to better practice. We hope this publication provides readers with some reassurance that they are not alone in confronting the challenges of working with diversity, and with some new ideas for practice." (p.9)