Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities-Reference-Cited by-同舟云学术

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Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

Published:2024-07-30 Issue: Volume: Page:1-17
ISSN:0729-4360
Container-title:Higher Education Research & Development
language:en
Short-container-title:Higher Education Research & Development

Author:

Dyson Bronwen¹^ORCID,Ramia Gaby²^ORCID

Affiliation:

1. Discipline of English and Writing, School of Art, Communication and English, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, Australia

2. Discipline of Government and International Relations, School of Social and Political Sciences, Sydney Centre for Healthy Societies, The University of Sydney, Sydney, Australia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/07294360.2024.2376142

Reference50 articles.

1. Australian Universities Quality Agency (AUQA). (2012). English language standards for higher education. Australian Government.

2. Embedding English language across the curriculum in higher education: A continuum of development support

3. Academic Staff Engagement with Institutional Language Support: Insights into the Navigation of Linguistic Identities in Higher Education

4. Economic imaginaries and beyond. A cultural political economy perspective on the League party

5. Making the invisible visible;Charlton N.;Journal of Academic Language and Learning,2018

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