This paper introduces an Academic Language Feedback (ALF) toolkit which was developed as a result of a series of pilot programs aiming to facilitate post-entry development of students’ English language proficiency and aca-demic literacy skills in the Faculty of Education, Monash University. The programs were implemented taking into consideration strategies and support options outlined in several models of embedded academic language devel-opment. The ALF toolkit consists of the ALF guide in the form of the dia-gram, relevant resources for staff and students, and a Hands-on English Lan-guage Program (HELP) syllabus corresponding to the elements of the ALF guide. The paper provides a description of the conceptual framework which informed the development and use of the ALF toolkit. In semester 1 2015, the ALF toolkit was used to support assignment marking and feedback pro-vision processes in two core units. The application of the ALF toolkit in-cluded delivering professional development sessions and providing resources for teaching staff as well as creating resources for students and responding to students’ requests for assistance. I argue that the use of such toolkits can raise awareness among teaching staff and students of their responsibilities with regards to post-entry academic language and literacy development. The paper reports the preliminary findings of the evaluation study which focused on academic staff use and perceptions of the ALF guide and corresponding resources in Semester 1 2015, and provides suggestions for further use of the toolkit.
|Number of pages||14|
|Journal||Journal of Academic Language and Learning|
|Publication status||Published - 30 Jan 2016|