Developing academic literacy through a decentralised model of English language provision

Neil Murray, Amanda Muller

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)


    Students entering English-medium universities frequently struggle to cope with the language demands of their degree programmes, despite having met the English language entry conditions stipulated by their receiving institutions. This can have significant repercussions for the teaching-learning process, for the student experience and for universities’ reputations. Most universities, therefore, have in place some form of in-sessional English language support to develop students’ language proficiency. Such provision tends to be centralised and to offer English for general academic purposes rather than language development that responds in a more nuanced way to the particular literacy needs of students’ disciplines. In this article we report on an alternative, decentralised model of language support, implemented in a School of Nursing and Midwifery, and which seeks to develop students’ competency in the language skills required for their Nursing studies and professional practice. Results to date have been encouraging and provide further evidence that such tailored provision offers a potentially fruitful language development strategy.

    Original languageEnglish
    Pages (from-to)1348-1362
    Number of pages15
    JournalJournal of Further and Higher Education
    Issue number10
    Early online date2019
    Publication statusPublished - 26 Nov 2019


    • Academic literacy
    • faculty-embedded English language provision
    • globalisation
    • higher education
    • IELTS
    • professional communication skills


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