Improving English Language Learning Outcomes for International Students in Australian Universities: Some Critical Issues

Abstract

As a major force in the international student market, Australian universities have put in place substantial efforts to ensure that international students who have English as an additional language (EAL) graduate with the necessary skills for employment or further study. However, recent research and media reports raise doubts over the effectiveness of these efforts by bringing into question the English language abilities of Australian university graduates, in particular EAL international students. In light of this, this chapter examines the significant questions critical for the delivery of effective language support for EAL international students in Australia. In doing so it demonstrates that some existing approaches aimed at improving the English language skills of EAL university students are not achieving desired outcomes, and that integrating English language requirements within university assessment can more effectively address global concerns about the quality of English language teaching and learning practices. However, this brings challenges at the local institutional level regarding the responsibilities of academic staff in including English language within disciplinary teaching and learning practices.