Presenter: Paul Moore, University of Wollongong, Australia.
The role of academic language and learner advising and learner autonomy in improving the educational outcomes of international students in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss learner advising practice in the Australian university context, including how this practice is influenced by a range of practical, pedagogical, disciplinary, institutional and political factors. I highlight some of the challenges and tensions which impact on the advising process, and discuss the roles and responsibilities of students and advisors in improving educational outcomes.