S004 1/2 | Academic Language Proficiency And Academic Achievement Of L2 And L1 Students In Higher Education

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S004 1/2 | Academic language proficiency and academic achievement of L2 and L1 students in higher education

Virtual Session Room 1 Symposium

August 19, 2021 02:30 PM - August 19, 2022 06:00 PM(Europe/Amsterdam)

20210819T1430 20210819T1800 Europe/Amsterdam S004 1/2 | Academic language proficiency and academic achievement of L2 and L1 students in higher education The symposium investigates the links between academic language proficiency and academic achievement in higher education among international students and home students. International students do not enjoy the same level of academic success as home students and are at a greater risk of failure. Similar issues have been reported for home students from less traditional backgrounds (so-called 'first generation students'), since large differences in language and literacy ability have been found among L1 students. L2 and L1 students thus appear to have many problems in common, as academic language is a special register that has to be learned by everyone. The symposium will focus on (i) the definition of academic language proficiency as a construct; (ii) both global and specific measures for assessing academic language proficiency; (iii) the influence of individual learner variables on academic language proficiency; (iv) academic language proficiency as a predictor of academic achievement; (v) the effect of a remedial language program. Addressing these issues is crucial not just for identifying students at risk and providing practical remediation, but also for a full understanding of language learning development at advanced levels. Symposium organizers: Folkert Kuiken and Ineke Vedder (University of Amsterdam). Featured speaker: Danijela Trenkic (University of York). Room 1 AILA 2021 aila2021@gcb.nl

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The symposium investigates the links between academic language proficiency and academic achievement in higher education among international students and home students. International students do not enjoy the same level of academic success as home students and are at a greater risk of failure. Similar issues have been reported for home students from less traditional backgrounds (so-called 'first generation students'), since large differences in language and literacy ability have been found among L1 students. L2 and L1 students thus appear to have many problems in common, as academic language is a special register that has to be learned by everyone. The symposium will focus on (i) the definition of academic language proficiency as a construct; (ii) both global and specific measures for assessing academic language proficiency; (iii) the influence of individual learner variables on academic language proficiency; (iv) academic language proficiency as a predictor of academic achievement; (v) the effect of a remedial language program. Addressing these issues is crucial not just for identifying students at risk and providing practical remediation, but also for a full understanding of language learning development at advanced levels. Symposium organizers: Folkert Kuiken and Ineke Vedder (University of Amsterdam). Featured speaker: Danijela Trenkic (University of York).

The interplay between academic language proficiency, remedial programs and academic achievement in higher educationView Abstract Watch Recording 0

FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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The paper investigates the interplay between academic language proficiency, remedial programs and academic achievement in higher education, focusing on (i) academic language proficiency as a construct; (ii) the relationship between academic language proficiency, individual learner variables and academic achievement; (iii) the effects of a remedial language program.

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Academic language proficiency as a predictor of university achievement in language minority speakers: implications for language support and policyView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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Globalization led to an increase in the linguistic diversity of students in higher education, including domestic language minority speakers (LMS). We will look at the predictive value of academic language proficiency of LMS in relation to other demographic and educational background factors and consider policy implications.

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Validity arguments for the automated assessment of English academic proficiencyView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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This paper presents validity arguments for the automated assessment of English academic proficiency by discussing the case of a fully computerized and automatically scored test of academic English. Evidence of the validity of construct definition will be presented, drawing from research on second language acquisition, assessment, and related fields.

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No more students under the RADAr: Developing and implementing a diagnostic assessment and remedial programme for academic communication.View Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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The RADAr is a unique language assessment in the sense that the constructs tested in both the Dutch version of the assessment (taken by mostly native speakers of Dutch enrolled in a Dutch-language programme) and the English version of the assessment (taken by mostly Dutch and international students enrolled in an English-medium programme) are almost identical. It is also unique because the constructs are derived from CEFR, common language problems among first-year students taken from writing assignments and panel sessions with academic staff and tutors.

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Translanguaging in a collaborative summary writing task among university students of immigrant backgroundView Abstract Watch Recording 0

FocusedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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Remedial programs in the target language are often not enough to support plurilingual students in university and fill the achievement gap. Can translanguaging be the answer? We aim to identify from the ground up tools and strategies which could be implemented in support of plurilingual students in higher education

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Advanced literacy in the academic written production of bilingual users of Swedish and Spanish as a Heritage Language. Cross-linguistic influence.View Abstract Watch Recording 0

FocusedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC

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This paper focuses on HL speakers’ academic writing and will discuss measures of literacy as a function of cross-linguistic influence and educational background. The need to write academic texts in Spanish is growing as a part of higher education (e.g. Teacher education). The results highlight the need of measures which reflect the genre.

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