Rethinking english language support : reflections from chinese international students on communicating orally in english in the study abroad context

Australian universities are currently emphasizing such graduate qualities as English language proficiency. However, this can be problematic for many international students who may still be struggling to communicate orally in English while participating in their chosen course of study. Indeed, the English language proficiency of international students has often received negative attention from the Australian media, employers, and academics. Several government reviews have recommended ongoing English language support for international students that extends beyond existing English language entry requirements, English Academic Preparation programs, and Post-entry Language Assessments. At the same time, there has been a critique of responses to these issues which focus on language proficiency—and simply place the onus on international students to increase their English language proficiency—without taking issues of intercultural communicative competence into account, along with calls for institutional frameworks to better support student experience. This thesis is one contribution to this debate, supported and informed by an exploration of lived experiences of Chinese students engaging with oral English language use and other supports. Not only are Chinese students the largest cohort of international students in Australia, but English education in China also does not appear to prepare them effectively to communicate orally in English. Very different sociocultural backgrounds can also make it difficult for this cohort to engage both academically and socially in Australian higher education. These issues comprise road blockers that can limit English language practice opportunities and negatively affect academic success. iii This thesis shines a light on this cohort’s oral English language experiences in the study abroad context via engagement of Max van Manen’s (1990, 2014) frameworks for phenomenologically oriented qualitative research. Drawing on the lived experiences of Chinese students and a critical review of the regulatory frameworks that inform sectoral and institutional English language proficiency models, this thesis argues for an English language proficiency support framework that integrates insights from intercultural communicative competence into oral English language proficiency as well as the development of curriculum, course delivery, and assessments.Doctor of Philosoph

Erotic Devotional Poetry: Resisting Neoplatonism in Protestant Christianity

A genre best known for its appearance in Eastern religions, erotic devotional poetry uses sensual imagery to access an experience of the divine. Historically, many Christian traditions, excluding the mystical ones, have pushed back against such literature, seeing it as an impure model that degrades divinity by association with the physical, especially in the specific physical ritual of sex. This stance is a hallmark of Protestant Christianity. The idea of a dichotomy and hierarchy between soul and body, though, comes not from theology but from the introduction theologians made between Western philosophy, particularly Platonic Dualism, and Christianity, which was then solidified by Enlightenment ideals. My project identifies the theological and philosophical basis for erotic devotional poems and looks to the way that they, particularly in the writing of Rainer Maria Rilke, have resisted the intrusion of neoplatonism upon spiritual practice

STANDARDS FOR SOCIAL WORK QUALIFICATIONS IN SOUTH AFRICA

South Africa has instituted a new education and training dispensation, with the core drivers being the South African Qualifications Authority (SAQA), National Standards bodies and Education and Training Quality Assurance bodies (Olivier, 1998:ix). The SAQA Act (1995) enables South Africa to develop its own integrated National Qualifications Framework (NQF) accompanied by a supporting quality-assurance syste

Evaluation of Fast-Time Wake Models Using Denver 2006 Field Experiment Data

The National Aeronautics and Space Administration conducted a series of wake vortex field experiments at Denver in 2003, 2005, and 2006. This paper describes the lidar wake vortex measurements and associated meteorological data collected during the 2006 deployment, and includes results of recent reprocessing of the lidar data using a new wake vortex algorithm and estimates of the atmospheric turbulence using a new algorithm to estimate eddy dissipation rate from the lidar data. The configuration and set-up of the 2006 field experiment allowed out-of-ground effect vortices to be tracked in lateral transport further than any previous campaign and thereby provides an opportunity to study long-lived wake vortices in moderate to low crosswinds. An evaluation of NASA's fast-time wake vortex transport and decay models using the dataset shows similar performance as previous studies using other field data

Comparisons of Crosswind Velocity Profile Estimates Used in Fast-Time Wake Vortex Prediction Models

Five methods for estimating crosswind profiles used in fast-time wake vortex prediction models are compared in this study. Previous investigations have shown that temporal and spatial variations in the crosswind vertical profile have a large impact on the transport and time evolution of the trailing vortex pair. The most important crosswind parameters are the magnitude of the crosswind and the gradient in the crosswind shear. It is known that pulsed and continuous wave lidar measurements can provide good estimates of the wind profile in the vicinity of airports. In this study comparisons are made between estimates of the crosswind profiles from a priori information on the trajectory of the vortex pair as well as crosswind profiles derived from different sensors and a regional numerical weather prediction model

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) FOR THE SOCIAL WORK PROFESSION IN SOUTH AFRICA

The South African Council for Social Service Professions (SACSSP) took a principled decisionduring a meeting on 23 and 24 July 2003 to adopt continuing professional development (CPD)as a requirement for registration to practise. This decision has positioned and committed socialservice professions amongst many other professions, nationally and internationally, to continuetheir professional development through “the systematic maintenance and improvement ofknowledge, skills and competence throughout a professional’s working life” (Butler, 2003:18)