The widening participation agenda has important implications for those in Englishmedium higher education institutions responsible for the provision of English
language support. Importantly, given the diverse nature of the ‘non-traditional’ student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond
those students of non-English speaking backgrounds – traditionally the focus of such provision – to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrolment English language assessment regime
