The objectives of the workshop are to enable participants to: identify the ways in which we 'do' academic language and learning and what drives these particular ways of working (the makeup of student cohorts, contextual enablers and constraints, theoretical framings, history, our own views of who we are professionally and our roles in the university ...); identify differences and similarities in the ways in which we work in our individual institutional settings; reflect critically on the ways in which we work/ 'do' academic language and learning teaching/practice. Academic Language and Learning (ALL) educators do similar things - or do we? This workshop is particularly suited to colleagues who are new to the Academic Language and Learning field. We will take one or two common ALL teaching practices - individual consultations and/or integrated or embedded teaching within a discipline subject - and identify how participants 'do' these practices, what underpins our particular and perhaps different ways of 'doing' these practices and if, how and why our ways of 'doing' change depending on who our students are. We will also look at the possibility of collaborating in the production of a journal article based on these reflections. Participants are asked to take a look at the Towards Benchmarking ALL Practices site http://aall.org.au/AALL/index.html and read Theresa Lillis' article before the workshop: Lillis,T. (2003). Student writing as "academic literacies": drawing on Bakhtin to move from Critique to Design. Language and Education, 17(3), 192-207.
Available at: http://works.bepress.com/bronwyn_james/17/