Language support, Research, Linguistic diversity

Exploring models of multilingual learner support: Learning from University College London

October 12, 2016

As CELLTR works to develop approaches to English language support for students at SFU, we are investigating how other universities, both across Canada and internationally, are engaging with similar issues relating to language in the higher educational context.  Identifying the variety of models for language support, and whether and how these models are effective, assists us to understand and differentiate the range of needs among students and faculty from across disciplines, and how best to address these needs in our context.  Recently, CELLTR affiliated faculty assembled the Task Force on Language in Higher Education to address these issues.  Over the next 18 months, members of the task force will engage with key institutions in Canada, the United States, Australia and the United Kingdom to review and support development of institutional models of language support in higher education.

This summer, members of this group attended a seminar on the Multilingual University hosted by University College London (UCL), United Kingdom.  Dr. Valia Spiliotopolous and Dr. Saskia Van Viegen Stille presented a paper on CELLTR’s disciplinary approach to supporting student and faculty teaching and learning needs, articulating CELLTR’s aim to work with interdisciplinary faculty to develop curriculum and design courses that support students to think, communicate and inquire like a member of their disciplinary community.  They also visited the UCL Centre for Languages and International Education (CLIE) at UCL, to understand the university’s approach to English language teaching and support, including admission processes, staffing, curriculum design and instruction, and program policies.

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