Mapping the academic language and learning (ALL) demands of first-year units

Becoming academically literate is a complex process involving both the students’ own learning of themselves as learners as well as their understanding of how knowledge is constructed and communicated within their discipline. In the context of widening participation and concerns around student equity and retention, there has been a shift in contemporary academic language and learning (ALL) practice away from remedial interventions and towards developmental approaches through embedding ALL into curriculum, although the question of which pedagogical approaches are most successful for ALL development is contested. This presentation considers different approaches currently used in ALL practice to identify and map ALL demands in curriculum, with a view to understanding how ALL practice impacts the student experience of disciplinary learning.