Supporting the language and learning development of EAL students in Australian Higher Education

The role of learning advising in improving the educational outcomes of students for whom English is an additional language (EAL) in Australian universities has received significant attention in recent years. A combination of research findings, governmental pressure and media scrutiny has provided renewed impetus for universities to address issues of language proficiency and academic literacy amongst the growing population of onshore international students for whom English is an additional language (EAL). In this paper, I discuss the role of academic language and learning advising in the Australian university context, including how this practice is influenced by a range of political, pedagogical and practical factors. In doing so, I draw on Carson and Mynard's (2012) analysis of the aims, practices, skills, locations and discourses of advising in language learning to explore how the two fields might inform each other.