Access to Higher Education, Language and Academic Literacy

dc.contributor.authorCannell, Pete
dc.contributor.authorHewitt, Lindsay
dc.coverage.placeNameScotland
dc.coverage.spatialEurope
dc.date.accessioned2022-11-02T06:19:03Z
dc.date.available2022-11-02T06:19:03Z
dc.date.issued2008-09
dc.description.abstractPCF5 Sub-theme: Governance and social justice // The Open University in Scotland’s Learning Development Team’s remit includes educational development and working to widen access to higher education. This paper reports on work in progress with refugees, asylum seekers and new migrants in Scotland. Over the last two years, the team has worked in partnership with other educational institutions and with agencies supporting refugees, asylum seekers and new migrants. Practical outcomes of this work include a guidance pack and website and the development of a self-diagnostic resource for individuals whose first language isn’t English. The paper outlines the evolution of this activity and highlights some of the issues that have arisen. These are discussed in the context of a selective review of the literature on the creation of transnational identities. The review focuses on work, education and the importance of language skills. Based on reflection on experience and insights from the literature it is argued that a better understanding of the interaction between the development of language skills and academic literacy is important for supporting adult migrants into the education system in the ‘host’ country. // Paper ID 213
dc.identifier.urihttp://hdl.handle.net/11599/4627
dc.language.isoen
dc.publisherCommonwealth of Learning (COL)
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.titleAccess to Higher Education, Language and Academic Literacy
dc.typeWorking Paper
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