Perspectives of the ASHA Special Interest Groups, 3(17), 69–77. The International Classification of Functioning, Disability and Health: Considering individuals from a perspective of health and wellness. International Journal of Bilingual Education and Bilingualism, 22(6), 689–705. The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. Implications of low English standards among overseas students at Australian universities. Higher Education Research and Development, 29(4), 447–59. Graduating as a ‘native speaker’: International students and English language proficiency in higher education. Retrieved from /DetailsPage/1267.02016?OpenDocumentīenzie, H. 1267.0 – Australian standard classification of languages (ASCL), 2016. The results demonstrate the importance of conversation practice in language learning to increase proficiency and confidence, as well as participation.Īustralian Bureau of Statistics. listening/repeating) to support English intelligibility rather than social interactions with native speakers.

more time using English in conversations) were associated with higher self-ratings of proficiency, participants preferred using individual strategies (e.g. Participants reported spoken English proficiency impacted participation however, results highlighted lack of awareness of intelligibility as an essential component of spoken language proficiency. Self-ratings of English communication skills were significantly affected by age, English experience, number of languages spoken and home language. Participants came from 44 countries and spoke 49 home languages.

Open-ended responses described strategies used to enhance spoken English. This paper reports on 137 multilingual students enrolled at 14 English-speaking Australian universities who completed a 27-item online survey investigating the relationship between perceived English proficiency, intelligibility, and their academic, social and vocational participation. Multilingual, participation, international students, English proficiency, higher education, intelligibility enhancement Abstract Graduate School of Health, University of Technology Sydney

Monolingual english speakers