Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

Abstract

Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes, 59, 101156, https://doi.org/10.1016/j.jeap.2022.101156). Some universities have addressed the need to formalise language improvement by formulating English language policies. This article assesses the effectiveness of two Australian university English language policies–one focusing on language support, and the other focusing on language development. By synthesising the capability approach with critical discourse analysis (CDA), the article presents a qualitative evaluation of the linguistic capabilities and practical argumentation of these policies. The article argues that the development-focused policy appears more likely to maximise English improvement since its larger set of linguistic capabilities stands a greater chance of fostering freedom of choice, and its coherent practical argument could establish a clearer understanding among all policy stakeholders. The article considers the implications of this finding for university policy making.