This paper presents a pedagogical solution to challenges in delivering English language and study skills support to the diverse range of students now entering higher education. It presents a new definition of study skills, responding to the call within the literature to move away from the bolt on approach associated with the deficit model of student support. A rationale is presented, together with research underpinning the design and development of a model of study skills delivery built on the three areas of contextualisation, embedding and mapping, resulting in the CEM model. Discussion will show how the model informs delivery of study skills at two universities, identifying key issues from the three perspectives of the student, academic subject specialist and English language specialist. Analysis of the impact of using the CEM model on classroom pedagogy informs the current debate on the delivery of study skills. Finally the discussion will show how the model has helped to communicate and inform the design of study skills support classes and more importantly impacts on the role of study skills as part of the delivery of academic programmes.
|Journal||Innovations in Education and Teaching International|
|Publication status||Published - Jul 2013|