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Cui, J., Huang, T.K., Cortese, C. & Pepper, M.
Reflections on a bilingual peer assisted learning program.
Full references
Cui, J., Huang, T.K., Cortese, C. & Pepper, M.   (2015). Reflections on a bilingual peer assisted learning program, The International Journal of Educational   Management 29 (3): 284-297.
Purpose - The purpose of this paper is   to identify and evaluate faculty and academic staff perceptions, experiences   and expectations with respect to a voluntary, bilingual peer assisted   learning (PAL) program, which operates for the benefit of students studying   in the Faculty of Business at a regional Australian University. Design/methodology/approach - A survey instrument and semi-structured   interviews were used to faculty executive and academic staff in order to   collect information about the perceived benefits of the program and identify   opportunities for improvement. Findings - Based on an analysis of student   results, the bilingual PAL program is shown to have a positive effect on   performance of students participating in the program. Results from interviews   with executive and academic staff indicate a high level of support for this   type of student learning program. Originality/value - Although the value of   both bilingual teaching and PAL has been explored in the teaching and   learning literature, few studies have examined the integration of these two   approaches. This research contributes to the literature by exploring the   practical contribution of integrating these approaches. This research also   provides valuable information regarding executive and academic perceptions of   PAL programs, which is infrequently addressed in the literature. Findings may   be used to inform institutions of the value of bilingual PAL programs in   relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such   programs.
Key words
Foreign Students ; College Students ;   Higher Education ; Language ; Teaching ; Learning ; Studies ; Executives ; Bilingual Education ; Bilingualism ; Succession Planning
Other interesting information
Although the article refers   to student in academic institutions, it could be replicated in other   contexts. The findings reveal that PAL is an efficient teaching practice and   that the ‘social’ effect has an impact on learning.
Interest for the project
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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