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An application of Savage and Storer’s emergent language programme framework to a listening and note-taking skills course

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Article number4
<mark>Journal publication date</mark>1/03/2011
<mark>Journal</mark>Professional and Academic English
Number of pages5
Pages (from-to)19 -23
Publication StatusPublished
<mark>Original language</mark>English


The article proposes that learners’ needs are best met through a dynamic, rather than a linear, course development process. The role of non-English-speaking background students in Western higher education is examined, with the suggestion that a critical needs analysis might have a role to play in transforming these students from passive recipients of knowledge to active participants in the university and their discipline.