This article discusses the academic literacy challenges faced by international postgraduate students at a South Australian university and evaluates the effectiveness of existing institutional support mechanisms. Drawing on survey data, the study highlights significant difficulties in academic reading, writing, and spoken communication, with disciplinary variations in student experiences at the institution. Non-STEM students (such as the humanities and social sciences) reported greater difficulties with reading and writing, while students in STEM areas (such as science and engineering) expressed challenges with technical documentation. Despite high engagement with student support services, most students felt their academic communication skills remained inadequate to benefit from their university education at the university. Another important insight from this study is the growing reliance students expressed with reference to AI tools as a support mechanism for learning assistance. The study concludes with discipline-specific recommendations for improving academic literacy programs, emphasizing integrated literacy supports at the discipline level.

本文讨论了南澳大利亚一所大学国际研究生所面临的学术素养挑战, 并评估了现有院校支持机制的有效性。基于问卷调查数据, 本研究指出, 学生在学术阅读、写作和口头交流方面存在显著困难, 而且不同学科领域学生的体验也有所不同。非 STEM 学科学生(如人文学科和社会科学)报告在阅读和写作方面面临更大困难, 而 STEM 领域学生(如科学和工程)则表示在技术性文档写作方面面临挑战。尽管学生对各类学习支持服务的参与度较高, 但大多数学生仍认为自己的学术沟通能力不足, 难以充分受益于大学教育。该研究的另一个重要发现是, 学生越来越依赖人工智能工具作为学习支持手段。研究最后提出了针对不同学科的建议, 以改进学术素养项目, 并强调应在学科层面提供整合性的学术素养支持。

This article examines the evolving relationship between world Englishes (WE) and applied linguistics (AL), tracing AL's historical development from its Anglo-American origins in the mid-20th century, grounded in “linguistics applied” to its contemporary status as a multidisciplinary field concerned with social justice and equity. It highlights the influential “world Englishes turn” initiated by Braj Kachru, which challenged monomodel views of English, critiqued traditional second language acquisition theories, and emphasized sociolinguistic realities and social responsibility. It concludes by highlighting world Englishes lasting impact on applied linguistics while advocating a balanced approach to debates and discussions which accommodate both negative and positive views on “the agony and ecstasy” of world Englishes.

This entry surveys world Englishes research with reference to code-switching and code-mixing, highlighting the connections between world Englishes and code-mixing/switching research. The background to the study of world Englishes in bi- and multilingual environments is reviewed first, before providing an overview of code-switching research in similar contexts. After that, code-switching as a sociolinguistic phenomenon is discussed, as well as the contemporary application of code-switching research via translanguaging. The entry concludes with a discussion of the links between world Englishes and code-switching/mixing, noting the overlap in research in these two fields.

Globalization as a multifaceted process has had an immense impact on the world in recent decades. This entry begins with a discussion of the history of globalization, and then proceeds to a discussion of globalization as Americanization, the spread of US English, and the impact of this on localized varieties of world Englishes. The entry then discusses language contact, multilingualism, and hybrid Englishes. The entry also provides an extensive review of previous research on this topic.