Graduate Research School Research Training Network PELA

GRS language and communication support

The GRS Post-Entry Language Assistance (PELA) support program for HDR candidates who have English as an Additional Language

The JCU Graduate Research School runs the PELA program to support research degree candidates in meeting the written and spoken English requirements of their studies.  All incoming candidates who meet the criteria shown below will automatically be registered in the program. HDR advisors are also able to refer candidates for support.

Your PELA contact for workshops and consultations

Candidates who work within the PELA scheme have access to regular peer writing support workshops and to one-on-one consultations. Your GRS contact is Professor Liz Tynan, Head of HDR Professional Development.  Liz’s contact details are below.

Liz works with candidates to determine their support needs and may suggest avenues for additional support if required. Candidates who are registered in the PELA program will be contacted by the GRS and will receive information about the program upon registration.

Purpose of PELA

Although language is not the sole defining factor of academic success, there does appear to be an aptitude threshold below which candidates may experience difficulty in managing their study. Research suggests that HDR candidates who have English as an Additional Language often encounter diverse and greater challenges in their postgraduate research experience than their native English-speaking counterparts, particularly in their efforts to develop their academic writing skills in English to meet the demands of thesis writing.

Inadequate English skills put research candidates at risk of delayed or non-completion, or of significant stresses and obstacles throughout candidature. The GRS PELA program is designed to pick up on these potential problems early and put in place effective measures to avoid complications later. A JCU HDR candidate requires a high standard of academic writing, and the PELA has been successful in ensuring that all EAL HDR candidates who require assistance will receive it in a timely and effective manner.

Candidates who will be registered for PELA will be contacted by the Graduate Research School as soon as possible after they commence. Note that both international and domestic candidates may be asked to join PELA, depending on their language background. EAL research degree candidates entering JCU who fall into the following categories will be registered in PELA:

  • Received an IELTS (International English Language Testing System) score below 7.0 overall or for any sub-skill (writing, reading, speaking or listening);
  • Received a waiver of JCU English Language Requirements (ELR), including candidates who received a waiver on the basis of the GRS’s Pre-Entry Language Assessment (PrELA);
  • Gained ELR on the basis of two years’ postgraduate study in English in an approved country;
  • Transferred from a current Master of Philosophy (MPhil) to a PhD and would have been required to do the PELA on entry to the MPhil;
  • Has undertaken (or is undertaking) a Direct Entry English pathway program;
  • Received a writing score of below 23 for the Internet-based TOEFL (or 5.5 for paper-based); or
  • Received a score below 65 for a Pearson test.

Experience has shown that even though a candidate has been accepted into the degree, those who fall into the categories above may still have language issues during research degree candidature. The PELA enables the GRS to put in place measures to assist them from the beginning.

The Peer Writing Support Workshops are designed to help you become more confident in writing quality publications in English (thesis, journal articles, PowerPoint presentations, etc.).

In addition, the workshop is an avenue for you to practice your public speaking skills, e.g., by conducting constructive discussions with peers or by practicing your presentations.

Particularly for manuscript editing: Preferably 24 hours before the session starts, please send to Liz Tynan 1-2 paragraphs (~100-200 words) from your proposal, literature review, thesis, journal articles, etc. to be discussed during the workshop. Depending on attendance at a particular workshop, writing for several candidates may be discussed and feedback provided. If you need more feedback, you can book a one-on-one consultation time with either Liz or with a Learning Advisor.

All PELA participants will receive a writing support program that outlines specified activities that will assist in developing academic language skills.

A primary element of the plan is regular attendance at a peer writing support workshop.

This workshop is designed to work with the writing and reading currently being undertaken by the candidate – it does not involve assignments or other unrelated work.

Other elements of the plan may include attendance at specified professional development workshops, and one-on-one consultations.

Yes, the primary advisor will be copied to the email that each candidate receives notifying them that they have been registered in PELA. All advisors are welcome at any time to seek further information from Professor Tynan about PELA for any research degree candidates they are supervising.

As identified in James Cook University’s English language and Numeracy Policy (2012), “JCU has a responsibility to ensure that all students develop key graduate attributes including a level of English language and numeracy proficiency that will allow them to participate effectively and productively in their courses and subsequent employment” (p. 2), and that, “The University provides a supportive social and academic environment which promotes students’ language and numeracy development” (p. 2). Arising from this, the Policy identifies a number of procedures for supporting Higher Degree by Research (HDR) candidates to develop proficiency in English language and numeracy.

While the internationalisation of higher education has seen a growing number of HDR candidates from a diverse range of cultural and linguistic backgrounds enrolling at JCU, the literature suggests international Non–English Speaking Background (NESB) research candidates often encounter diverse and greater challenges in their postgraduate research experience than their domestic native English speaking counterparts (e.g. Allison, Cooley, Lewkowicz & Nunan, 1998; Bartlett & Chanock, 2003; Cadman, 2000; Larcombe, McCosker & O’Loughlin, 2007), particularly in their efforts to develop their academic writing skills in English to meet the embedded demands of thesis writing.

Further information

Further information about the PELA may be obtained by contacting:

Professor Liz Tynan

Professor Liz Tynan
Head, HDR Professional Development 
Graduate Research School
Elizabeth.Tynan@jcu.edu.au