Corresponding to the increasing number of international students enrolled in Australian universities over the last decade has been the increasing concern and anecdotal reports indicating that many non-English speaking background (NESB) students experience considerable difficulty in their courses. Consequently, concerns about admission procedures have been raised regarding how English language proficiency (ELP) is determined for NESB students (both domestic and international).In addition to standardised ELP tests, some universities accept other forms of evidence, such as the completion of English-medium courses. This large-scale quantitative study analysed data on 5,675 undergraduate and postgraduate students available from one university's database over a three year period to ascertain if its ELP requirements were sufficient to ensure the academic progress of adequate numbers of these students. The best evidence for potential academic success was found to be standardised tests (e.g. IELTS). Students submitting other forms of ELP evidence tended to have more difficulties.

Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.