ABSTRACT
A focus on APL as part of the threshold services is particularly relevant in view of the developments towards flexible, modular-based courses. It is essential to develop a quality-control approach whereby APL advisers and then tutors help students formulate their own objectives, expectations and achievements at various stages in the course. These can be continuously reviewed and recorded, i.e. at the formative, halfway stage and summative stage of the course. This is paramount with all learners, but in the case of bilingual learners, students are having to review their objectives and progress, not only in terms of the vocational area, but equally importantly, in terms of the language profile. It is suggested, therefore, that the APL process incorporate a guidance advocate worker at Stage 1, whose role would be akin to that of the APL adviser but would be more specialised in the areas of guidance, counselling and assessment of language and ‘core’ skills. A more detailed focus on actual assessment methods will be outlined in subsequent chapters. Generally speaking, the guidance advocate has an enabling and enhancing role vis-à-vis bilingual candidates at all stages of the model outlined in Table 2.1.
