This paper explores how the roles of Academic Language and Learning Development (ALLD) practitioners in higher education are often poorly defined and misunderstood. Using survey responses from 92 practitioners across the UK, New Zealand, Canada and Australia, the authors identify the wide range of responsibilities and specialist expertise involved in Learning Development (LD) work. They argue that the lack of a recognised framework for these roles can lead to confusion about the profession and an undervaluing of practitioners’ skills. To address this, the paper proposes an international taxonomy designed to clarify areas of expertise, strengthen institutional understanding of LD practice, and support future professional development and collaboration across the sector.
Association for Learning Development in Higher Education