Identifying typical academic language and learning development practitioner roles and specialisms: an international taxonomy

Abstract

Although the higher education ‘third space’ has become more widely recognised, there is still a prevailing lack of specificity in terms of many associated job roles. In contrast to librarians (CILIP, 2025), there is no formally recognised classification of types of Academic Language and/or Learning Development (ALLD) job roles. In practice, this means that ALLD practitioners with similar job titles often undertake different roles. In the absence of clearly defined job roles, the valuable contributions made by ALLD practitioners and the associated specialist skills and knowledge required are not always widely understood (Bickle, Johnson and White, 2024). This led Briggs (2025a) to propose the need to develop an ALLD role taxonomy. The current article reports results from an international study (primarily comprising of practitioners from UK, Canada, and New Zealand) that sought to establish the principal job responsibilities and specialisms synonymous with working in ALLD. Based on data from 92 respondents, it was possible to develop an ALLD practitioner taxonomy that details the most frequent area(s) of work and specialism(s) reported by ALLD practitioners. Implications for applying the taxonomy are considered from the perspectives of international and national associations, institutions, and individual practitioners.