Access to Languages Other than English in Australian Universities: An Educational Pipeline of Privilege

Autor/inn/en	Molla, Tebeje; Harvey, Andrew; Sellar, Sam
Titel	Access to Languages Other than English in Australian Universities: An Educational Pipeline of Privilege
Quelle	In: Higher Education Research and Development, 38 (2019) 2, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje) ORCID (Harvey, Andrew) ORCID (Sellar, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1522620
Schlagwörter	Foreign Countries; Universities; Second Language Instruction; Second Language Learning; Socioeconomic Status; Prior Learning; Access to Education; College Entrance Examinations; Scores; Disadvantaged; Risk; Institutional Characteristics; Language Proficiency; Selective Admission; Cultural Awareness; Learning Experience; Equal Education; Global Approach; Australia + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Fremdsprachenunterricht; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Vorkenntnisse; Education; Access; Bildung; Zugang; Bildungszugang; Aufnahmeprüfung; Risiko; Language skill; Language skills; Sprachkompetenz; Bildungsselektion; Cultural identity; Kulturelle Identität; Lernerfahrung; Globales Denken; Australien
Abstract	This article explores factors contributing to unequal patterns of access to languages other than English (LOTE) in Australian universities. A critical analysis of qualitative and quantitative data generated through interviews, surveys and document analysis reveals that underrepresentation in LOTE courses in Australian universities is attributable to: (a) unequal access to LOTE learning areas at the school level; (b) low tertiary entrance scores that do not grant access to elite universities that offer broad LOTE course options; (c) differential prior international learning experiences that inform dispositions towards intercultural competence, including proficiency in LOTE; and (d) limited provision of LOTE courses in regional university campuses. We conclude that access to foreign language courses in Australian universities is not equitable, and in the context of globalisation opportunities, this poses a risk of reproducing social disadvantage alongside other structural factors such as socio-economic status and regional background. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01