Language and Learning Advisors as a Valuable but Under-Recognised Workforce in Higher Education: A Bourdieuian Analysis of Their Professional Development in International Education

Autor/inn/en	Tran, Ly Thi; Nghia, Tran Le Huu; Khuong, Cam; Le, Truc Thi Thanh
Titel	Language and Learning Advisors as a Valuable but Under-Recognised Workforce in Higher Education: A Bourdieuian Analysis of Their Professional Development in International Education
Quelle	In: Teaching in Higher Education, 24 (2019) 6, S.755-771 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tran, Ly Thi) ORCID (Nghia, Tran Le Huu) ORCID (Le, Truc Thi Thanh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1499079
Schlagwörter	Foreign Students; Barriers; Professional Development; Academic Advising; Expertise; Time; Social Status; College Students; Foreign Countries; Student Adjustment; Role; Student Needs; Teacher Role; Faculty Development; Financial Support; Australia + Suchen Sie Ihr Suchwort? Akademischer Rat; Expert appraisal; Zeit; Sozialer Status; Collegestudent; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Rollen; Lehrerrolle; Finanzielle Förderung; Australien
Abstract	Language and learning advisors (LLAs) play a vital role in supporting the academic development of a fast-growing population of international students. This paper tackles the professional development practices for LLAs and barriers to their professional development. Using Bourdieu's concepts of field and habitus, the paper addresses the mutual interactions between the work environment and LLAs' thinking and actions regarding providing language and learning advice to international students. The analysis of 44 semi-structured interviews with LLAs from 18 institutions shows that there was a scarcity of targeted professional development opportunities for LLAs to improve their expertise directly related to international students and internationalisation of education. Financial shortage, time constraints, casualisation conditions, managerial issues, academic to professional employment re-classification for LLAs and the ongoing marginalisation of LLAs have created unfavourable contexts for LLAs' professional development. The paper points out the critical need to create better work conditions for LLAs, to ensure more investment in creating targeted opportunities for LLAs' professional development and to provide more resources and attention to support their enactment of agency and development of professional capacities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01