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

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Title: Access to Languages Other than English in Australian Universities: An Educational Pipeline of Privilege
Language: English
Authors: Molla, Tebeje (ORCID 0000-0002-6848-3091), Harvey, Andrew (ORCID 0000-0002-7988-2469), Sellar, Sam (ORCID 0000-0002-2840-5021)
Source: Higher Education Research and Development. 2019 38(2):307-323.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2019
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: 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
Geographic Terms: Australia
DOI: 10.1080/07294360.2018.1522620
ISSN: 0729-4360
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.
Abstractor: As Provided
Number of References: 55
Entry Date: 2019
Accession Number: EJ1204313
Database: ERIC
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  Data: Access to Languages Other than English in Australian Universities: An Educational Pipeline of Privilege
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  Data: <searchLink fieldCode="AR" term="%22Molla%2C+Tebeje%22">Molla, Tebeje</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6848-3091">0000-0002-6848-3091</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harvey%2C+Andrew%22">Harvey, Andrew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7988-2469">0000-0002-7988-2469</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sellar%2C+Sam%22">Sellar, Sam</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2840-5021">0000-0002-2840-5021</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Education+Research+and+Development%22"><i>Higher Education Research and Development</i></searchLink>. 2019 38(2):307-323.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Admission%22">Selective Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/07294360.2018.1522620
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  Data: 0729-4360
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 55
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  Label: Entry Date
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  Data: 2019
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  Label: Accession Number
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  Data: EJ1204313
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        Value: 10.1080/07294360.2018.1522620
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Selective Admission
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      – SubjectFull: Cultural Awareness
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      – TitleFull: Access to Languages Other than English in Australian Universities: An Educational Pipeline of Privilege
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