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Widening Participation and Linguistic Engagement in Australian Higher Education: Exploring Academics' Perceptions and Practices

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Title: Widening Participation and Linguistic Engagement in Australian Higher Education: Exploring Academics' Perceptions and Practices
Language: English
Authors: Burke, Rachel
Source: International Journal of Teaching and Learning in Higher Education. 2020 32(2):201-213.
Availability: International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, College Faculty, Teacher Attitudes, Nonstandard Dialects, Foreign Countries, Language Usage, Barriers, Disproportionate Representation, Indigenous Populations, Pacific Islanders, Access to Education, Refugees, English (Second Language), Immigrants, Second Language Learning, Universities, Teacher Role, Language Attitudes, Academic Support Services, Student Characteristics, College Students, Vocabulary Development, Course Content, Teaching Methods, Teacher Student Relationship, Scaffolding (Teaching Technique), Academic Language, Native Language, English
Geographic Terms: Australia
ISSN: 1812-9129
Abstract: Language practices represent significant barriers to engagement in higher education for many learners from traditionally underrepresented backgrounds. In Australia, such students may be Aboriginal and Torres Strait Islander learners, students from rural and remote locations, learners who are the first in their family to access higher education, from non-English speaking backgrounds, learners with interrupted schooling due to refugee or asylum seeker experiences, or first language speakers of English dialects that vary from the dominant forms privileged in the academy. While subject-specialist language and engagement with text can present ongoing challenges for many learners, such linguistic barriers--and the practical implications for academics engaged in teaching--often receive limited attention in institutional policy. This article reports on research that sought to critically examine how ten academics from different disciplines and university contexts perceive their role in the linguistically diversified academy, particularly but not exclusively, in relation to students from traditionally underrepresented backgrounds. The experiences of the ten academics who contributed to this research offer a useful vantage point from which to consider the various ways in which language may be conceptualized in higher education, the possibilities for embedding linguistic support in content area instruction, and the need to ensure tailored and responsive language assistance for learners throughout their studies.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286363
Database: ERIC
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  Data: Widening Participation and Linguistic Engagement in Australian Higher Education: Exploring Academics' Perceptions and Practices
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Teaching+and+Learning+in+Higher+Education%22"><i>International Journal of Teaching and Learning in Higher Education</i></searchLink>. 2020 32(2):201-213.
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Nonstandard+Dialects%22">Nonstandard Dialects</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Pacific+Islanders%22">Pacific Islanders</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink>
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  Data: 1812-9129
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  Data: Language practices represent significant barriers to engagement in higher education for many learners from traditionally underrepresented backgrounds. In Australia, such students may be Aboriginal and Torres Strait Islander learners, students from rural and remote locations, learners who are the first in their family to access higher education, from non-English speaking backgrounds, learners with interrupted schooling due to refugee or asylum seeker experiences, or first language speakers of English dialects that vary from the dominant forms privileged in the academy. While subject-specialist language and engagement with text can present ongoing challenges for many learners, such linguistic barriers--and the practical implications for academics engaged in teaching--often receive limited attention in institutional policy. This article reports on research that sought to critically examine how ten academics from different disciplines and university contexts perceive their role in the linguistically diversified academy, particularly but not exclusively, in relation to students from traditionally underrepresented backgrounds. The experiences of the ten academics who contributed to this research offer a useful vantage point from which to consider the various ways in which language may be conceptualized in higher education, the possibilities for embedding linguistic support in content area instruction, and the need to ensure tailored and responsive language assistance for learners throughout their studies.
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  Data: EJ1286363
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 201
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Nonstandard Dialects
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Pacific Islanders
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Refugees
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Language Attitudes
        Type: general
      – SubjectFull: Academic Support Services
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      – SubjectFull: College Students
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      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Academic Language
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      – SubjectFull: Native Language
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      – SubjectFull: English
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      – SubjectFull: Australia
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      – TitleFull: Widening Participation and Linguistic Engagement in Australian Higher Education: Exploring Academics' Perceptions and Practices
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