Access to languages other than English in Australian universities: an educational pipeline of privilege

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 socioeconomic status and regional background. gaining knowledge, know-how and interpersonal skills, and is instrumental in redefining people's cultural identities and promoting social integration (della Chiesa, 2010). The Australian Chamber of Commerce and Industry has also expressed optimism about the economic value of learning languages other than English (LOTE): 'To effectively participate in a globalised world there should be the compulsory learning of a foreign language from 7 years of age or earlier' (quoted in Group of Eight, 2007, p. 2). Despite these entreaties, participation in LOTE learning has been in decline in many Anglophone countries. According to a report by Universities UK (2017), between 2005/ 06 and 2015/16, the number of students enrolled in language courses in UK higher education dropped by 20.6% (136,460-108,355). The proportion of US higher education students enrolled in languages declined from 9.1% in 2006 to 8.1% in 2013 (Goldberg, Looney, & Lusin, 2015). In Canada, the number of universities that require undergraduates to undertake a second language for degree completion has dropped considerably from 35% in 1991 to 9% in 2006 (AUCC, 2009, p. 11). In Australia, the number of foreign languages offered in universities has also dropped significantly (Group of Eight, 2007; Lo Bianco, 2016). Many universities have closed language programmes (Anderson, 2013; Kinoshita & Zhang, 2013) and participation in languages study has also fallen dramatically. This decline in foreign language enrolments has contributed to 'the rise of the monoglots' (monolingual graduates) who may find it difficult to effectively engage in multilingual global labour markets (Charbonneau, 2008). Inequality in access to LOTE in Australian universities is an under-researched topic.

Language Learning beyond English

“…Across different anglophone contexts, there is a sharp social divide in the uptake of FLs. This divide is now documented in the UK (Lanvers, 2017b), the US (Cruickshank et al, 2020) and Australia (Molla et al, 2019). Learning languages other than English is often framed as a cultural asset for some privileged groups sharing the same cultural habitus, thus alienating large groups of learners not sharing this habitus (Coffey, 2018).…”

A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective

“…However, in Australia, as in other Anglophone countries, most people continue to resist the need to learn any additional language, partly due to the strong influence of global English (Coleman, 2009; Dörnyei, 2020; Lanvers, 2017; Ushioda, 2017). Despite the recognition of language education as valuable for both society and the individual (Diversity Council Australia, 2015; Lo Bianco & Slaughter, 2009; Scarino, 2014), participation in L2 study remains very low, both at university and at high school (Baldwin, 2019; Black, 2019; Molla, Harvey, & Sellar, 2019). Concern for the low uptake of language study is reflected in the disciplinary discourse on L2s in Australia (Brown et al., 2019), as well as in the Australian print media (Mason & Hajek, 2018), suggesting the need for continued efforts in researching our students’ needs, vision, and motivation.…”

“…The contributions we aim to make in this article are both theoretical and methodological. From a theoretical perspective, we aim at using the concept of vision in adult students of languages other than English in a context such as the Australian one, where the number of students of an L2 is extremely low compared to other countries: Between 2011 and 2014, the percentage of students who were studying at least one modern language at university dropped from 4.2% to 3.8% (Molla et al., 2019); around 10% of the school population studies a language in the last 2 years of secondary school (Cruickshank & Wright, 2016; Lo Bianco & Slaughter, 2009; Mayfield, 2017). By considering vision, we will also explore how, in an Anglophone context, university students of Italian envision themselves as future bilingual or multilingual speakers.…”