Identification of Vulnerable Groups in Terms of Language Proficiency in Higher Education

“Equitable multilingualism” for equitable access to learning

“…This creates tensions, as the use of English can be seen as an imperialistic influence (Phillipson, 1992). Yet, the dominance of the English language in accessing higher education as well as in digital resources remains the reality (Happ et al, 2021): is it right to leave people behind and deny them access to opportunities in fear of perpetuating "linguistic imperialism"? While there is an authoritarian side to dominant languages and literacy practices, Freire argues there is a liberating side as well.…”

“…The notion of enhancement, or the idea that learning a new language is an additive process, suggests that it is important for individuals to become proficient in both their mother tongue and "dominant" languages like English in order to participate in educational and economic opportunities. If English is a lingua franca, in higher education and generally, and if the majority of connected higher learning programs aligned with the UNHCR's educational strategy are offered in English (CLCC, 2022;Happ et al, 2021), then facilitating meaningful participation for refugee learners in accessing higher education means offering them opportunities to grow in the "standard dominant language" of English language and digital literacy. Here I would argue that this must be done through culturally-responsive pedagogy that emphasizes the significance of connecting the culture of students with the curriculum (Marette, 2023).…”