Heritage languages in higher education
This presentation is the property of its rightful owner.
Sponsored Links
1 / 8

Heritage languages in higher education PowerPoint PPT Presentation


  • 55 Views
  • Uploaded on
  • Presentation posted in: General

Heritage languages in higher education. The Australian Experience Anne Pauwels SOAS, University of London. Policy Context 1. 1987: Milestone in language policy in Australia – The National Policy on Languages English for All A second language for all Maintenance of indigenous language

Download Presentation

Heritage languages in higher education

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Heritage languages in higher education

Heritage languages in higher education

The Australian Experience

Anne Pauwels

SOAS, University of London


Policy context 1

Policy Context 1

  • 1987: Milestone in language policy in Australia –

  • The National Policy on Languages

    • English for All

    • A second language for all

    • Maintenance of indigenous language

    • Language services


The npl

The NPL

  • 'That all Australians gain high levels of literate standard Australian English. That all Australians achieve bilingualism, either by maintaining languages other than English as they acquire English as a second language, or by adding second languages to their existing English. That indigenous and islander languages will be acknowledged as a unique and irreplaceable heritage of Australia and energetic efforts will be made to preserve, restore and secure these languages. That equitable and widespread professional language services will be encouraged.'


Language in education policies

Language in Education policies

  • State-based rather than federal:

  • A series of changes over the past 35 years

    • Languages as a key learning area or not

    • Models of LL in schools : primary and secondary

    • Number of languages that can be examined at end of secondary (A levels)

    • Compulsory vs optional

    • Reduced funding

    • Changes in the list of priority languages

    • Greater focus on Asian languages


Community languages in primary and secondary education

Community Languages in Primary and Secondary Education

  • No ‘major’ distinction between foreign and community languages –

  • The concept of state-specific priority languages

  • Recognition of (many) community languages for final examinations (A level)

  • The establishment of Schools of Languages across the country to offer language classes in approx. 50 languages from Amharic to Vietnamese

  • Recognition of differential language needs for CL and non-CL ‘background’ learners


Linguistic diversity in higher education

Linguistic diversity in higher education

  • 18% of Australian (home) students use a language other than English at home

  • More than 120 languages are used by Australian students

  • Top ten languages: Cantonese, Mandarin, Vietnamese, Arabic, other Chinese dialects, Greek, Spanish, Hindi, Indonesian, Korean


Community languages in higher education

Community Languages in Higher Education

  • A mixed picture:

    • closure of language departments focusing on specific community languages: e.g. Vietnamese, Korean, Hindi

    • Less languages available

    • Language departments are shrinking

    • Introduction of double degree structures to allow inclusion of language.

    • LL incentives: bonus points for successful completion of language study at secondary level


Accommodating community language learners

Accommodating Community Language learners

  • Recognition of the differential needs of ‘background speakers’ – selected languages

  • Special/separate classes if sufficient numbers

  • Attitude of teachers changing


  • Login