Heritage languages in

higher education

The Australian Experience

Anne PauwelsSOAS, 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 Language services

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

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

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

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

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

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

Special/separate classes if sufficient numbers

Attitude of teachers changing