Identifying key dimensions of language and cultural disadvantage at university

1365 38 67548 2 2406240 document 67548 lightbox.jpg image/png 78c9e7711bbcbd3f4942497b3f2c25d7 MD5 46422 2020-10-06 02:46:04 https://vuir.vu.edu.au/1365/2/lightbox.jpg 1365 2 2 image/png other Thumbnails conversion from text to thumbnail_lightbox en staffonly

lightbox.jpg

preview.jpg

medium.jpg

small.jpg

http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/67546 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/67546 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/67546 archive 293 disk0/00/00/13/65 2009-01-21 12:37:49 2021-08-27 07:41:12 2009-01-21 12:37:49 article show Borland Helen Borland, Helen Pearce Amanda Pearce, Amanda Identifying key dimensions of language and cultural disadvantage at university pub CommunicationLanguageCulture 330000 370000 420000 universities, tertiary education, migrants, languages, tertiary students, literacy, multiculturalism, ethnic groups, Non English Speaking Background (NESB), case studies One of the challenges for English language medium universities today is their increasingly globalised student population, as students from around the globe join the members of existing resident ethnic and linguistic groups who have been accessing tertiary education in increasing numbers. In this context it is of growing importance for university policy makers and program developers to be able to identify and assist students who may be experiencing educational disadvantage associated with language and/or cultural factors. In identifying such students and reporting on their educational outcomes a range of term are used. In the Australian context the term NESB (Non English Speaking Background) has had wide currency. In North America and the UK terms such students have been referred to more commonly as ethnic minority or ESL/EFL students. These broad categorisations are characterised by either partial or indirect focus on the underlying factors that affect students' success. In this paper we will argue that such students' academic needs and potential difficulties are best understood by focusing on particular parameters of two key dimensions of their life experience: English language acquisition history and cultural experience. Using some contrasting case studies from among the current population at one university in Australia, we will illustrate how these dimensions enable us to conceptualise the broad range of experiences of university of these NESB students. We will demonstrate that designing support which effectively targets disadvantage of very different kinds entails a more sophisticated analysis of the sources of student difficult than categorisations based only on years of schooling or length of residence in the country concerned. 2002 published Applied Linguistics Association of Australia http://search.informit.com.au/fullText;res=AEIPT;dn=124060 67546 2 2406236 dark_document 67546 Borland Helen.pdf application/pdf 8de1bcf656d20cdd251c7cd4a9bbe8bc MD5 45198 2020-10-06 02:45:49 1365 1 1 application/pdf text Generic Permission Form en staffonly

Borland Helen.pdf

other none Australian review of applied linguistics 25 2 101-127 TRUE 1833-7139 Online 0150-0640 Print FALSE