Identifying key dimensions of language and cultural disadvantage at University

Publisher： John Benjamins Publishing Company

E-ISSN： 1833-7139|25|2|101-127

ISSN： 0155-0640

Source： Australian Review of Applied Linguistics, Vol.25, Iss.2, 2002-01, pp. : 101-127

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Abstract

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 terms 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.