1. Heritage languages in higher education The Australian Experience Anne Pauwels SOAS, University of London

2. 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

3. 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.'

4. 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

5. 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

6. 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

7. 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

8. Accommodating Community Language learners  Recognition of the differential needs of ‘background speakers’ – selected languages  Special/separate classes if sufficient numbers  Attitude of teachers changing