English-only policy in an Australian ELICOS setting: Perspectives of English students, teachers and academic management

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.
LanguageEnglish
Pages18-41
Number of pages24
JournalEnglish Australia journal
Volume35
Issue number1
Publication statusPublished - 2019

Fingerprint

overseas
student teacher
English language
management
student
language policy
Teaching
teacher
language
learning
instruction
linguistics
interview
Group

Cite this

@article{268a7fc0886d4d968c589c4194fb572d,
title = "English-only policy in an Australian ELICOS setting: Perspectives of English students, teachers and academic management",
abstract = "Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.",
author = "Yulia Kharchenko and Philip Chappell",
year = "2019",
language = "English",
volume = "35",
pages = "18--41",
journal = "English Australia journal",
issn = "2202-6169",
publisher = "English Australia",
number = "1",

}

English-only policy in an Australian ELICOS setting: Perspectives of English students, teachers and academic management. / Kharchenko, Yulia; Chappell, Philip.

In: English Australia journal, Vol. 35, No. 1, 2019, p. 18-41.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - English-only policy in an Australian ELICOS setting: Perspectives of English students, teachers and academic management

AU - Kharchenko,Yulia

AU - Chappell,Philip

PY - 2019

Y1 - 2019

N2 - Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.

AB - Contrary to growing multilingual theories of language learning, beliefs in the advantages of monolingual instruction in English teaching are widespread and often result in an English-only approach that rarely takes into account the perspectives of the parties involved. This article reports on a study that explored perceptions of a strict English-only policy and its impact on students and teachers in an Australian English Language Intensive Courses for Overseas Students (ELICOS) setting. In a mixed-methods approach, data from a student survey and group interviews with teachers revealed a discrepancy between generally positive beliefs about the policy and a mixed impact of its implementation in practice. The study also highlighted the limitations of framing a linguistic strategy as an official policy, including the potential for conflict between the teaching staff and the students. The findings have implications for language policy decisions in the wider ELICOS sector and support research on multilingual pedagogy and first language use in English teaching and learning.

UR - https://eajournal.partica.online/digital/eaj351_web/responsive

M3 - Article

VL - 35

SP - 18

EP - 41

JO - English Australia journal

T2 - English Australia journal

JF - English Australia journal

SN - 2202-6169

IS - 1

ER -