Systemic and personal factors that affect students' elective language other than English enrollment decisions
journal contributionposted on 2023-05-21, 06:43 authored by Stephanie RicheyStephanie Richey
In a world where English has achieved global dominance, it is unsurprising that the instrumental value of learning a language other than English (LOTE) for those already fluent in English is increasingly deemed unnecessary. There are significant enrollment declines postcompulsory second language (L2) learning in all English-speaking countries. To explore the common Australian “monolingual mindset” and students' reasons for (not) enrolling in elective LOTE subjects, a mixed methodology study was conducted with Tasmanian Year 9–12 students. While the findings highlighted the main (de)motivators experienced by students, one key finding was the lost cohort of students who want to study a LOTE but are prevented from doing so by personal and systemic barriers. A complex interplay of factors affects student decision-making regarding elective LOTE enrollment. This article focuses upon those students who were forced to discontinue their languages study and the untold story of elective LOTE enrollment decline.
Publication titleForeign Language Annals
Department/SchoolFaculty of Education
Place of publication6 Executive Plaza, Yonkers, USA, Ny, 10701-6801
Rights statement© 2022 The Authors. Foreign Language Annals published by Wiley Periodicals LLC on behalf of ACTFL. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License, (https://creativecommons.org/licenses/by-nc-nd/4.0/) which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.