Australian English in the ELICOS classroom : poor relation or equal?

This study investigates the place of Australian English in international English classrooms in Tasmania. International Education is a significant sector in Australia and intensive English classes are often the first course undertaken by students upon arrival in the country. Much of the current research on English varieties relates to American English and British English, so this study aims to contribute to filling this research gap. Through a teacher survey (n=21), interviews with teachers (n=6) and focus group meetings with students (n=4), perceptions of Australian English and other varieties were explored. Being qualitative in nature, the text responses from teachers and students were analysed using thematic analysis. Themes were identified and aligned to the research questions.
It was found that, although Australian English is not regarded as the most prestigious variety of English, it has a dominant position in the Australian English classroom based on student need and interest. Both teachers and students observed that most published resources use American English or British English. Teachers were found to prepare their own resources using a variety of texts and media to bring in Australian English into their classrooms.
Teachers were found to underestimate their own cognition and agency in the classroom. Although in many cases, they were making sophisticated judgement on the use of varieties of English and colloquialisms in their classrooms, they sometimes did not seem to have an active awareness of their decision making. There are further opportunities for research in the area of Australian English use and its links to identity and culture.