Affecting affect: making sense of the challenges - Australian non-native English speaker students in Australian universities

Asm Sayem

Abstract


Multiple streams of influence, including cultural policy and societal goals, and theories of the mind, have affected the global non-English speaking background (NESB) community over the last couple of decades. The evolution of culture perceptibly influences directly or indirectly the rapid change of higher educational system in Australia. To improve approaches to Australian non-native English speakers (ANNES) students substantially, solutions to current concerns address integrating ANNES into the mainstream of NES. If such solutions can be implemented, the landscape of educational novelty will be very different and much improved at the end of the Australian university education. Reviewing the past century of ANNES gives rise to some critical questions. Where did the community of ANNES stand at the close of the university admission? Is this a comfortable and useful place? What needs to change and why? Meaningful answers to these questions we tried to find thorough this study. Thus ANNES students can become part of the solution rather than be part of the problem as many appear to believe at the current turbulent time. More than what one thinks, less than what we need.

Keywords: Aboriginal, Australian non-native English speaker, Australian
university, Higher education, International student, NESB, NNES.


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DOI: http://dx.doi.org/10.0001/(aj).v2i3.1386

DOI (PDF): http://dx.doi.org/10.0001/(aj).v2i3.1386.g1912

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