Seeing Things as They Are, Not Just as We Are: Investigating Linguistic Racism on an Australian University Campus

Autor/inn/en	Dobinson, Toni; Mercieca, Paul
Titel	Seeing Things as They Are, Not Just as We Are: Investigating Linguistic Racism on an Australian University Campus
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 7, S.789-803 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dobinson, Toni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1724074
Schlagwörter	Universities; Racial Bias; Foreign Countries; Global Approach; Language Planning; Language Usage; Signs; Staff Development; English (Second Language); Second Language Learning; Language Attitudes; Campuses; Student Attitudes; College Faculty; Teacher Attitudes; Multilingualism; Bilingualism; Social Bias; Native Language; Foreign Students; Language of Instruction; School Policy; Australia + Suchen Sie Ihr Suchwort? University; Universität; Racial discrimination; Rassismus; Ausland; Globales Denken; Sprachwechsel; Sprachgebrauch; Zeichensystem; Personnel development; Personalentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Schülerverhalten; Fakultät; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Bilingualismus; Teaching language; Unterrichtssprache; Schulpolitik; Australien
Abstract	Globalisation in higher education has brought linguistically diverse students and staff to Australian campuses. Universities have a range of language policies/practices around diversity, however, these often reflect national language planning policies in their strong monolingual tendency, with almost exclusive use of English dominant in most areas. This study was based on the premise that linguistic racism is present on Australian university campuses, because while some students experience linguistic invisibility others experience linguistic privilege. Specifically, the study examined the micro-ecology of one Australian university campus in order to explore (1) the extent and nature of linguistic racism present on the campus and (2) how discussions about linguistic racism can inform overall language policies in Australian higher education. Qualitative data were collected from in-depth interviews with students and staff and were contextualised by the examination of university policy documents, staff development materials and the university's visible signage. Findings suggested a mismatch between current academic thinking on the importance of translingualism in education and the relative invisibility and lack of privilege given to languages other than English on campus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01