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dc.contributor.authorWilks-Smith, Naomi
dc.contributor.authorCooper, Grant
dc.contributor.authorJohnson, Richard
dc.date.accessioned2022-06-15T22:09:03Z
dc.date.available2022-06-15T22:09:03Z
dc.date.issued2018
dc.identifier.citationWilks-Smith, N. and Cooper, G. and Johnson, R. 2018. Predictors of participation in senior secondary languages study. Babel. 53 (1) pp. 30-35.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/88751
dc.description.abstract

Various stakeholders have called for changes in approaches to languages policy, in response to concerns about student participation, particularly in the senior secondary years of schooling in Australia. To examine the issue, predictors of students' senior secondary participation in Languages were investigated using the Longitudinal Surveys of Australian Youth (LSAY) data. The analysis indicated that student characteristics including socio-economic status (SES), immigration status and location were significant predictors of students' participation. The discussion is positioned within a broader discourse about languages education in Australia and indicates that more should be done to accommodate learners who are under-represented in senior secondary languages programs. The findings of this study contribute to existing research on debates about equity and trends in languages participation.

dc.publisherAFMLTA
dc.relation.urihttps://afmlta.asn.au/babel/
dc.titlePredictors of participation in senior secondary languages study
dc.typeJournal Article
dcterms.source.issn0005-3503
dcterms.source.titleBabel
dc.date.updated2022-06-15T22:09:02Z
curtin.departmentSchool of Education
curtin.accessStatusOpen access via publisher
curtin.facultyFaculty of Humanities
curtin.contributor.orcidCooper, Grant [0000-0003-3890-0947]
curtin.contributor.scopusauthoridCooper, Grant [55328948600]


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