Systemic and personal factors that affect students' elective language other than English enrollment decisions

• Published in: Foreign language annals Vol. 55; no. 2; pp. 361 - 382
• Main Author: Clayton, Stephanie
• Format: Journal Article
• Language: English
• Published: Alexandria Wiley 01.06.2022; American Council on the Teaching of Foreign Languages
• Subjects: Anglophones; Barriers; Curricula; Data Analysis; Decision Making; Declining Enrollment; Education; Elective Courses; enrollment; Enrollments; EU membership; Foreign Countries; Foreign language learning; Grade 10; Grade 11; Grade 12; Grade 9; High School Students; International Education; L2 motivation; L2 motivational self system; Language; Language Enrollment; Learning Motivation; Learning Processes; mixed methodology; Monolingualism; Motivation; Schools; Second Language Instruction; Second Language Learning; secondary; Skills; Student attitudes; Student Participation; Students; Teaching Methods; Australia; United Kingdom > UK
• ISSN: 0015-718X; 1944-9720
• DOI: 10.1111/flan.12605

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. The Challenge Low enrollments in elective LOTE subjects are usually attributed to a lack of interest from students, but is this correct? Are students willingly abandoning LOTE learning, or is an interplay of factors preventing their elective enrollment? This study investigates the systemic and personal barriers experienced by students interested in LOTEs.