Inclusivity, accessibility, and transition to higher education language learning

Federici, Theresa 2025. Inclusivity, accessibility, and transition to higher education language learning. Presented at: 26th Annual AULC Conference: Multilingualism, Multiliteracies, Digital Technologies, and Accessibility in Language Teaching, Liverpool, UK, 7-8 April 2025.

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Abstract

This presentation discusses a 2-year project undertaken by a team in the School of Modern Languages, Cardiff University. To understand the needs of students in transition to HE, the team analysed progression and attrition data for language students over a 5-year period to identify factors that may impact an individual’s successful completion of undergraduate studies. In the project, transition is not understood just from an academic perspective: the project sought to understand the challenges students may face in terms of access to education, personal characteristics, mental health, and neurodiversity. The quantitative data was therefore combined with qualitative data questionnaires from students, HE staff, and language teachers in further education colleges and schools; a student workshop; and a cross-sector stakeholder conference. The project allowed the team to create a clear picture of the needs of different stakeholders in supporting students, the risks to progression, and the need to ensure the support framework for students is inclusive, accessible, and fair. The key findings of the project fall into 4 categories: perceptions of preparedness for university life, including independent study and time management; perceptions of aptitude in the transition to university life, including perceptions of students from under-represented groups, students’ self-awareness of ability compared to others; perceptions of engagement in the transition to university life, including time management and attendance, independent learning, and life skills; perceptions of support during the transition to university life, including mental health support, support network, knowing where to get the help they need. The presentation will demonstrate the necessity of creating an inclusive and supportive scaffold for learners, not just for the transition into HE, but through the series of transformative and transitional events experienced throughout the HE journey, including Year Abroad, and the development of independent, professional, and transferrable skills.

Item Type:	Conference or Workshop Item (Paper)
Status:	Unpublished
Schools:	Schools > Modern Languages
Subjects:	P Language and Literature > PB Modern European Languages
Last Modified:	01 Aug 2025 11:00
URI:	https://orca.cardiff.ac.uk/id/eprint/180143

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