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- Title
Accessing the vocational college from an ESL perspective: A system of genres analysis.
- Authors
Cope, Jennifer
- Abstract
Previous research has focused on systems of genres in mainly academic, professional and electronic settings. However, few studies consider systems of genres in post-compulsory education, nor are these genres considered from an English as a second language (ESL) perspective. This paper presents a study which examines the importance of ESL students gaining access to an Australian Vocational Educational College (VEC). The system of genres (Bazerman, 1994) involved in the course application process is identified, and the difficulties which ESL students had with these genres, together with the language and cultural issues which arose during the application process, are explored. The participants in the study comprised eight ESL students and two VEC customer service officers. Data were collected through questionnaires, interviews, and relevant institutional documents. Analysis revealed that the system of genres involved in the application process for vocational courses is both complicated and multifarious, with five distinct application methods identified. The complexity of the system of genres was surprising for a relatively common process. While not every student encounters each individual genre, the potential for difficulty is enormous. Compounded by additional language and cultural factors, it is suggested that the ESL students' negotiation of the system of genres and thus their access to vocational courses, is more challenging than for English as first language students.
- Subjects
AUSTRALIA; VOCATIONAL education; UNIVERSITIES &; colleges; LANGUAGE &; culture; COMPULSORY education; SOCIOCULTURAL factors
- Publication
University of Sydney Papers in TESOL, 2009, Vol 4, Issue 4, p21
- ISSN
1834-3198
- Publication type
Article