0. Foreign Language Use after Graduation: Perceptions, Expectations, Experiences & Reality
Irene Belperio,
Eric Bouvet &
Colette Mrowa-Hopkins

1. Outline Introduction Literature review Study findings Case studies
Discussion & conclusion
References

2. Introduction
What becomes of the foreign language knowledge and skills acquired at university after language students have graduated?
Pilot study at Flinders University
Questionnaire sent to former Flinders language students (2000 & 2011).
Follow-up interviews.

3. Languages at university
More than 50 LOTE taught at Australian universities (University Languages Portal Australia, 2015).
Japanese, Mandarin, French, Italian, German, Indonesian and Spanish are the most widely taught languages (Dunne & Pavlyshyn 2013, 10).

4. Research into language use after graduation
Research is virtually non-existent in the context of Australia.
International studies tend to be characterised by narrow theoretical underpinnings and limited coherence.
They focus on FL skills in the workplace (Grosse 2004; Webb 2007).

5. Research into language use after graduation [cont.]
Verbal communication skills appear to be used the most in the work place & in private (Grosse 2004; Webb 2007; Ciobanu & Bujor 2011).
The frequency with which graduates used their FL skills appears to vary depending on whether they use the skills largely in the workplace or privately (Grosse 2004; Webb 2007; Ciobanu & Bujor 2011).

6. Research into language use after graduation [cont.]
Similarities in the findings:
The importance of verbal communication competency.
The need for basic written competency.
Frequency of use tied closely to workplace requirements.

7. The study Two stages of data collection: Participants:
a questionnaire &
a follow up interview of former language students at Flinders
Participants:
Alumni
Studied a language between 2001 and 2011
75 participated in the questionnaire
20 participated in the interview

8. The questionnaire The Questionnaire covered: The Interview focused on:
Type of language studies
Perceived language proficiency
Activities associated with language learning & use
The Interview focused on:
Experience of language learning at university
Perceived current proficiency
Maintenance/loss
Past/current/future language opportunities
Language & identity

9. Questionnaire results: At university
Positive experience at university
93.16%
Language studied as a major
72.22%
Language studied:
French
42.67%
Indonesian
17.33%
Spanish
24%
Italian
7.50%
Other
8.50%
Main motivational factors (frequency):
Pleasure
68.06%
Travel
51.39%
Work prospects
47.22%
Satisfaction with level of proficiency achieved
78.09%

10. Questionnaire results: After university
Decline of language skills
70.42%
Respondents who declared improvement engaged in:
Travel
81.48%
Other opportunities for language maintenance (movies, news – frequently, reading, writing)
70.37%
Respondents who declared loss stated:
They had little or no opportunity to practice
82.98%
They had no inclination to practice
4.26%
They had lost interest
2.13%
They tried to maintain their language unsuccessfully
10.64%
Personal importance of language (positive)
75.72%

11. Language and professions
Respondents who stated having a language helped them professionally
32.38%
Professional use of language
37.10%

12. Case study 1: Tom Graduated in 2002 (Bachelor of Int. Studies)
Language studied:
At school: French, Indonesian
At university: French (minor)
After university: Spanish
Improved proficiency in French since graduation.
Used languages professionally.

13. Case study 2: Kate Graduated in 2001 (Bachelor of Arts)
At school: French
At University: French (major)
Used language professionally & personally.
Loss of proficiency in French since graduation.

14. Case study 3: Anna Graduated in 2011 (Bachelor of Behavioural Science)
At school: French (5 years)
At University: French (Diploma in Languages)
Loss of proficiency in French since graduation
No opportunities for using French language

15. Discussion & conclusion
In relation to language learning and the use of languages in professional environments:
- Tangible benefits for 1/3 of respondents.
Non-tangible benefits for most
How can the non-tangible benefits be measured?
- What pedagogical measures can be taken to raise the awareness of the importance of language maintenance beyond graduation?

16. Discussion & conclusion [cont.]
Respondents generally viewed their university language studies positively.
Majority acknowledged losing these skills since graduating.
Possible unrealistic expectations on students’ behalf?
It’s not a question of fluency.
“Inflated expectations” a phenomenon of graduates more broadly (Perrone & Vickers 2003).

17. Discussion & conclusion [cont.]
Strategies to address this:
advice from former language graduates, work experience & community placement
maintenance of language & motivation through self-reflective practice
Sharing of bilingual texts to articulate non-tangible benefits

18. Discussion & conclusion [cont.]
Importance of:
curriculum that addresses language sustainability
management of student expectations
Larger scale research

19. References
Candy, PC, Crebert, G & O’Leary, J 1994, Developing lifelong learners through undergraduate education, NBEET Commissioned Report No. 28, Australian Government Publishing Service, Canberra. Ciobanu, IR & Bujor AL 2011, ‘Mastering several foreign languages: a real competitive advantage for the newly-graduates’, International Proceedings of Economics Development and Research, 2011 International Conference on Financial Management & Economics, Singapore, pp , viewed 25 September 2016, < Dörnyei, Z 2009, ‘The L2 motivational self system’, in Z Dörnyei & E Ushioda (eds), Motivation, language identity & the L2 self, Multilingual Matters, Bristol, pp Dunne, K & Pavlyshyn, M 2014, ‘Less commonly taught languages in Australian higher education 2013: plus ça change…’, in C Travis, J Hajek, C Nettelbeck, E Beckmann & A Lloyd-Smith (eds), Practices & policies. Current research in languages & cultures education. Selected proceedings of the second national LCNAU colloquium Canberra, 3-5 July 2013, Languages & Cultures Network for Australian Universities, Melbourne, pp Grosse, CU 2004, ‘The competitive advantages of foreign languages & cultural knowledge’, The Modern Language Journal, vol. 88, no. 3, pp

20. References
Perrone, L & Vickers, MH 2003, ‘Life after graduation as a “very uncomfortable world”: an Australian case study,’ Education & Training, vol. 45, no. 2, pp
University Languages Portal Australia, 2015 What languages can I study?, University Languages Portal Australia, viewed 25 September 2016,
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Webb, G 2007, Language graduates: addressing the issue of employability, Leeds Metropolitan University, viewed 25 September 2016 <

21. Thank you