Inclusivity and the role of language in higher
education: A New Zealand case study

New Zealand is emerging as a multicultural society - an environment that accepts and embraces diversity through increased numbers of international students, positive immigration policies and a commitment to biculturalism and bilingualism - and this is reflected in the make-up of the tertiary student body.

Increased numbers of local students are also encouraged and able to access tertiary education through increased choice and pathways, industry and profession links and flexible modes of study, with a particular focus on the success and retention of Maori and Pacific Island students.

Discussions of language in this context throw up a myriad of issues. English is one of two official languages, the other being Maori, and following the Maori Language Act 1987, educational institutions subscribe to the ideals of a bilingual and bicultural society.

But are tertiary institutions ready to receive a more linguistically and culturally diverse range of students? And receive students who traditionally would probably never have accessed tertiary education - for example, those with diverse socio-economic backgrounds or those returning to education?

This paper will explore the issues facing, and the strategies explored by, a tertiary institution in New Zealand as it balances its commitment to quality, accessible and equitable education with its commitment to provide education to all - from foundation education and certificate introductory programmes to masters and doctorates advancing the professions - and for students with more 'traditional' profiles to those with other, more diverse and far-ranging experiences and backgrounds.