Students’ voices in segregated language learning settings: a systematic literature review

Students in segregated language learning settings often face persistent educational disadvantages. Research in education has traditionally generated from the perspective of adults, with limited attention to the voices of students. This systematic review aims to address this gap by synthesising evidence on the experiences of students in segregated language learning environments. A systematic search was conducted across to identify relevant studies. Inclusion criteria focused on peer-reviewed studies that explored the perspectives of students in segregated settings. A total of ten studies met the inclusion criteria and were analysed thematically. The findings reveal that students experience social, pedagogical, and physical exclusion due to language proficiency. They are also at times stigmatised and subjected to racist insults. Additionally, participants expressed a preference for assimilation, reflecting the influence of academic expectations and internalised language ideologies. However, a promising finding is that students voiced resistance and criticism regarding several aspects of segregated language support. Despite these critical insights, there is a paucity of evidence demonstrating the incorporation of critical student perspectives into the formulation and enactment of educational policy.