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Asian Languages in the Australian Education System

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Asian Languages in the Australian Education System The Study of Asian Languages in Two Australian States: Considerations for Language-in-Education Policy and Planning Yvette Slaughter Submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy May 2007 School of Languages and Linguistics University of Melbourne ABSTRACT This dissertation conducts a comprehensive examination of the study of Asian languages in two Australian states, taking into consideration the broad range of people and variables which impact on the language-in-education ecology. These findings are intended to enhance the development of language-in-education policy, planning and implementation in Australia. In order to incorporate a number of perspectives in the language-in-education ecology, interviews were conducted with a range of stakeholders, school administrators, LOTE (Languages Other Than English) coordinators and LOTE teachers, from all three education systems – government, independent and Catholic (31 individuals), across two states – Victoria and New South Wales. Questionnaires were also completed by 464 senior secondary students who were studying an Asian language. Along with the use of supporting data (for example, government reports and newspaper discourse analysis), the interview and questionnaire data was analysed thematically, as well as through the use of descriptive statistics. This study identifies a number of sociopolitical, structural, funding and attitudinal variables that influence the success of Asian language program implementation. An interesting finding to arise from the student data is the notion of a pan-Asian identity amongst students with an Asian heritage. At a broader level, the analysis identifies different outcomes for the study of Asian languages amongst schools, education and systems as a result of the many factors that are a part of the language-in-education ecology. This thesis also discuss a number of broader issues to arise from the data including tensions within the study of Asian languages due to the lack of recognition granted Asian community languages. This has resulted in an ongoing conflict based on the notion of ‘ownership’ of languages. As an extension of this, the assessment system for senior secondary students of Asian languages is also viewed as problematic. Through the illustration of a complex language-in-education ecology and the exploration of the role of ‘linguistic cultures’ and ‘agency’, this dissertation provides a greater understanding of Asian language study in Australia, and contributes i towards the conceptualisation of language-in-education frameworks for English dominant contexts. Ultimately this dissertation argues for a far greater commitment to all languages on the part of governments and the development of comprehensive language policies. ii DECLARATION This is to certify that (i) the thesis comprises only my original work towards the PhD, (ii) due acknowledgement has been made in the text to all other material used, (iii) the thesis is less than 100,000 words in length, exclusive of tables, maps, bibliographies and appendices. iii iv PREFACE Sections of Chapter 6 have been published as an article. The relevant sections were reworked, merged with further data and written a different format to that used in this thesis. Slaughter, Y. (2005). Public perceptions of Asian languages in Australia. In May, S., Franken, M., & Barnard, R. (eds.), LED2003: Refereed Conference Proceedings of the 1st International Conference on Language, Education and Diversity. Hamilton: Wilf Malcolm Institute of Educational Research, University of Waikato. Sections of Chapter 4 have been rewritten and published as an article. The relevant sections have been reworked, merged with further data and written in a different format to that used in this thesis. Slaughter, Y. (2007). The rise and fall of Indonesian in Australian schools: Implications for language policy and planning. Asian Studies Review, 31(3), 301-322. v vi ACKNOWLEDGMENTS I have found the completion of this PhD extremely challenging. At several points I thought I had finally got through the most difficult part, only to be challenged again and again. This has endured to the final printing stage of the thesis. As I drag myself over the finish line and lay here with my mind blissfully empty, I am drawn back to the importance of acknowledging all the support that enabled me to reach this point. First I would like to thank Professor Michael Clyne, my primary supervisor, for his unfailing support and undying passion for languages, which has given me buoyancy again and again throughout this project. Thank you also to Dr. Sandra Kipp, my secondary supervisor, for her practical advice which always got me back on track, right where I needed to be. Michael and Sandra, your friendships are greatly valued. I also wish to thank Cathie Elder for reading parts of this project and for her valuable advice and Sandy Clarke from the University of Melbourne Statistical Consulting Centre for her guidance on statistical analysis in this thesis. Thanks also to Daphne, Yon, Ingrid, Brigitte, Doris, Meredith and Sue, my fellow PhD students, who have provided support and companionship throughout this process. I have also relied heavily on my family in the last stages, particularly for babysitting duties. Thank you to Maxine, Les, Sue and Art for being fantastic grandparents. A special expression of love and gratitude goes to Steve for his support, comfort and understanding so soon after finishing his own PhD, and to Zara Beth for showing me that there are things far, far cooler in this world than finishing a PhD. Finally, I could not have completed this thesis without the financial support provided by the scholarship I received, an Australian Postgraduate Award, funded by the Australian Government through the Department of Education, Science and Training. vii viii TABLE OF CONTENTS Abstract..........................................................................................................................i Declaration ................................................................................................................. iii Preface...........................................................................................................................v Acknowledgments ......................................................................................................vii Table of Contents........................................................................................................ix List of Tables ..............................................................................................................xv List of Figures...........................................................................................................xvii Abbreviations ............................................................................................................xix Chapter One: Introduction.........................................................................................1 1.1 Examining Language Study and Language Policy ........................................2 1.2 Research Questions........................................................................................3 1.3 Key Considerations........................................................................................4 1.4 Outline of the Thesis......................................................................................5 Chapter Two: Language Policy and Planning and Asian Language Study in Australia .......................................................................................................................9 2.1 Language Planning and Language Policy......................................................9 2.1.1 Terminology: Language Policy, Language Planning or LPP?...............9 2.1.2 As Old As (Recorded) Time ................................................................11 2.1.3 The Development of Language Planning ............................................12 2.1.4 Criticisms of Language Planning and Policy.......................................14 2.1.5 Types of Planning ................................................................................16 2.1.6 Language Planning Frameworks..........................................................19 2.1.7 Who Does Language Planning and Why? ..........................................22 2.1.8 The Ecology of Language....................................................................24 2.1.9 Recent Developments in LPP ..............................................................26 2.2 The Australian Context................................................................................28 2.2.1 The History of LPP in Australia ..........................................................32 ix 2.2.2 Language-in-Education Policy.............................................................33 2.2.3 Asian Language Study in Australia .....................................................35 2.2.4 Inquiries into a National Policy on Languages....................................37 2.2.5 Developments in National Languages Policies....................................39 2.2.6 The NALSAS Policy............................................................................41 2.3 Federalism and Education in Australia........................................................44 2.3.1 Education systems................................................................................44 2.4 Asian Languages in Australia ......................................................................45
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