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dc.contributor.authorKatayama, Kumiko
dc.contributor.authorHashimoto, Kayoko
dc.date.accessioned2020-03-06T03:06:43Z
dc.date.available2020-03-06T03:06:43Z
dc.date.issued2019
dc.identifier.issn2209-0959
dc.identifier.doi10.29140/ajal.v2n3.225
dc.identifier.urihttp://hdl.handle.net/10072/392140
dc.description.abstractLanguage immersion programs, which are a form of bilingual education, are shaped by multiple factors, including the specific characteristics of the region, the language, the community and the learners, as well as national and regional policies on language education. While the underdeveloped production skills of immersion students have been identified as the product of teacher-centred and controlled learning environments, it is not known what role background or heritage language students play in the Australian one-way immersion context, where their presence itself potentially enhances the speaking environment. This paper, based on a project on developing speaking strategies for a Japanese immersion program in Australia, argues that the speaking performance of students in immersion classes is also determined by other factors, such as peer interactions with background students, whose treatment in education systems in Australia remains ambiguous, reflecting the history of separation between foreign language education in schools and the maintenance of mother tongues in the community. By applying Critical Discourse Analysis (CDA), this paper analyses language policy and educational documents and discusses how the language performance of individual learners could be influenced not only by the curriculum but also by policy makers’ improved understanding of individual learners with diverse linguistic backgrounds within schools.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherCastledown Publishers
dc.publisher.placeAustralia
dc.relation.ispartofpagefrom104
dc.relation.ispartofpageto120
dc.relation.ispartofissue3
dc.relation.ispartofjournalAustralian Journal of Applied Linguistics
dc.relation.ispartofvolume2
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode2004
dc.titleWhat Makes Students Speak Japanese in Immersion Programs?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationKatayama, K; Hashimoto, K, What Makes Students Speak Japanese in Immersion Programs?, Australian Journal of Applied Linguistics, 2019, 2 (3), pp. 104-120
dcterms.licensehttps://creativecommons.org/licenses/by-nc/4.0/
dc.date.updated2020-03-05T22:13:56Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2019 Kumiko Katayama & Kayoko Hashimoto. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
gro.hasfulltextFull Text
gro.griffith.authorKatayama, Kumiko


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