Intro -- Contents -- Figures -- Tables -- Introduction: Aims, Limitations and Questions -- 1 Remaking a Nation Through Language Policy -- Introduction: Texts, Debate, Behaviour -- Intention, interpretation, implementation -- The Problem of English and Global Communication -- The party politics of Australian language planning -- Official Texts (Intention) -- (1) National Statement and Plan for Languages, 2005-12 -- (2) The National Indigenous Languages Policy, 2009 -- (3) National Asian Languages and Studies in Schools Program (NALSSP), 2008-12 -- The relationship between the three language policy declarations -- National curriculum (2013) -- Public Debate (Interpretation) -- Prime Ministerial Visions for New Australias -- Visioning and agitating -- Italian and Japanese -- 2 Australia's Italian and Japanese -- Reprise -- Who Studies Which Languages? -- Geography, economy, demography -- Enter Italian and Japanese -- The place of Italian -- The place of Japanese -- Post-war migration -- Language Policy on Italian and Japanese -- The Italian and Japanese Diasporas -- Victoria -- 3 The Research Approach and the Schools -- The Setting -- Aims of the Research -- Research Methodology -- Diachronic research -- Synchronic (intensive) research: focus groups and Q-methodology -- Overview of the Study -- Language teachers, a key element -- Languages in the school curriculum -- Languages in the community -- Languages and student motivation -- Students' views and perceptions of languages -- 4 Student Subjectivity -- Focus Groups -- Context -- Students and language groups -- Languages and learning -- Planning for the future -- General reflections on the language programme -- Improving the language programme -- Specific likes and dislikes -- Timetabling -- Top or preferred subjects -- Why learn a language? -- Q-Study -- Methodology and context.

Sorts and perspectives - Italian -- Differences between perspectives - Italian -- Sorts and perspectives - Japanese -- Differences between perspectives - Japanese -- General Observations from the Data -- 5 Pushing Policy To Be Real -- Appendices -- Appendix 1: Q-Statements, Italian -- Appendix 2: Q-Statements, Japanese -- References -- Figure 3.1 Sample language journal -- Figure 4.1 Numbers of students in focus groups who suggested ways to improve and promote the language programme -- Figure 4.2 Numbers of students in focus groups mentioning their likes and dislikes about language programmes -- Figure 4.3 Numbers of students in focus groups giving specific reasons why they wanted to learn a language -- Table 1.1 World foreign language choices in education: overall percentage of schools (primary and secondary) offering German, French or English -- Table 2.1 Student enrolments in languages in primary and secondary schools in Australia, year? -- Table 2.2 Students enrolments in languages in primary schools (years 1, 3 and 6) in Australia, year? -- Table 2.3 Students enrolments in languages in secondary schools (years 7, 10, 11 and 12) in Australia, year? -- Table 3.1 Numbers of students who participated in the study -- Table 3.2 Secondary students' perspectives on language activities: percentages of survey respondents endorsing each activity as most enjoyed, as wanting more of them and as useful for learning and understanding the language -- Table 4.1 Numbers of students who participated in the focus group interviews -- Table 4.2 Numbers of students in focus groups placing a language among their 'top' subjects -- Table 4.3 Numbers of students in focus groups placing a language among their 'preferred' subjects -- Table 4.4 Q-sort for Italian perspective 1: Fix it, but ask us! -- Table 4.5 Q-sort for Italian perspective 2: It's a bludge!.

Table 4.6 Q-sort for Italian perspective 3: They have to back it! -- Table 4.7 Differences between Italian perspectives 1 and 2: between the discourse of Fix it, but ask us! and It's a bludge! -- Table 4.8 Differences between Italian perspectives 1 and 3: between the discourse of Fix it, but ask us! and They have to back it! -- Table 4.9 Differences between Italian perspectives 2 and 3: between the discourse of It's a bludge! and They have to back it! -- Table 4.10 Q-sort for Japanese perspective 1: Let's use it much more! -- Table 4.11 Q-sort for Japanese perspective 2: I'm not following you! -- Table 4.12 Q-sort for Japanese perspective 3: No compulsion! -- Table 4.12 Differences between Japanese perspectives 1 and 2: between the discourse of Let's use it much more! and I'm not following you! -- Table 4.13 Differences between Japanese perspectives 1 and 3: between the discourse of Let's use it much more! and No compulsion! -- Table 4.14 Differences between Japanese perspectives 2 and 3: between the discourse of Let's use it much more! and No compulsion!.

Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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