04129nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001300153072001500166072002300181072001400204245011900218250001800337264007900355300006600434336002600500337002600526338003600552347002400588505101000612520140501622650004803027650002103075650002103096650003303117650003603150650002103186650002403207650003403231650003303265700014703298710003403445773002603479776003603505776003603541776003603577856004603613978-3-031-74149-4DE-He21320251030113321.0cr nn 008mamaa241121s2024    sz |    s    |||| 0|eng d  a97830317414947 a10.1007/978-3-031-74149-42doi 4aP51-59.4 7aCJ2bicssc 7aEDU0290802bisacsh 7aCJ2thema10aRethinking the Asian Language Learning Paradigm in Australiah[electronic resource] /cedited by Kayoko Hashimoto.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXIII, 167 p. 13 illus., 11 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1. Introduction: Rethinking Asian Language Learning Paradigm in Australia (Kayoko Hashimoto) -- Chapter 2. Pathways to teaching global languages: Challenges, opportunities, and implications for Asian languages in Australian schools (Naomi Fillmore, Wei-Lin Melody Chang, Des Crump, Samantha Disbray, Kayoko Hashimoto, Michael Haugh and Gari Tudor-Smith) -- Chapter 3. Mission impossible: Teachers’ perspectives on teaching and learning Chinese in Queensland secondary schools (Wenying Jiang, Angela Cook, Chunxuan Shen, Anna Mikhaylova, and Hui Richards) -- Chapter 4. Australian Curriculum and Chinese-Australian Students – Supporting home language maintenance and development (Wei Wei and Jeffrey Gil) -- Chapter 5. Three stories - one wish: Vietnamese families' endeavours in nurturing Vietnamese languages in Australia” (Hao Tran, Duong Nguyen, Thao Thi Phuong Nguyen, and Khanh Linh Chu) -- Chapter 6. Korean immigrants’ acculturation in Australia: influencing factors (Min Jung Jee).  aThis edited book calls for a rethink of the current Asian language learning paradigm that frames Asian languages as strategic and economic tools, rather than an inherent part of Australian society. As an increasing number of Australians have Asian ancestry and speak languages other than English at home, it argues that we must reset the paradigm and understand Asian languages as intrinsically Australian to maximise existing linguistic and cultural assets. The interdisciplinary chapters, focusing on Japanese, Chinese, Korean and Vietnamese, report on the state of Asian language learning and teaching in mainstream educational settings as well as heritage language education in informal contexts in Australia. With an additional chapter on implications for other Anglophone countries, this volume urges a transformative approach to Asian language education in the context of current global migration and multilingual demographics in order to nurture global citizenship and honour linguistic diversity. The book will be suitable for academics, policy makers, practitioners and teachers. Kayoko Hashimoto is Senior Lecturer in the School of Languages and Cultures at The University of Queensland, Australia. She is the author or editor of four books, including Japanese Language and Soft Power in Asia (Palgrave Macmillan). She is the language and education thematic editor of Asian Studies Review. 0aLanguage and languagesxStudy and teaching. 0aAsiaxLanguages. 0aLanguage policy. 0aIntercultural communication.14aLanguage Teaching and Learning.24aAsian Languages.24aLanguage Education.24aLanguage Policy and Planning.24aIntercultural Communication.1 aHashimoto, Kayoko.eeditor.0(orcid)0000-0001-5080-57021https://orcid.org/0000-0001-5080-57024edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303174148708iPrinted edition:z978303174150008iPrinted edition:z978303174151740uhttps://doi.org/10.1007/978-3-031-74149-4