Introduction: Rethinking the Asian Language Learning Paradigm in Australia

This introductory chapter provides background for this interdisciplinary book on Asian language learning in Australia. The “Empowering Asian language speakers to become language teachers in Australian schools” symposium, where the contributing authors originally presented their papers, was organised around questions about the low number of school language learners, the shortage of qualified teachers, and the difficulty of retaining language learners. The popular rhetoric of “Asian languages in crisis” is at odds with the increasing number of Australians of Asian ancestry as well as the number of Australians who speak languages other than English at home. It also fails to acknowledge that the current language policy, curriculum, and education system do not take into consideration the fact that school language teachers were once language learners themselves and that a positive learning experience is therefore imperative in fostering their motivation to become teachers. This chapter discusses some key issues such as Asian languages in Australia, the Australian Curriculum, heritage/background language speakers, and teacher diversity, followed by an introduction to each chapter. It argues that we must reset the paradigm and understand Asian languages as intrinsically Australian in order to maximise existing linguistic and cultural assets.