Abstract
The chapter focuses on the use of Japanese language and the incorporation of heritage languages in a government primary bilingual Japanese programme. The weekly language distribution of the programme was 30 per cent of instruction in Japanese and 70 per cent in English. Just over 80 per cent of students at the school were LBOTE and approximately half of this number comprised students with a Japanese heritage. The aim is to show ways in which languages were used across the curriculum in the school, and to discuss this use in relation to the multilingual practices framework. Data on pedagogical choices, teacher reflections, teacher and student interviews, work samples, a student survey and classroom observations inform the discussion. The study is explained first and the findings are then discussed according to the dimensions of the framework: multilingual stance, student engagement with languages, institutional structures and pedagogies, and opportunities to learn (through) languages.
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Notes
- 1.
The school was in the process of transitioning to 50:50 language distribution and was moving to a more communicative model of assessing students’ Japanese language production. This was still work in progress at the time of writing.
- 2.
Data on whether or not speakers of other heritage languages (not Japanese) liked to read in their heritage language were not collected in the study.
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Turner, M. (2019). A Whole-School Primary Bilingual Programme. In: Multilingualism as a Resource and a Goal. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21591-0_6
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