Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia

Edited book (chapter)


Diaz, Adriana, Cordella, Marisa and Ramos, Fabiane. 2021. "Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia." Lanvers, Ursula, Thompson, Amy S. and East, Martin (ed.) Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward. Cham, Switzerland. Palgrave Macmillan. pp. 485-502
Chapter Title

Resistance to Monoligualism: School Principals and Head of Languages’ Voices on Factors that Promote and Deter Languages Education in Queensland, Australia

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2865
Book TitleLanguage Learning in Anglophone Countries: Challenges, Practices, Ways Forward
AuthorsDiaz, Adriana (Author), Cordella, Marisa (Author) and Ramos, Fabiane (Author)
EditorsLanvers, Ursula, Thompson, Amy S. and East, Martin
Page Range485-502
Number of Pages18
Year2021
PublisherPalgrave Macmillan
Place of PublicationCham, Switzerland
ISBN9783030566531
9783030566548
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-56654-8_24
Web Address (URL)https://link.springer.com/book/10.1007/978-3-030-56654-8
Abstract

Despite ever-increasing multicultural and multilingual diversity in Australia, the learning of languages, as a curriculum area, has long struggled to achieve recognition and stability. This could not be more true than in the state of Queensland, where despite mandatory language learning in the middle years, the percentage of high school students graduating with a language has consistently hovered around 8% for the last three decades. In this chapter, we draw on analysis of 18 semi-structured interviews with School Principals and Heads of Languages departments in ten metropolitan state high schools whose language programmes may be considered counter-examples to the current state of play in the Australian languages education landscape. These interviews explored participants’ views regarding the factors that may contribute to enabling the development and maintenance of language teaching in their schools as well as potential deterrents leading to discontinuation of programmes in other school contexts. The data provide evidence that resistance to the prevalent ‘monolingual mindset’ in these specific contexts is achieved through the interaction of several elements within the ecology of the school community, and specifically, through key stakeholders’ exercise of agency in a concerted effort to ensure the sustainability of languages programmes.

KeywordsLanguages, Secondary schools, Principals, Heads of language departments, Queensland, Australia
ANZSRC Field of Research 2020390108. LOTE, ESL and TESOL curriculum and pedagogy
Byline AffiliationsUniversity of Queensland
Journal TitleLanguage Learning in Anglophone Countries
Institution of OriginUniversity of Southern Queensland
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