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\nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/)  \nAustralian Journal of Applied Linguistics, 2 (3), 104-120 (2019) [https://doi.org/10.29140/ajal.v2n3.225](https://doi.org/10.29140/ajal.v2n3.225)  \nWhat Makes Students Speak Japanese in Immersion Programs? State Policy, School Curriculum and Individual Learners in Australia  \nKUMIKO KATAYAMA a KAYOKO HASHIMOTO b  \na Griffith University, Australia [Email: k.katayama@griffith.edu.au](Email: k.katayama@griffith.edu.au)  \nb University of Queensland, Australia [Email: k.hashimoto@uq.edu.au](Email: k.hashimoto@uq.edu.au)  \nAbstract  \nLanguage immersion programs, which are a form of bilingual education, are shaped by multiple factors, including the specific characteristics of the region, the language, the community and the learners, as well as national and regional policies on language education. While the underdeveloped production skills of immersion students have been identified as the product of teacher-centred and controlled learning environments, it is not known what role background or heritage language students play in the Australian one-way immersion context, where their presence itself potentially enhances the speaking environment. This paper, based on a project on developing speaking strategies for a Japanese immersion program in Australia, argues that the speaking performance of students in immersion classes is also determined by other factors, such as peer interactions with background students, whose treatment in education systems in Australia remains ambiguous, reflecting the history of separation between foreign language education in schools and the maintenance of mother tongues in the community. By applying Critical Discourse Analysis (CDA), this paper analyses language policy and educational documents and discusses how the language performance of individual learners could be influenced not only by the curriculum but also by policy makers’ improved understanding of individual learners with diverse linguistic backgrounds within schools.  \nKeywords: Japanese immersion; bilingual education; background speaker, heritage language; Australian curriculum; language policy  \nIntroduction  \nLanguage immersion programs, which are a form of bilingual education, are shaped by multiple factors, including the specific characteristics of the region, the language, the community and the learners, as Copyright: © 2019 Kumiko Katayama & Kayoko Hashimoto. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.  \nData Availability Statement: All relevant data are within this paper.  \nwell as national and regional policies on language education. Bilingual education, in contrast to, for example,“English-only policies” in English speaking countries, is often based on the linguistic rights of people who speak a minority language (Tollefson, 2012) . There are different types of immersion programs, according to their delivery mode and focus. Typically, in one-way immersion programs students of a dominant language learn school subjects in a minority language. In two-way or dual immersion programs, students of the minority language and students of the dominant language learn school subjects together using both languages. Two-way or dual immersion benefits from the presence of native speakers of both languages, which provides students with opportunities to communicate with native speakers ofthe languages that are the focus of the programs (Potowski, 2007; Christian, 1995) . In other words, two-way or dual immersion programs are intended to draw on the multilingual resources of students within the community (D. Johnson & E. Johnson, 2014) .  \nContent and Language Inte","cbCaiv8YMl4byrxs","https://ap.wps.com/l/cbCaiv8YMl4byrxs","pdf",301480,17,"English","# Abstract\n# Introduction\n## Immersion programs and bilingual education\n## CLIL and terminology\n## Immersion programs in Australia\n## Research findings on skills and classroom dynamics","[{\"question\":\"What factors shape language immersion programs in this study?\",\"answer\":\"The study emphasizes regional characteristics, learner and community traits, and national and regional language-education policies.\"},{\"question\":\"How does the paper address background and heritage language students in Australia’s one-way immersion context?\",\"answer\":\"It argues that students’ speaking performance can be affected by peer interactions with background students and that their presence may enhance the speaking environment, though education-system treatment remains ambiguous.\"},{\"question\":\"What analytical method does the paper use to examine language-related influences?\",\"answer\":\"It applies Critical Discourse Analysis (CDA) to analyze language policy and educational documents, linking policy understanding to individual learners’ language performance.\"}]","What Makes Students Speak Japanese in Immersion Programs? State Policy, School Curriculum and Individual Learners in Australia | PDF",1792078095,43]