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Notes
1. A critical approach must be taken towards the use of generalising terms such as “Asian languages”. The NALSAS strategy utilises the term to refer to four particular languages spoken in Asia. Within a broader context, governmental policy in Australia uses the term to refer to the dozens of Asian languages currently spoken in Australia. In other contexts, the term could be used to refer to any of the hundreds of languages spoken on the Asian continent. Within this paper, the term is used mainly to refer to the four languages prioritised through the NALSAS program, although, where necessary, a broader sense of the term will be utilised and defined.
2. Data was collected for Chinese, Indonesian, Japanese and Korean language studies, with this article focusing only on Indonesian language studies.
3. According to the DE&T, a fully qualified teacher has a three year post-VCE major sequence or a four year beginner's sequence at tertiary level in the language they are teaching (or a statement of equivalence from a Victorian university), as well as an approved LOTE teaching method, including theory and practicum; or a LOTE Accreditation granted by DE&T (Victoria, DE&T, Citation2006b).
4. Other qualifications range from in-country experience to taking a CAE course or completing a year of language study at the tertiary level.
5. While the Asian monetary crisis impacted on numerous Southeast Asian countries, the Indonesian rupiah suffered the most severe and sustained depreciation against the US dollar (International Monetary Fund, Citation1999).
6. Asian languages spoken at home by students in this study include Cantonese, Hakka, Hindi, Hokkien, Indonesian, Japanese, Khmer, Korean, Lang du, Laotian, Malay, Mandarin, Shanghainese, Telegu, Teochiu, Tetum, Thai, Vietnamese, Visayan and Wenzhounese.