Teacher‐identity Formation through Language Immersion in an Initial‐teacher‐education Curriculum

Abstract

Australian education, including teacher education, has witnessed a strong ‘push’ for the introduction of Asian studies and languages in the past seven years. The origin of the national and States policy initiatives is grounded in what we describe as cultural, economic and cultural‐historical imperatives. This paper outlines one response to these developments with a description of the Languages and Cultures Initial Teacher Education Program (LACITEP); up to 80% of this unique immersion programme is taught in the Japanese language. More specifically, this paper analyses issues relating to the identity formation of preservice students as they struggle to become proficient in Japanese language and culture, Asian literate and generalist primary teachers. The complexity of identity formation in the LACITEP immersion programme is also outlined.