An Introduction to Applied Linguistics


Factors relevant to the optimum-age problem



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5.4 Factors relevant to the optimum-age problem
The range of factors taken into account was hinted at above in our discussion of the
optimum age for starting a second/foreign language in an Australian secondary
school. In relation to that school they include:
1. 
the educational
The project described was school-based, and therefore sub -
ject to the relevant institutional constraints of what can be done in the school
setting, including what kind of measurement was acceptable, tests, interviews
and so on.
2. 
the social and sociolinguistic
It was necessary to consider the status of the
school, girls only, middle class, including a large proportion of migrant
parents, independent and therefore not constrained by State regulations with
regard to textbooks, hours of instruction, teacher qualifications, examinations,
size of class, choice of target language, school resources available; attitudes
of stakeholders to foreign language instruction, and especially to French
which, in the Australian context, is seen as less instrumental than for example
Indonesian or Japanese.
3. 
the psychological and psycho-linguistic
At issue was the relevance of the
sensitive or critical period, as well as the relevance of the age of starting a
foreign language to the mode of learning; at issue also were findings from
studies of second-language acquisition research.
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An Introduction to Applied Linguistics
02 pages 001-202:Layout 1 31/5/07 09:31 Page 72


4. 
the anthropological and cultural
Two aspects here were particularly
relevant, the issue of the language classrooms in the school under study
as inde pendent cultural communities and the need to investigate these
communities using ethnographic techniques; and the role more generally of
culture, in this case French culture, however interpreted, in supporting and
facilitating the learning of the language.
5. 
the political
Quite apart from its role in Australia as still the most prestigious
foreign language taught in schools and therefore potentially advantaged as
against other foreign languages, even those with large numbers of bilingual or
‘background’ speakers, French in Australia has in the last three years been
under strain because of the French Government’s insistence on carrying out
controlled nuclear explosions on one of its last colonial territories in the
South Pacific. As a result, some Australia-based French restaurants and other
businesses suffered during this period. It was therefore relevant to investigate
whether this negative attitude carried over into school French language
learning.
6. 
the religious
Unlike Italian, which has a largely Catholic client base and
Hebrew, which is studied largely by Jews, French seems to be neutral with
regard to religion.
7. 
the economic
Given the current emphasis in education on marketing
products for customers, it was necessary to investigate whether French was
seen as instrumental, that is vocationally well placed, and what reasons
children and their parents might have in choosing French rather than another
language, since the school offered a choice of six languages in its secondary
department.
8. 

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