Perceptions and experiences of languages education in regional Victoria: Identity, culture and place

This qualitative narrative research sought to identify the perceptions and experiences regarding the learning of languages other than English of families and former language teachers in a regional Victorian community. Data was interpreted by drawing on concepts such as identity, place and rurality. Viewed through the lens of critical sociology, we come to understand what the participants value as individuals and as a community. In order to enhance the provision of languages education in regional communities, it has to be perceived as culturally relevant in a local as well as in a global sense.