Article published In:
Australian Review of Applied LinguisticsVol. 44:3 (2021) ► pp.309–327
Indonesian language education in Australia
Patterns of provision and contending ideologies
Since the introduction of Indonesian in the 1950s, the nature and extent of programs for studying the language in Australian schools has varied significantly. A decade on from the national report on the state of Indonesian language education in Australian schools that indicated a substantial decline in provision (Kohler & Mahnken, 2010), it is timely to take stock and consider how Indonesian is faring and why. This paper reports on a mixed methods study exploring the state and nature of Indonesian language provision in government schools in Australia. The findings indicate that while some decline continues overall, patterns of provision vary, particularly at different levels of schooling. The findings highlight the need for a nuanced understanding of the confluence of factors impacting on Indonesian (including contending ideologies), none of which adequately capture the intrinsic value and distinctiveness of studying Indonesian in the Australian context.
Keywords: ideology, Indonesian, participation, retention, language-in-education policy
Article outline
- 1.Introduction
- 2.Study design
- 3.Analysis and discussion
- 3.1Programs and student enrolments
- 3.1.1Indonesian programs
- 3.1.2Student enrolments (primary, middle secondary, senior secondary)
- 3.1.3Trends over time in student participation in Indonesian language learning
- 3.2Themes and issues from the qualitative responses
- 3.2.1Reasons for the state of play
- 3.2.2Targeted initiatives and incentives
- 3.2.3An evidence base
- 3.2.4The future of Indonesian
- 3.1Programs and student enrolments
- 4.Findings and discussion
- 4.1Perceptions and hierarchies of learning areas
- 5.Conclusion
-
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