Review of the Commonwealth Languages Other Than English (LOTE) Programme

The Languages Other Than English (LOTE) in Schools Programme supports school language programmes at all levels of schooling across all sectors. Languages offered in schools include European, Asian and Indigenous languages. The programme also supports community language programmes, such as insertion classes in regular school hours and after-hours ethnic schools. This review investigated:

• the current provision of languages programmes in schools and in after-hours ethnic schools;
• issues related to the successful implementation of languages programmes; and
• work on languages education being undertaken through the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA).

The review comprised three elements – a literature review, consultation with key stakeholders, and an analysis of public submissions. Findings indicate that the LOTE programme has not been as successful as anticipated. Although languages are fully integrated into high school curricula, the geographic and demographic nature of many Australian primary schools significantly challenges their capacity to deliver effective, ongoing second language programmes. Factors that were perceived to have hindered the implementation of the LOTE programme included:

• funding for sustainability to ensure the delivery of good language programmes;
• shortage of suitably qualified, quality teachers;
• lack of teacher knowledge especially about Asia and resources;
• insufficiently trained LOTE teachers, especially those who can teach mainstream primary school;
• teacher isolation;
• perceived lack of importance of LOTE;
• rigid certification requirements in some states;
• assumptions that all languages require the same amount of teaching time; and
• insufficient hours, particularly at primary level.

Few people appear to be opposed to the notion that LOTE has a legitimate place in the Australian school curriculum. What is contentious is whether LOTE should be a mandatory study in the curriculum for all students, and if so, when should study begin and end, and what standards and expectations should apply to that learning. The review recommends a new national policy to provide a broader framework which encompasses both language and cultural studies, and that has intercultural awareness and engagement as the underpinning rationale.

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