A snapshot of language program standards in Australian schools

Language programs have been a part of the educational landscape in Australia for at least fifty years, but like in other predominantly English-speaking countries, the widespread success of the discipline remains elusive despite significant policy attention. Quality language programs are vital to support effective language teaching and learning, as acknowledged in pedagogical research informed by second language acquisition (SLA) theories, and in the Australian “Professional Standards for Accomplished Teaching of Languages and Cultures” (AFMLTA, 2005). However, little is known about the standards of language programs in Australian schools. To help address this, a mixed-methods study of 180 language teachers in the state of Queensland was conducted in order to gain insights into the standards of language programs in primary and secondary schools, using both objective measures and the subjective voices of teachers who are at the chalk-front. Results show wide variety in program standards from school to school, some of which are not optimal to support effective SLA. The study provides valuable insights for researchers and policymakers about the realities of language programs at the implementation level