The Cause for the Dominance of English in Australia - Case Study Example

Incorporating Languages in Australian School Curriculum Australia is a country having a rich mix of cultures that approximate to 250 language groups. However, the country lacks an official language though English has been ingrained as the official national language. English remains the sole language spoken with 81% households using it. Other common languages spoken include Mandarin, Italian, Arabic, Cantonese, Greek, and Vietnamese (Bronya, 2013). The cause for the dominance of English in Australia is the fact that it is taught as the first language in the Australian education curriculum. Our country has a poor record of promoting learners to study second or other languages despite being a multicultural country. In spite of a strong start, Australia’s language learning has been feeble thus failing to capitalize on its large potential multilingual population. My teachers, parents, and colleagues, the curriculum of our nation establishes consistent high standards for the subjects studied by young Australians throughout their school life. The main function of Australian Curriculum Assessment and Reporting Authority (ACARA) is to develop the Australian Curriculum. It does this by consulting various stakeholders such as academicians, teachers, community groups, business people, as well as parents thereby integrating views and opinions from major groups. Our curriculum recommends the study of science, mathematics, English, geography, and history among the year 10 Australian students. Among students in senior secondary level, the curriculum expects them to learn English, mathematics geography and history (Australian Curriculum Assessment and Reporting Authority, 2014). The fact that the world is now a global village and the number of people moving throughout the globe in search of work as well as for personal reasons creates the importance of learning languages among students. This calls for its incorporation and consideration as a major area of study in the Australian education curriculum. The ACARA continually revises the curriculum in consultation with the stakeholders in the education sector thereby making informed decisions. It has suggested the inclusion of languages in the education system. ACARA recommended that from kindergarten to year 6, students should have from 300 - 400 hours of language education, those in year 7 and 8 require 130 hours to 160 hours. Moreover, those in year 9 and 10 need 130 to 160 hours while those in years 11 and 12 need 200 to 240 hours of language learning (Darlington, Smithies & Wood, 2013). Thus, the hours accorded should be used to study different languages including English. However, apart from supporting learning English as a first language, Australian government should ensure that kids learn a variety of languages such as Chinese, Italian, French, Japanese, German, Spanish, Korean and Indonesian, Arabic, Vietnamese and Modern Greek within the education system of Australia (Radievska, 2013). The paper, therefore, explores the need and importance of incorporating learning of languages within our curriculum. This should start from the kindergarten up to high school level. Adopting learning of several languages will be of great help to children as well as to the entire nation. When the Australian education system introduces learning of languages within its curriculum, it will be of great help to the citizens and the government. First, introduction of learning of languages will increase the cognitive power of students. Thus, the students will have an enhanced ability of knowing, learning, as well as understanding various things that range from class work to issues in life (Hobson, 2010). Thus, learning of languages will ease the learning process as well as nurture kids who are well informed, knowledgeable, understanding thereby achieving the goal of learning. It is, therefore, good to introduce learning of languages in the Australian curriculum since it will ensure that Australian education system produces intellectual people at completion of their studies. Therefore, the products from the education system will be a people who are capable of thinking and understanding various issues, information, and ideas of things and events on earth (Hobson, 2010). Learning different languages, therefore, extends the analytical, as well as intellectual capabilities of the student, while at the same time strengthening his cognitive and learning abilities. Such individuals are a necessity to manage various affairs in Australia and ensure that it progresses well without ruining the good work done by the forefathers. However, without the production of students with such qualities, the country is doomed and will be mismanaged thereby declaring a doomed future for the future people. Additionally, learning of languages improves knowledge as well as understanding of the concepts entailed in the curriculum thereby enhancing education and making it easier and comfortable to the students (Kim, 2014). For example, when a student takes Chinese language, he learns it and becomes fluent in both oral and written aspects. Therefore, the student develops a beautiful accent of the language, and this enhances his confidence in academics thereby contributing to the development of positive attitude towards learning. Since he is fluent in a given language, the student can interact, share ideas, and confidently communicate his views and perception in the foreign language he has learnt. Secondly, integrating learning of languages in Australian education curriculum will ensure that kids have divergent thinking and become creative (Kim, 2014). Thus, learning of languages will encourage high order thinking among students thereby increasing their thinking capacity. These skills are obtained when the child encounters and covers much information in academics. For example, when a child takes more than four languages in addition to mathematics, English, science, and history as required by the curriculum, he learns more information compared to one who just takes the compulsory subjects. Since he meets and tackles different challenges of education, he develops divergent thinking of several issues and integrates them into his brain and life. Thus, the child perceives issues in a different or broad perspective compared to his peers who have a limited perception due to little exposure to challenges of education. Moreover, since the student encounters various challenges and solves them, he becomes very creative. It is due to the creativity he develops that assists him in managing and solving various problems of academics (Macgibbon, 2011). Thus, being a divergent thinker and creative, such a student is highly required in the society. He assists in solving various problems emerging in the society that needs prompt and effective solution. Employers require such a person in order to solve various management and operational challenges encountered in many businesses. Moreover, Australia requires such a person since he will think and offer different solutions, which are necessary for meeting and tackling problems faced by Australia in its attempts to achieving its goals and targets. Third, learning of languages should be incorporated in the education curriculum of Australia since it makes students learn about other languages and in the process ensures that they appreciate them as well as the people of origin of the language (Mueller, 2003). For example, when a student learns Chinese language, he comes across terms or issues pertaining to Chinese culture and thus, he learns and understands the knowledge. The same applies when a different student learns Spanish or even French. When students have knowledge about a given language, they develop an understanding of the people and their cultures thereby enhancing socio - cultural understanding of varied cultures. Fourth, through learning of languages, students have the opportunity to interact and share more ideas and knowledge pertaining to the culture of the language learnt as well as the cultures of students taking a language. Through interaction and sharing of varied cultural information, students have a chance to compare the cultures of the language learnt with their individual cultures thereby developing an inner understanding of the culture of the language leant (Organization for Economic Co-operation and Development, 1977).. Fifth, introduction of learning of different languages into Australian education system will enhance communication and understanding between friends, families, and people from different cultures (Merit, 2013). For instance, learning of languages enables a woman and a man from diverse ethnic background and languages interact, communicate, and even establish strong relationships. Such relationships can lead to marriage thus increase the social process and human perpetuity. Therefore, learning of different languages enhances communication between the couples as well as with friends, relatives and in –laws. Since effective communication is a requirement for a strong relationship, presence, use and understanding of various languages among people of diverse cultural background, therefore, strengthens marriages. The learning and application of different languages in families of people from diverse backgrounds also facilitate understanding and appreciation of cultures of the respective partners (Merit, 2013). This is crucial in enhancing relationship and substance of marriages of many people in the world. Therefore, the Australian government needs to integrate learning of languages into the curriculum since it prepares students for future interactions, as well as relationships with people from different backgrounds. Possessing such knowledge will ensure that Australians have the skills and knowledge of dealing and managing such relationships thereby enhancing intercultural association and mixing. Sixth, in addition to enhancing understanding, learning of language enhances creation of friendship among people of different cultural and ethnic background (Seise, 2014). For instance, when a student learns Chinese and visits China, he will find it easy to communicate and make friends with the locals without much stress. The student will talk freely to locals and ask for directions as well as having knowledge of what to order in a restaurant. Thus, such an individual finds it easy to get things done compared to another who never understands the foreign language thereby finding life more difficult. Establishment of friendship ensures that Australian immigrants do not suffer from loneliness and depression. Due to this, lives of the immigrants become bearable and relatively comfortable compared to students who never speaks or understands the foreign language of the area. It is through learning and understanding of the language that enables the student to build trust more quickly and create a strong relationship with the Chinese, and this serves as a passport to the Chinese nation (Merit, 2013). Thus, possession of knowledge of Chinese language makes life bearable and enjoyable to the student compared to another who never learnt or understood Chinese. The latter would seek help from a translator who in some cases might give wrong translations or ask for compensation for services thereby making life relatively unbearable (Seise, 2014). The locals would also shy away from the person since they feel uncomfortable in his presence. Therefore, the student spends much time as well as resources in trying to communicate with people of a given language during a visit to a foreign country. Exchanging, understanding and appreciating of varied languages and cultures of the world minimizes misunderstanding and conflict and this promotes peace and ensures peaceful coexistence among people of diverse cultures and ethnic background. Additionally, apart from making friends in a new country or society, students who benefit from learning of different languages get easily assimilated in a new environmental set up (Merit, 2013). The scenario is enhanced by the ability of the immigrant to communicate effectively with the locals thereby encouraging sharing of ideas, experiences, and information between the locals and the immigrant. Since they spend much time together, there are high chances of them understanding one another and this ensures acceptance and integration of an Australian immigrant in a new country. With high acceptance and integration in a new environment, Australian students will avoid problems associated with segregation and discrimination that have high negative impact on personalities of individuals. Consequently, learning of language enhances career and employment prospects of students. Since students have massive knowledge gained from studying languages, they are now accessible to various employment opportunities (Macgibbon, 2011). For instance, a student who learns French can work as a news anchor in a French television or another who learns Chinese can operate in a Chinese speaking business or job. Consequently, finding job in China when a person does not communicate fluently in Chinese language is incredibly difficult. For example, when a certain company ventures its activities into a new environment, it may seek to employ a person who speaks and understands the local language in order to assist in communication with the native customers. Therefore, a person who studied Chinese language in school has a chance of being absorbed irrespective whether he is native to the community. However, a person who cannot communicate fluently in a given language has limited working opportunities in an immigrant community. This is because the person has restricted communication capacity thus cannot effectively communicate with fellow workmates thereby lowering productivity of the business. Moreover, in case a person who cannot speak a given native language succeeds in finding a job, such a job is low paying since the individual has limited duties compared to those who freely communicate and interact with native customers (Merit, 2013). Since effective communication forms the backbone of prosperity of any business, every employer will employ a person who can freely communicate and interact with customers in a new environment. Thus, in order for Australia to prevent its students from facing similar difficulties in new environments when looking for employment opportunities, learning of languages should be included in the curriculum. This will produce grandaunts that are flexible and can communicate in many languages when in new locations or environment. When Australian grandaunts that have knowledge of various languages relocate to new environments, they have higher chances of getting well - paying jobs since they possess the vital skills and knowledge required for the job. Additionally, it is true that being in a position to speak a given language with the customers from a native language enhances communication between the company and the customers (Merit, 2013). Because of proper communication, businesses record a boost in sales and thus earning of high profits that are the major aim of every business. Subsequently, when the government incorporates learning of languages within its education system, many businesses will have personnel who can travel in many countries and transact businesses on behalf of the company without experiencing significant challenges (Merit, 2013). Such trips markets businesses and this boosts sales and leading to earning of high profits. With high profits, the Austria government will earn high income in the form of taxes and this will boost the economy while improving the welfare of the workers and the society. Moreover, the initiative will reduce misery on students who upon completion of their studies relocate to overseas in search for jobs and other opportunities. With high employment chances in foreign countries, many of the citizens employed overseas will send part of their income back into the country thereby boosting the economy of Australia (Merit, 2013). Furthermore, learning of languages should be incorporated in the curriculum since it provides an opportunity to students who seek to pursue a certain career in a given language to further their career at an early stage (Macgibbon, 2011). At an early stage or level, the student has the potential to learn more and become fluent, and this ensures that he becomes successful in a career. For example, a student who aspires to specialize in teaching languages begins pursuing his dream at an early level in life, and this increases his passion for the profession. Consequently, such students can work in many places on earth since they are not affected by language barrier. However, students who lack knowledge of such languages are restricted as per the job and the number of jobs he can perform without strain. Additionally, learning of different languages should be incorporated in Australian school curriculum in order for the learners to move and adapt with the world and global business atmosphere. This is because as people, information, as well as capital flows more freely in the contemporary world unlike like in the past, the ability to think critically within different societies, the need to communicate in varied languages, as well as the need to establish connections with diverse people is becoming a necessity (Macgibbon, 2011). English has become the dominant language on earth for a long time because of the economic dominance of English speaking countries such as the USA and Britain. However, with emerging changes and balancing in the world economies and power and with Asian economies recording an upsurge, English language faces completion and irrelevance in the future. With China emerging as a major force in the world and with an economy anticipated to surpass that of the USA by 2016 and the rise in Indian economy, there is a need for an introduction of learning other languages apart from English in the Australian school curriculum (Macgibbon, 2011). This is a precautionary measure to prepare students with the necessary skills and knowledge of different languages thus making them flexible and adaptable to the future world developments in the world. When this is done, it will ensure that the people of Australia freely interact and travel in various places in the globe without fear of language clash or barrier. Further, this will expose them to several opportunities in the world thereby making them have an advantage over other individuals from monolingual countries. This step is necessary in ensuring that Australia benefits from such changes and development of world economies and thereby becoming relevant as thus reaps both socio-cultural and economic benefits associated with bilingualism (Macgibbon, 2011). Consequently, critics of introducing language learning in Australian schools argue that incorporating learning of languages in the curriculum will consume time for other disciplines thus making the curriculum very crowded (Kim, 2014). They further argue that introducing languages at an early level of education confuses kids thereby lowering their English literacy levels and standards. Even though meaningful learning of languages requires adequate time, a variety of studies has confirmed that bilingualism offer gains to other disciplines. Moreover, the Australian Journal of Language and Literacy published in 2009 disputes the idea through its research findings. The study reveals that studying of other languages does not detract a student’s ability to develop advanced and proper skills and knowledge in English. In fact, the research confirms that such initiative enhance learning of English among students thereby being more valuable to the student and the country (Kim, 2014). This is because studying a language activates the growth and development of the hippocampus, which entails the part of the human brain accountable for the development of new knowledge (Kim, 2014). Likewise, another study conducted in 1997 established that students who participated in learning of foreign languages scored significantly higher in mathematics compared to their peers who never study languages. Moreover, another study conducted among 13200 third and fifth graders without regard to race, academic level, or gender proved that students who took a second language performed better in the standardized tests compared to those who never took second language (Radievska, 2013). Additionally, countries that frequently perform better than Australia in exams have a strong tradition of language learning. The best example is Finland, which requires that every student take three languages in the entire school period (Bronya, 2013). Moreover, 44% of kids in Finland take a fourth language while 31% of them take the fifth language as part of their subject cluster. This example clearly proves of the need for introducing language learning in Australian curriculum. Incorporating language learning into the curriculum will enhance growth of the hippocampus of the Australian kids thereby increasing their capacity to develop knowledge and understanding of such knowledge (Liddicoat & Scarino, 2013). Moreover, incorporating language into the syllabus will improve performance of the kids in other subjects such as mathematics, science, or even history thereby ensuring attainment of good and worthier grades in academics (Merit, 2013). This will lead to higher ranking of the Australian education system and thus enable it compete favorably with countries such as Finland that have better best education systems in the world. Finally, introduction of learning languages into the curriculum is beneficial to the students since it assists them in their studies and research (Merit, 2013). Since not every research works and information is published in English, students who understand only English find their scope of research restricted. This is because they can only read and understand works published in English, which in some cases might be few. However, students who can read and understand other languages such as Chinese, Arabic, French, or German have access to much information pertaining to their studies. Therefore, they learn more and score high marks in their studies because of their ability to speak and communicate in other languages apart from English (Merit, 2013). Therefore, in case the government wants Australian students to perform better in academics both domestic and overseas, it has to introduce learning of languages into the curriculum. This will see the production of flexible, wiser, and sharp students in both academic and other non-academic activities, which affect the growth and well-being of the students. In conclusion, language learning is of great importance in the whole world since it assists in educating future global leaders who will be able to interact and cooperate with people from diverse backgrounds and societies. Students achieve more when they participate in the learning of different languages apart from the traditional English language. The students will be flexible, adaptable, well informed as well as knowledgeable about various issues in the world, and this will make them fit well in the future world. Our country will also have more to gain in adopting a strong and efficient language education system. Australia strives to achieve excellent education system. However, this is only achievable when the nation incorporates language education into its curriculum and stops considering it a luxury sought by a few people. Thus, Australian curriculum developers need to introduce more efficient language learning within its schools, and this will enable it become among top five nations with an excellent education system in the entire world. References Aspin, D. N., & Chapman, J. D. (2007). Values education and lifelong learning: Principles, policies, programmes. Dordrecht: Springer. Australian Curriculum Assessment and Reporting Authority. (2014).“The Australian Curriculum”. Web. Retrieved April 7, 2014 from http://www.australiancurriculum.edu.au/ Bronya, D. (2013). “The importance of Languages”. Web. Retrieved April 7, 2014 from http://learnenglishteens.britishcouncil.org/magazine/life-around-world/importance- languages. Darlington, R., Smithies, G., & Wood, A. (2013). History alive 9 for the Australian curriculum. Milton, Qld: John Wiley & Sons Australia. Doecke, B., Davies, L. M. L., Mead, P., & Australian Association for the Teaching of English. (2011). Teaching Australian literature: From classroom conversations to national imaginings. Kent Town, S. Aust: Wakefield Press. Hobson, J. R. (2010). Re-awakening languages: Theory and practice in the revitalisation of Australias indigenous languages. Sydney: Sydney University Press. Kim, A. (2014). “The Importance of Learning Foreign Languages”. Montana Public Radio. Web. Retrieved April 7, 2014 from http://mtpr.org/post/importance-learning-foreign- languages Liddicoat, A., & Scarino, A. (2013). Intercultural language teaching and learning. Macgibbon, A. (2011). “A nation lost in transition”. The Sidney Morning Herald. Retrieved April 7, 2014 from http://www.smh.com.au/national/education/a-nation-lost-in- translation- 20110206-1aifl.html. Merit, A. (2013). “Why learn a foreign language? Benefits of bilingualism”. The Telegraph. Web. Retrieved April 11, 2014 from http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign- language-Benefits-of-bilingualism.html Mueller, F. (January 1, 2003). “Learning languages in Australia – too much like hard work?” Curriculum and Leadership Journal. Web. Retrieved April 7, 2014 from http://www.curriculum.edu.au/leader/learning_languages_in_australia_ _too_much_like_ha,4711.html?issueID=9691 Organisation for Economic Co-operation and Development. (1977). Greece. Paris: O.E.C.D. Radievska, A. (2013). “Language learning in crisis: Why Australia’s foreign language education is not quite wunderbar”. Auburn Primary school. Retrieved April 7, 2014 from http://www.auburnps.vic.edu.au/auburn/node/851 Seise, A. (2014). “The importance of learning foreign languages”. Web. Retrieved April 7, 2014 from http://learn-german-review.toptenreviews.com/the-importance-of-learning-foreign- languages.html Read More