Comparisson between Germany and Australia for billingualism

Luchtenberg, S. (2002). Bilingualism and bilingual education and their relationship to citizenship from a comparative German-Australian perspective. Intercultural Education, 13(1), 49-61. doi: 10.1080/14675980120112931

Through discussing the similarities and differences between German and Australian language policy, Luchtenberg highlights important areas of bilingualism and multiculturalism, however the paper is more German oriented than even. In discussing bilingual education in Germany, the point is made that there is more prestige associated with a bilingual German or a German-born student in a bilingual education than there is for a bilingual migrant or bilingual education for migrant students. There are more options available for German speaking student to learn foreign languages than there are for migrant students to learn in their mother language. The source of this is later attributed to national pride and national language resources. Another point that is made is that there is no recognised subject for learning the mother language which is recognised for completion of school.

Luchtenberg compares this to Australia's ESL and LOTE programs, which are seen as means for certifying English language education, teaching English speaking students a second language and allowing bilingual students a school based continuance of their mother language. Personally, I have not seen this in effect, the language for LOTE was always based on teacher availability which limited to European languages (although the language options have now improved) and at most there was only two LOTE teachers in a school. In Australia, bilingualism is seen as meaningful and resourceful when one of the languages spoken is English, however there is need for more sustained bilingual programs.

One of the more interesting contrasts is that Australia's multicultural perspective is inward, where as Germany's was outwards. For Australians, multiculturalism and language is about who we are as a country, where for Germany it is about relationships with other countries. The author comments that Germany needs to observe its own cultural diversity.

“Comparing German and Australian bilingual programmes we find a greater variety in German mainstream education, but a greater open-mindedness towards multilingualism in Australia.” (p. 54)