Australian schools and universities are phasing out Indonesian language programs, with data from the Standing Committee of the Australian Parliament on Education indicating a significant drop in university enrollments for Southeast Asian languages between 2005 and 2024. Prestigious institutions like Essington School in Darwin and Scotch College in Melbourne have recently moved to terminate their Indonesian curricula, citing shifts in parental feedback and internal resource prioritization.
The Decline of Indonesian Language Studies in Australia
The trend away from Indonesian language instruction is broad and accelerating. According to the Australia-Indonesia Centre for Indigenous Studies (ACICIS), the number of Australian higher education institutions offering Indonesian has dwindled to 13, down from 22 over the last two decades. Experts testifying before the Australian Parliament warned that if current trajectories persist, the language could reach a state of “functional extinction” in the Australian education system by 2031.
At the secondary level, the decline is equally stark. Reports show a drop in Year 12 students choosing Indonesian between 2010 and 2024. Bayu Prihantoro, a former assistant teacher at Scotch College, noted that while students often show enthusiasm for the language—particularly when engaging with native speakers—the programs are increasingly being cut from school curricula entirely.
Did you know?
In the mid-1990s, under Prime Minister Paul Keating, Indonesian was treated as a vital strategic asset, leading to a surge in enrollments. In Victoria alone, the number of learners rose from 493 in 1995 to over a thousand by 2001.
Ideology vs. Technical Necessity in Curriculum Shifts
The reasons behind these closures remain a subject of debate among educators and policymakers. Alistair Welsh, a lecturer at Deakin University, argues that many of these decisions are “ideological” rather than purely financial. Welsh points to instances where schools replace Indonesian with French, suggesting a shift in institutional priorities rather than an inability to staff the programs.
Conversely, Wira Kurniawati of Universitas Gadjah Mada (UGM) identifies a combination of historical and practical factors. Kurniawati cites the lingering impact of the Bali bombings and the COVID-19 pandemic as catalysts that dampened interest. Furthermore, the increasing English proficiency among Indonesians has reduced the perceived “urgency” for Australians to learn the local language, as business and social communication often default to English.
The Strategic Cost of Language Loss
Professor Michael Ewing of the University of Melbourne warns that Australia risks being left out of critical regional dialogues if it abandons language proficiency. Ewing notes that while 30% of Indonesians may have some exposure to English, academic sources suggest only about 5% are truly fluent. Relying solely on English leaves Australian negotiators at a disadvantage, as native English speakers are statistically less likely to accommodate non-native speakers during high-stakes business or diplomatic interactions.
"You cannot conduct diplomacy over what you do not understand," Motwany stated, noting that the window for Australia to deepen its regional ties is narrowing.
Strategic Recommendations for Revitalization
To reverse these trends, experts suggest a “rainbow thinking” approach, drawing on models like the U.S. STARTALK program. Key recommendations include:
- Government Reinvestment: Mirroring the strategic funding seen in the 1990s to treat language as a national security asset.
- Cross-Disciplinary Integration: Integrating Indonesian language studies with subjects like biology and geography to show students the practical, real-world application of their skills.
Pro Tip: Educators are finding success by moving beyond standardized testing and focusing on cultural immersion, such as field trips to Indonesia that combine language practice with core academic subjects like environmental science.
Frequently Asked Questions
Why are schools closing Indonesian programs?
Schools cite changing parental feedback, curriculum priorities, and, in some cases, difficulty in staffing.
Will AI replace the need to learn Indonesian?
Some stakeholders have suggested to the Australian Parliament that AI could bridge communication gaps.
What is the status of Indonesian as a global language?
Indonesian is now an official language at the United Nations. It is currently taught in 54 countries and supported by 523 institutions worldwide, according to the Indonesian Ministry of Education.
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