Institutional, material and economic constraints in languages education: unequal provision of linguistic resources in early childhood and primary settings in Australia

Abstract

In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic conditions limiting their capacity to deliver quality languages education and home/community language support programmes. Ultimately, this undermines the capacity of community languages programmes and schools to be recognised as valid and legitimate institutions. Such lack of support impedes children's interest in speaking and learning their home language. Drawing on Bourdieu's theory of conversion, specifically, his concepts of the linguistic market and legitimacy, the data presented demonstrate how the unequal distribution of linguistic resources in Australia where home languages or community languages are offered inhibits effective implementation and provision of languages education in early childhood and primary education.