Essington School, one of the most prestigious private institutions in Darwin, has announced plans to terminate its long-running Indonesian language program, marking the latest institution to discontinue the subject as interest wanes nationally. According to ABC, the school confirmed its decision will take effect at the end of semester one in 2025, following what it described as "a thorough review of curriculum priorities, parents' feedback, and student engagement".
Luke Gosling, local Labor MP, expressed disappointment over the move, stating it represented "a huge backwards step" for Australia, which he believes should not ignore its closest Asian neighbor. He emphasized the importance of maintaining strong connections with Indonesia, particularly as it is now Australia's top overseas travel destination.
The shifting dynamics of language education have also been evident at Scotch College, another elite school, which earlier this year also cut its Indonesian program. Bayu Prihantoro, who recently began working as an Indonesian teacher at Scotch, reported high enthusiasm among students, with 80 to 90 percent eager to learn the language, especially when experiencing lessons with native speakers. "But out of the blue, the program was axed—removed from the curriculum," he lamented.
The reasoning behind the closure of these programs is increasingly complex. Alistair Welsh, a linguist at Deakin University, argued the decision to cut Indonesian programs often stems from ideological choices rather than practical staffing issues. "It's disturbing when schools, equipped with staff, still opt to close programs, frequently replacing Indonesian with French," he noted. This trend sheds light on how perceptions of Indonesian culture may be affecting educational choices.
Silvy Wantania, president of the Victorian Indonesian Language Teachers' Association, weighed in on public attitudes toward learning Indonesian, pointing out, "Many Australians simply don't think Indonesia is important, probably only Bali for holidays." This perspective seems to shape the declining enrollment and subsequent program closures, with the number of Australian universities offering Indonesian courses falling from 22 in 1992 to just 12 by 2022.
Despite the rising interest among Australians to travel to Indonesia, with recent years marking the country as their top holiday spot, statistics reflect the opposite trend when it concerns educational offerings. Luke Gosling's sentiments resonate with concerns from educators and language advocates who warn Australia risks being left ill-equipped to engage meaningfully with Southeast Asia’s largest economy.
The challenges don’t end there; educators like Bayu highlight the substantial outdatedness of teaching materials. "Our textbooks do not contain the latest information about Indonesia. It's growing and changing quickly, but educational resources still reflect what was true back around 2005," he explained.
On this note, Australia's federal Department of Education has assured its commitment to supporting language education. A spokesperson mentioned the government recognizes the cognitive, academic, and cultural benefits of learning additional languages, stating, "A revised Australian curriculum for languages, including Bahasa Indonesia, was approved by education ministers earlier this year." They clarified, though, local education authorities, leaders, and communities determine which languages are taught based on regional needs, leaving many wondering why Indonesian continues to be sidelined.
Critics argue there is not enough emphasis on incorporating elements of Indonesian culture, such as music and film, within language instruction. Both Welsh and advocacy groups have urged for updates and enhancements to teaching strategies to keep Indonesian on students' radar. "Negative perceptions stemming from past events, such as the Bali bombings and the Bali Nine smuggling incident, still cloud understandings of Indonesia," Welsh remarked.
Echoing these sentiments, Mukhamad Najib from the Indonesian embassy has called for Australia to increase its support for Asian language education. He remarked, "We hope the Australian government will be more serious about developing Asian language learning, particularly Indonesian. We need the investment to make these programs sustainable and appealing to students." With Australia's geopolitical interests shifting, the urgency of revitalizing Indonesian studies is more pressing than ever.
While the closure of Indonesian programs like those at Essington School and Scotch College may symbolize broader attitudes toward Southeast Asia and our closest neighbors, many educators, politicians, and community voices urge recognition of the strategic significance underlying resilient educational offerings. They argue, "Indonesia's not going away; they are and will always be one of our closest neighbors and one of the largest countries globally." The continued advocacy for Indonesian language education might just help reshape these discussions toward the future.
