The perils and pressures on teaching world languages

By Adriana Díaz, Marisa Cordella and Naomi Fillmore

Over the last 30 years, the number of Australian secondary students graduating with a world language (WL) has remained stagnant at around 10%. The steady succession policies, reports, and enquiries commissioned over this period have failed to leave more than a temporary dent in the landscape of languages education in Australia. Things were not always