Stage 2 | Subject outline | Version control

Australian Languages — Revival Language Stage 2
Subject outline

Version 2.0
For teaching in 2022. Accredited in August 2019 for teaching at Stage 2 from 2020.

Stage 2 | Subject outline | Principle and protocols

Principles and protocols

The following guiding principles and protocols have been identified as fundamental to the development of all Australian Languages programs.

It is necessary that:

  • each Australian Language is recognised as belonging to a group of people who are its custodians
  • program developers (e.g. teachers, school leaders, or schooling sectors) consult, involve, and inform custodians about all aspects of the teaching of their languages
  • the wishes of the relevant Aboriginal and Torres Strait Islander communities are canvassed, respected, and adhered to
  • the ultimate authority regarding the choice of target language rests with the custodians
  • all programs have the approval of the custodians of the target language. Aboriginal and Torres Strait Islander communities differ in their attitudes to teaching a language to people not associated with the home group, especially if it is taught outside its home Country. Some Aboriginal and Torres Strait Islander communities may disapprove of their language being taught in schools. Some communities strongly approve of the teaching of their language to others in different locations, while other groups may endorse the teaching of their language only in its home territory to their own people
  • sufficient time is allowed for thorough consultation processes in accordance with local situations
  • thorough preparation takes place before any program is established. Preparation may require substantial time and resources, and will depend on factors in the school and community, including existing resources
  • the overriding outcomes of all Australian Languages programs are the strengthening of the target language and the promotion of Australian Languages and linguistic diversity in Australia
  • appropriate teaching and learning processes are developed according to local situations. A team approach involving community people who are Aboriginal and Torres Strait Islander language and cultural specialists, linguists, and teachers should be adopted in most situations
  • Aboriginal and Torres Strait Islander peoples’ input into all aspects of the programs is maximised. Local school programs should encourage cooperation between schools, community members, and organisations with an interest in Australian Languages
  • programs should actively encourage the participation of Aboriginal and Torres Strait Islander people as teachers and/or students.