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Report on Language Interventions for Dual Language Learners in Australia

Introduction: Linguistic Diversity and Sustainable Development

The promotion of bilingualism is a global trend that aligns with several Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). In Australia, a culturally and linguistically diverse nation, the maintenance of home languages among dual language learners (DLLs) is critical. It supports SDG 4 by fostering cognitive development and enabling children to become active global citizens. Furthermore, it contributes to SDG 10 by preserving cultural identity, strengthening family connections, and promoting a sense of belonging and well-being, which are essential for reducing inequalities within communities.

However, a significant challenge exists in Australian early childhood education that impedes progress toward these goals. Many DLLs, particularly those with or at risk of language learning difficulties, struggle to acquire English while maintaining their home language. This issue is compounded by a systemic language gap, where educators and speech-language pathologists often lack proficiency in the children’s home languages, creating barriers to providing culturally and linguistically responsive support. This gap undermines the objective of providing inclusive and equitable quality education for all (SDG 4.2).

Scoping Review of Language Support Strategies

Methodology and Research Gaps

To identify effective strategies for supporting DLLs and advancing educational equity, a scoping review of language interventions published between January 2012 and January 2025 was conducted. The initial aim was to find interventions relevant to Australia’s most common non-English home languages:

1. Mandarin
2. Arabic
3. Vietnamese
4. Cantonese
5. Punjabi
6. Greek
7. Italian

A critical finding was the non-existence of research on these specific language pairings with English. This reveals a significant gap in educational research, highlighting an inequality (SDG 10) in the development of resources for Australia’s diverse migrant communities. Consequently, the search was broadened to include all language pairings. The review found that an overwhelming 72% of the 29 selected studies focused on Spanish as the home language, a language spoken by only 0.7% of the Australian population.

Analysis of Effective Intervention Models

The review identified three effective types of language interventions, primarily studied in Spanish-English contexts. These models offer a framework for developing culturally responsive practices that can help achieve SDG 4 and SDG 10 in Australia.

Child-Based Interventions for Quality Education (SDG 4)

These interventions directly engage children to build foundational language skills essential for lifelong learning. They are critical for ensuring all children have the tools for educational success.

• Vocabulary Interventions: These programs build word knowledge through methods like cognate-based interventions, which leverage similarities between languages and have demonstrated clear cross-language generalizations.
• Narrative Interventions: Using storytelling, these interventions (e.g., The Story Champs) teach crucial skills such as sequencing, vocabulary use, and comprehension. They can be adapted to incorporate cultural considerations, making learning more inclusive.

Caregiver-Based Interventions for Reduced Inequalities (SDG 10)

These interventions empower parents and guardians, recognizing them as primary educators. By strengthening family capacity, these models reduce inequalities and foster supportive home learning environments.

• Building Genuine Relationships: Establishing connections with families based on respect and authentic interest.
• Empowering Caregivers: Providing families with strategies to confidently support language development during daily routines.
• Ensuring Accessibility: Using familiar, low-cost materials like books, blocks, and household items to make learning engaging.
• Honoring Culture and Language: Involving families in selecting culturally relevant materials and using appropriate dialects to validate their heritage.

Information and Communication Technology (ICT)-Based Interventions for Inclusive Learning (SDG 4)

Implemented via digital tools, ICT-based interventions offer accessible and scalable solutions to support language learning, particularly for children over six. Programs like The Enhanced Moved by Reading to Accelerate Comprehension in English demonstrate how technology can be leveraged to provide quality educational resources, contributing to the targets of SDG 4.

Conclusion and Recommendations for Achieving SDGs

Addressing Gaps to Ensure Inclusive and Equitable Education

This scoping review demonstrates that culturally responsive language interventions are highly effective, particularly for Spanish-English DLLs. The success of these models underscores the importance of home language and cultural context in achieving quality educational outcomes (SDG 4).

To better support multilingual learners and advance the Sustainable Development Goals in Australia, there is an urgent need to address the identified research gap. It is imperative to develop and evaluate similar interventions for children who speak other common home languages. By investing in culturally and linguistically appropriate educational strategies, Australia can ensure that all children have an equal opportunity to succeed, thereby making significant progress towards SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on bilingualism and the challenges faced by dual language learners in Australia connects to several Sustainable Development Goals (SDGs). The primary goals identified are:

• SDG 4: Quality Education: The article’s core focus is on the educational experiences of young dual language learners in Australian kindergartens. It discusses the difficulties they face in achieving learning outcomes, the need for effective language interventions, and the importance of early childhood education as outlined in frameworks like the Early Years Learning Framework (EYLF).
• SDG 10: Reduced Inequalities: The text highlights significant disparities in educational support and research. It points out that while Australia is linguistically diverse with languages like Mandarin, Arabic, and Vietnamese being common, the available research and interventions predominantly focus on Spanish-English learners. This gap creates an inequality of opportunity for children from other linguistic backgrounds, hindering their social inclusion and development.
• SDG 3: Good Health and Well-being: The article explicitly links the maintenance of a home language to a child’s welfare. It states that connecting with one’s language, culture, and family traditions “fosters a sense of wellbeing and belonging,” which is a key component of mental health and overall well-being.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the issues discussed, the following specific SDG targets are relevant:

1. Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” The article directly addresses this by focusing on the struggles of “young emergent bilingual children” in kindergarten programs and the risk of them not achieving the learning outcomes of the Early Years Learning Framework (EYLF).
2. Target 4.5: “By 2030, eliminate… disparities in education and ensure equal access to all levels of education… for the vulnerable, including… children in vulnerable situations.” Dual language learners, particularly those with or at risk of language difficulties, are presented as a vulnerable group. The lack of tailored interventions for common Australian migrant languages represents an educational disparity that this target aims to eliminate.
3. Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote… appreciation of cultural diversity and of culture’s contribution to sustainable development.” The article advocates for maintaining home languages, which enables children to connect with their culture and grow into “active and promising participants in the global community,” aligning with this target’s emphasis on appreciating cultural diversity.
4. Target 10.2: “By 2030, empower and promote the social… inclusion of all, irrespective of… ethnicity, origin… or other status.” The article notes that migrant parents want their children to learn English “to be accepted as part of the Australian community and have a sense of belonging.” The lack of support for their home languages can act as a barrier to full social and cultural inclusion.
5. Target 10.3: “By 2030, ensure equal opportunity and reduce inequalities of outcome…” The article’s finding that research on interventions for common home languages in Australia (Mandarin, Arabic, etc.) is “non-existent,” while extensive research exists for Spanish, points directly to an inequality of outcome and opportunity for children from these communities.
6. Target 3.4: “By 2030… promote mental health and well-being.” The article supports this target by stating that maintaining the home language “enables young dual language learners to form genuine connections with their family, their traditions, culture and values,” which in turn “fosters a sense of wellbeing and belonging.”

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions or implies several quantitative and qualitative indicators that can be used to measure progress:

• Proportion of children in early childhood education requiring language support: The article gives a specific example from a teacher’s experience where “eight of 20 children were dual language learners” (40%) who were struggling. Tracking this proportion nationally would be an indicator of the scale of the challenge.
• Availability of targeted language interventions: The article’s main conclusion is the lack of interventions for common Australian language pairings. An indicator of progress would be the number of evidence-based, culturally responsive interventions developed for languages such as Mandarin, Arabic, Vietnamese, and Punjabi, moving the number from “non-existent” to a measurable figure.
• Distribution of research focus: The article states that “72% of the selected studies… reported Spanish as the participants’ home language.” A key indicator of reduced inequality would be a shift in this percentage, with an increase in research focused on the most common home languages spoken in Australia.
• Achievement of early learning outcomes: The article notes that dual language learners struggle “to achieve all learning outcomes identified in… the Early Years Learning Framework (EYLF).” An indicator would be the rate at which these learners successfully meet the EYLF outcomes compared to their peers.
• Proportion of bilingual early childhood educators and specialists: The text identifies a “language gap” because educators and Speech-Language Pathologists (SLPs) are “often not bilingual.” An increase in the percentage of bilingual staff or those with specialized training in supporting dual language learners would be a crucial progress indicator.

4. Summary of SDGs, Targets, and Indicators

Source: blog.aare.edu.au