Abstract
Australia has produced major national language policies since the 1980's to take the initiative in directing the nation's language issues. In 1987 A National Policy of Languages was issued, which was a comprehensive document with clear specifications for implementation. It pursued realization of multiculturalism and advocated a strong commitment for learning of languages other than English (LUTE) for all for the sake of both maintenance of community languages, such as immigrant and Aboriginal languages, and acquisition of languages for economic purposes. In 1991 it was developed into Australia's Language: The Australian Language and Literacy Policy, with more emphasis on English literacy for all and on learning of economic languages in Asia. It aroused controversy over its social justice agenda aiming to overcome disadvantages minorities face, which was one of the major issues in the earlier policy. This paper examines the characteristics, the overt and covert objectives, and the implications of these policies concerning the influence of social change and the conceptual development of language issues. Three factors are analyzed in relation to social change: first, the failure of assimilation policy; second, political issues, with reference to the demographic change of immigrants and to national identity; and third, the decline in the number of . foreign language learners. Also, 3the change in the concept of language is discussed in light of language and culture issues on which the rationale of these policy statements and the future direction of foreign language teaching is intrinsically based. Although it is often stated in many language related policy documents that LUTE learning can contribute to intercultural understanding and nurture tolerance toward different cultures, no clear directions are given in the ways it can be achieved. In order to achieve this goal, capacity to analyze and cope with different behavioral patterns which are regulated by social norms and value systems of respective cultures for intercultural communication should be incorporated in language education. The debate over social justice vs. economic rationalism, focusing on economic efficiency in language education, is also closely examined as a major concern in the analysis of the Australian language policies under multiculturalism. The problems caused by the current upsurge of Japanese language learners who assume that Japanese learning can lead directly to economic profits are identified for further consideration on the implementation of these policies.
