In Australia, literacy education has been emphasized particularly since the 1990's. Before then, literacy education had been implemented in the context of bilingual and ESL (English as a second language) education for indigenous peoples and immigrants. But the national survey for literacy in 1996 revealed that one third of Australian students didn't achieve the minimum standards of literacy. It is noteworthy that about 20% of indigenous students achieved the benchmark. These results led to a reconsideration of the basic skills of all Australian students. Accordingly the Commonwealth government took the initiative in policy-making for improving the standards of literacy. In the context of multicultural education, the Commonwealth and State governments have implemented a range of language programmes, including LOTE (Languages other than English) and indigenous languages. But after 1996, the English literacy program has overtaken other language programmes. It means that there is a limitation to the multilingual education system in this multicultural society which is based on English. It must be noted that English speakers and people with a NESB (non-English speaking Background) have different views of English literacy. Several articles have already been devoted to the study of language education policy in Australia. Most of them have positive conclusions on English as the vehicle for achieving social equity in a multicultural society. But different views of literacy for indigenous and NESB people have only been examined in a few articles. Therefore the main purpose of this paper is to reconsider literacy education from the dual viewpoints of the mainstream and minority people in Australia. Firstly, making clear the role and meaning of English literacy in Australia provides a starting point. According to the policy of multiculturalism, English as well as the democratic ethos are the essential foundations of Australia. It must be easier to accept these conditions for immigrants who are willing to come to Australia. For indigenous people, English is the important vehicle for schooling and obtaining a job. It is used for communication between indigenous people who speak different languages. One point of disagreement is over whether the range of English should include only standard Australian English or a broader English like aboriginal English. Secondly, by analyzing the literacy education policy and its implementation, this paper attempts to clarify the dilemma of teaching English literacy for NESB people. On the Commonwealth level, the benchmark setting is the fundamental factor for assessing the improvement of literacy. But it also contributes to reducing the range of English. On the state level, by examining the case of the NT (Northern Territory), it attempts to clarify the role of English in the education system. The NT government indicates English Literacy Is not only a subject but also a necessary skill for the student. Finally, this paper reaffirms that language tolerance is the fundamental factor in multicultural Australia. Both education providers and minority peoples must limit their linguistics demand. But these limitations for both, based on tolerance, form the foundation for constructing a multicultural society.
