Inquiry into Building Asia Capability in Australia through the Education System and Beyond - Submission 39

Sep 5, 2026

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Submission 39 examines how the Australian education system shapes Asia capability, focusing on Chinese language learning in Queensland secondary schools. It summarizes recent research evidence and identifies systemic barriers that undermine participation of second-language (L2) learners, including low ATAR scaling, mixed L1/HL/L2 cohorts, and difficult curricula with discouraging assessment. The submission argues these inequities weaken Australia’s future workforce diversity, economic competitiveness, diplomatic capacity, and intercultural literacy, and details targeted reforms aligned to differentiated pathways.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Executive Summary

Key Challenges

Why It Matters

Key Findings

Recommendations (Summary)

Conclusion

Inquiry into Building Asia Capability in Australia through the education system and beyond Submission 39 Executive Summary Submission to the House of Representatives Standing Committee on Education Building Asia Capability in Australia through the Education System and Beyond Submitted by: Dr Wendy Jiang, Dr Angela Cook and Dr Chunxuan Shen School of Languages and Cultures, The University of Queensland Date: 31 October 2025 | Overview
This submission draws on recent research (Mission Impossible for L2 Learners: Teachers’Perspectives on Teaching and Learning Chinese in Queensland Secondary Schools) to highlight urgent systemic barriers undermining Chinese language learning and, by extension, Australia’s Asia capability agenda.
Despite more than six decades of Chinese language teaching in Australia, retention rates for senior high school students in Queensland are critically low (1.5–10%), and students who continue to the senior years are overwhelmingly heritage (HL) or first-language (L1) learners. Second-language (L2) students (i.e. those without a Chinese background) are effectively excluded by structural inequities. | | --- | | Key Challenges
• Low ATAR scaling disincentivises students from continuing Chinese, even when they perform well.
• One-size-fits-all syllabus combines L1, HL and L2 learners, contravening ACARA’s recommendation for separate pathways.
• Overly difficult content and Utopian marking criteria discourage engagement.
• Lack of suitable textbooks and teaching resources increases workload and inconsistency.
• Insufficient language-specific professional development and limited teaching hours hinder quality instruction.
Teachers describe the current system as a “mission impossible” for L2 learners. | Why It Matters • Queensland’s failure to differentiate Chinese language pathways has national consequences. Without non-background learners, Australia loses the future workforce diversity needed to sustain meaningful engagement with Asia. • The issue goes beyond education: it affects economic competitiveness, diplomatic capability and intercultural literacy. Inquiry into Building Asia Capability in Australia through the education system and beyond Submission 39 • Reforming Chinese education is therefore central to achieving the Commonwealth’s goal of building Asia capability through the education system. | Key Findings
• Queensland’s model contradicts national curriculum standards (ACARA), which specify distinct L1, HL and L2 learner streams.
• Teachers report severe inequity for L2 learners and declining morale among educators.
• The ATAR scaling system unfairly penalises students who choose Chinese, exacerbating the decline.
• Without targeted intervention, Chinese programs in Queensland secondary schools will become unsustainable within a decade. | | --- | | Recommendations (Summary)
1. Implement ACARA’s differentiated pathways for Chinese (L1, HL, L2) across Queensland schools.
2. Revise the senior Chinese syllabus to align with realistic proficiency targets and assessment criteria.
3. Review ATAR scaling for Chinese to reward difficulty and encourage retention.
4. Fund targeted professional development for Asian language teachers, including collaborative resource creation.
5. Increase teaching hours in Years 7–8 and promote early engagement initiatives.
6. Establish a Queensland–Commonwealth working group to align curriculum, assessment, and Asia capability goals.
7. Invest in data collection and reporting to monitor Asian language enrolments, retention, and outcomes. | Conclusion Chinese language education in Queensland stands at a crossroads. Without reform, Australia risks losing a generation of non-background Chinese learners, and with them, a cornerstone of its Asia capability. Implementing differentiated learner pathways, fairer assessment structures and stronger teacher support will transform a “mission impossible” int

FAQs

What systemic barriers prevent L2 learners from succeeding in Chinese language programs in Queensland?

The submission highlights low ATAR scaling, mixed L1/HL/L2 classes, a one-size-fits-all senior syllabus, overly difficult content, and assessment criteria that discourage engagement, alongside limited resources and insufficient language-specific professional development.

Why does the document state that Queensland’s approach has national consequences?

It argues that failure to differentiate Chinese learner pathways reduces the number of non-background Chinese learners, which in turn weakens Australia’s workforce diversity and undermines broader Asia engagement outcomes across economic, diplomatic, and intercultural dimensions.

What reforms are recommended to improve Chinese education and Asia capability?

Key recommendations include implementing ACARA differentiated pathways for L1/HL/L2, revising the senior syllabus and assessment targets, reviewing ATAR scaling, funding targeted professional development, increasing teaching hours, establishing a Queensland–Commonwealth working group, and investing in data collection and reporting.

Sep 5, 2026

Uploaded by Putri