C
ommunity language education has been described as an underused strength of New South Wales, with Premier Chris Minns using a major teaching conference to highlight its role in the state’s future.
Speaking at the Annual Community Languages Teachers Conference at University of Sydney, Minns addressed what organisers said was the largest gathering of community language teachers ever held in Australia. The event was organised by the NSW Federation of Community Language Schools, which represents a wide network of after-hours and weekend schools.
Minns told attendees that while digital tools continue to promote language learning, they cannot replace the role of a skilled teacher. He said classroom teaching remains central to helping students connect with both language and culture, adding that teachers play a key role in encouraging curiosity and sustained interest.
He also framed bilingualism as a practical advantage, noting that the ability to speak English alongside another language can open up opportunities for individuals and benefit the country more broadly. His remarks reflect a wider policy interest in strengthening cultural and economic links with international partners.
Conference speakers pointed to changing demographics as a key driver behind growing demand for language education. Federation president Lucia Johns said language plays an important role in social inclusion and participation, particularly in a country shaped by migration. She argued that Australia’s future engagement with the region depends on maintaining and developing language skills beyond English.
Academic perspectives reinforced this view. John Hajek from the University of Melbourne told the conference that the proportion of Australians speaking a language other than English at home continues to rise. By 2021, that figure had reached around 22 per cent nationwide, with higher levels recorded in major cities such as Sydney and Melbourne.
Sydney in particular has seen steady increases, with more than a third of residents now using another language at home. This shift is reflected in the growing number of community language schools and the expanding range of languages being taught.
Across New South Wales, programmes now cover a wide spectrum, from widely spoken languages such as Mandarin, Arabic and Hindi to smaller or emerging community languages including Dinka and Karen. Organisers say this reflects both established migrant communities and newer arrivals seeking to maintain cultural connections.
At the same time, challenges remain. Community language schools often rely on part-time teachers, volunteer support and limited funding. Advocates have long called for more stable investment, better training pathways and stronger integration with the mainstream education system.
Minns’ comments were welcomed by organisers as recognition of the sector’s contribution, though stakeholders note that ongoing support will be key if programmes are to keep pace with demand. The rise in student numbers and language diversity presents both an opportunity and a logistical challenge for schools operating outside standard hours.
Professor Hajek told the conference that community language education is likely to become more prominent as Australia’s population continues to change. He said the combination of demographic trends and community interest points to steady expansion in the years ahead.
For teachers gathered at the conference, the focus remained on practical outcomes. Many work directly with children balancing mainstream schooling with weekend or evening classes, often driven by family expectations and cultural ties. Their role, speakers noted, extends beyond language instruction to include cultural understanding and identity.
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