The study of languages other than English (LOTE) has been an integral component of the curriculum at Somerset College since our doors opened in 1983. German has been studied continuously at the College since 1983, and Italian has been offered at various levels from Prep to Year 12 since the mid-1980s. Japanese was introduced to the curriculum in the late 1980s, and was joined by French in the late 2000s. Mandarin was introduced to the lower Junior school in the early 2010s, bringing the number of foreign languages offered at Somerset to five. Our status as an International Baccalaureate World School has undoubtedly influenced the position of languages at the College. Language Acquisition (the study of a second or additional language) is highly valued within IB programmes, as it promotes critical thinking and international mindedness, fosters intercultural understanding, and supports personal development (IBO, 2020).
Convincing students to continue to study a LOTE once it is no longer compulsory to do so has been a challenge faced by Australian schools since tertiary institutions began to abolish foreign language requirements in the late 1960s and early 1970s. In 1968, 40% of Year 12 students in Australia studied a LOTE (Senate Standing Committee on Education and the Arts, 1984), but by 1988, this figure had plummeted to just 9% (Nicholas, Moore, Clyne, & Pauwels, 1993). Despite numerous government initiatives to address this issue over the past several decades, no progress has been made, with only 8.6% of Year 12 students across Australia studying a LOTE in 2022 (the most recent national figure available) (ACARA, 2025). The situation is even less encouraging in Queensland, with fewer than 6% of Year 12 students studying a LOTE in 2024 (Caldwell, 2024). Remarkably, given state and national figures, Somerset currently has 42.3% of its Year 12 cohort electing to study a LOTE, which is seven times the state average enrolment figure. It is difficult not to argue that our commitment to the International Baccalaureate programme, which includes the compulsory study of a LOTE through to the end of Year 10, has had a significant influence on the number of Somerset students choosing to study a LOTE as part of their ATAR studies.
Much has been written about the benefits for Australian students of studying a LOTE, ranging from enhancing literacy and critical thinking skills to developing intercultural understanding (which aligns with the philosophy underpinning the IBO’s Language Acquisition courses) (ACARA, 2025a; Liddicoat, 2002). In recent years, there has been a strong focus on the increased employment opportunities afforded to those who are proficient in a LOTE. Arber and Weinmann of Deakin University in Melbourne maintain that being able to speak another language “[helps] you advance your career by making you stand out and giving you global mobility – opportunities open up for employment and an international career around the world” (2024). International research also supports the notion that proficiency in foreign languages improves an applicant’s employability (International Centre for Language Studies, 2024; OECD, 2025). By encouraging our students to continue to study their chosen MYP language through to Year 12 and beyond, we are also encouraging them to consider opportunities available in their chosen field, not only in Australia, but internationally, thus truly adopting a global outlook. We want our students to graduate equipped with the skills needed to achieve personal success, and we strongly believe that proficiency in a LOTE is one of these skills.
Dr Angie Knaggs of the University of Queensland is a strong advocate for the study of LOTE subjects in the senior years and beyond. We are delighted to announce that Dr Knaggs will be visiting Somerset on Tuesday 3 June as part of our “In Conversation With…” series of seminars, during which she will run workshops with our Year 9 and 10 students, as well as present a session designed for parents, exploring the benefits of LOTE study for our students beyond the compulsory years of study. We warmly invite all parents and interested members of the community to attend this public session, which is sure to be both enlightening and inspirational. Full details are available here on our website.
Bibliography
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ACARA. (2025a). Australian Curriculum. Retrieved from https://www.australiancurricul....
Arber, R., & Weinmann, M. (2024). Why Learn a Language In Australia Today? Melbourne, Victoria, Australia.
Caldwell, F. (2024, October 25). Retrieved from Brisbane Times: https://www.brisbanetimes.com....
IBO. (2020). International Baccalaureate Middle Years Programme Subject Brief - Language Acquisition.
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International Center for Language Studies. (2024, February 23). International Center for Language Studies.
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Liddicoat, A. J. (2002). Some Future Challenges For Languages in Australia. Babel, 36(3), 29-31.
Nicholas, H., Moore, H., Clyne, M., & Pauwels, A. (1993). Languages at the Crossroads: The Report of the National Enquiry Into the Employment and Supply of Teachers of Languages Other Than English. East Melbourne: The National Languages and Literacy Institute of Australia Limited.
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Senate Standing Committee on Education and the Arts. (1984). A National Language Policy. Canberra: Australian Government Publishing Service.
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