WHEN Cathy Monro heard new Kogarah MP Chris Minns wanted to make Asian languages a part of the school curriculum, she thought he was on the right track.
But the Bexley academic said although the idea was interesting, forcing children to learn a language needed to be supported by greater cultural understanding.
In Parliament this year, Mr Minns called to make Mandarin compulsory in NSW primary and high schools. (See related story http://bit.ly/1fgP5O3)
He said mandating its teaching would make a positive difference because NSW had the highest percentage of Chinese Australians in the country, at a time when China was emerging as a major economic power.
Chinese-born migrant Mrs Monro, who moved to Australia 30 years ago, agreed with Mr Minns’ vision of advocacy but said if the idea was introduced, youth would benefit from wider education about culture.
‘‘It would bridge the cultural differentiation within a multicultural society,’’ she said.
‘‘But just learning the language wouldn’t be enough to increase confidence among Australian communities in their interactions with Asia.’’
Mrs Monro, 49, recently completed a degree in international and global studies.
She presented her thesis findings, which explored inter-culturality, at this month’s International Convention of Asia Scholars in Adelaide.
With an interest in political science, Asian studies and government relations, she was invited to discuss the differences between Australian and Chinese cultures and how a greater understanding of them can benefit society.
She said a lack of knowledge by Australians about culture and practices had prevented Australian businesses from capitalising on Asia’s economic opportunities, including the recent Free Trade Agreement with China, Japan and South Korea.
Mr Minns also drew on Europe as an example where governments had mandated teaching a second language in schools.
But Mrs Monro said this was different. ‘‘In Europe there are many spoken languages but cultures are similar. Australian and Chinese cultures are completely opposite.’’
She said teaching children in-depth culture would empower them.
‘‘Attaching cultural aspects to language learning is more important. It’s not about conforming but helping youngsters understand cultures.’’
Would children benefit by learning Asian languages?
