The Decline of Indonesian Language Learning in Australia and What Tall Poppy Syndrome Might Have to Do With It
In the 1990s, Indonesian was everywhere in Australian classrooms.
It was one of the most widely taught languages, supported by the Australian government through the National Policy on Languages and the National Asian Languages and Studies in Australian Schools Program (NALSSP).
Fast forward to today, and the situation looks very different.
Indonesian has slowly disappeared from many school curricula and university programs. A language once described as “strategic” for Australia’s engagement with its closest neighbour is now increasingly treated as optional or expendable.
At the end of 2024, Scotch College phased out Indonesian studies. The Essington School followed, announcing its decision to stop teaching the program by mid-2025. More recently, the University of Tasmania (UTAS) proposed to cut its Indonesian language program as part of a broader restructuring process. This proposal sparked criticism nationwide, with the Australia–Indonesia Youth Association (AIYA) also urging the university to reconsider.
Individually, these decisions might seem understandable. Taken together, they point to a much bigger problem.
So, Why is This Still Happening?
The reasons behind this ongoing trend are often explained in familiar terms: funding cuts, institutional restructuring, a shortage of qualified teachers, non-engaging curricula or materials, and the perception that learning Indonesian does not lead to clear economic returns.
All these structural factors are important, but they do not tell the whole story. There may also be a quieter cultural dimension at play—one that is less frequently discussed but deeply embedded in Australian society: tall poppy syndrome.
A Brief Context
According to data cited by the Asia Education Foundation, enrolments in Indonesian language learning in Australian schools have dropped by more than 80 per cent since the early 2000s. Several universities have closed or merged Indonesian programs altogether, often citing low student demand.
This decline is occurring despite Indonesia being Australia’s nearest neighbour, the fourth most populous country in the world, and an increasingly influential regional power.
Australian governments have repeatedly acknowledged this contradiction through various policy statements and initiatives. However, these policy ambitions have not yet translated into sustained cultural enthusiasm—or for the classrooms to stay open.
The Tall Poppy Syndrome in Australia
Tall poppy syndrome refers to the social tendency to criticise, downplay, or “cut down” individuals who stand out due to exceptional achievement, ambition, or expertise. In Australia, it is often linked to values of egalitarianism, modesty, and not appearing to think too highly of oneself.
In work environments and leadership studies, tall poppy syndrome has been examined extensively. Research shows that some entrepreneurs, for example, deliberately stay under the radar and avoid drawing attention to their success.
In many ways, these values are positive. But they can also have unintended consequences.
They can also discourage people from visibly pursuing specialised or “unusual” expertise—especially in areas perceived as outside the mainstream.
Language learning, particularly at an advanced level, requires sustained effort, public vulnerability, and a willingness to be visibly “different”.
And that’s where things start to get uncomfortable.
When Being “Too Good” Feels Awkward
The Australian education system offers Indonesian studies at various levels, from primary school to secondary school and university. However, many Australians only study Indonesian at a basic or intermediate level, often because it is required by the school curriculum. Very few continue into university-level study.
For those who pursue Indonesian beyond basic level, a subtle social question may arise. Something like “Why Indonesian?”, “Is there even a career in that?” or “Isn’t English enough?”
These questions may seem harmless but they could create an environment where deep engagement with Indonesian language and culture feels socially unsupported.
Being “too good” at Indonesian can start to feel unnecessary, idealistic, or even naïve. Not something to aspire to — just a quirky interest.
In this sense, it seems that tall poppy syndrome does not operate through an open hostility, but a quiet discouragement. It works quietly. Through raised eyebrows. Through polite doubt. Through the sense that maybe you’re trying a bit too hard.
Excellence in Indonesian language learning is not celebrated in the same way as success in law, medicine, or business. Instead, it is often treated as a curiosity rather than a valued skill.
The Good Enough Mindset
Another cultural outcome of tall poppy syndrome is the preference for being “good enough” rather than exceptional. In language learning, this can translate into the belief that basic greetings or cultural awareness are sufficient.
Real fluency takes time, mistakes, and vulnerability. It means being okay with sounding awkward, asking questions, and committing to something that doesn’t offer instant rewards. In a culture where standing out can attract quiet scepticism, it’s easier not to go that far.
While foundational knowledge is important, meaningful engagement with Indonesia, whether in diplomacy, business, journalism, or civil society requires deeper linguistic and cultural competence.
Without it, Australia risks relying on intermediaries, translators, or surface-level understanding.
The Real Meaning
At present, there is no academic research or evidence that directly links tall poppy syndrome to the decline of Indonesian language proficiency in Australia.
However, the decline in Indonesian language learning is not just an educational issue or budget. It is also about behaviour, culture and what we quietly encourage—or discourage—as a society.
This perspective may be worth being addressed as it can significantly influence how policies addressing this decline are designed and implemented.
Addressing the decline of Indonesian language learning requires more than policy fixes or funding injections. It also demands a cultural shift in how Australia values language expertise.
Letting the Tall Poppies Grow
We need to move away from viewing deep linguistic and cultural knowledge as niche or indulgent, and towards recognising it as a form of leadership and public service.
Language is a gateway to trust, nuance, and mutual understanding.
When fewer Australians speak Indonesian, opportunities for people-to-people connection can shrink. Celebrating Australians who excel in Indonesian rather than quietly questioning their choices can help normalise ambition in this space.
Sometimes, letting the tall poppies grow is exactly what strong relationships need.
This article is written and edited by Tri Pambudi (AIYA Communications Coordinator)
