The ACT government's complacency towards language learning pathways has left gaps in the public school system that are denying senior students access to courses, a Legislative Assembly committee has found.
The report, recently tabled by the Standing Committee on Social Policy, examined the government's handling of the loss of a centralised language program.
The findings outlined a system that had become frustrating for parents to navigate, and warned the current gaps risk undermining the ACT's commitments to "multicultural inclusion and educational opportunity".
It found that students across the public school system do not have equitable pathways to continue language studies through to year 11 and 12 college courses.
The inquiry was launched following an e-petition signed by more than 500 people after the closure of the centralised ATAR language program previously delivered through the Canberra Academy of Languages, and later CIT Solutions.
The committee said the government's response to the impending closure fell short.
"The committee finds that the ACT government's inaction following the impending loss of a centralised ATAR-level language learning program showed complacency with respect to the importance of language learning pathways for public school students in the ACT," the report said.
The report further found the government's own Language Education Action Plan was "not fit for purpose" and that commitments under the strategy had not been fulfilled.
The committee recommended the administration review the plan, establish measurable targets and publish a clear roadmap outlining how continuous language learning pathways will be delivered.
The inquiry also heard concerns that language learning is increasingly becoming an option available only to those who can afford private alternatives.
The Australian National University Languages Board of Studies warned the withdrawal of the centralised program "disproportionately affects students in the public system".
"Language education, particularly in Asian and community languages, risks becoming an elite or privately accessed option rather than a public good," the board said.
"This outcome is inconsistent with the ACT's commitments to equity, multicultural inclusion, and educational opportunity."
Parents described navigating current language options as confusing and frustrating, with one parent telling the inquiry they received conflicting advice while trying to find an Italian pathway for their child.
"The number of times I received information about studying Italian as an ATAR subject that conflicted with other information I'd received, or information that was partially or wholly incorrect was frustrating," the submission said.
Another parent said opportunities to continue studying languages outside a student's home college were poorly promoted.
"Even at formal enrolment sessions, there appeared to be limited awareness that languages such as Japanese could be continued externally ... it was never promoted or marketed strongly."
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The committee questioned the effectiveness of the government's suggested alternatives, including out-of-area enrolments, dual enrolments and distance education.
Government figures showed 115 applications were lodged in early 2026 by students seeking out-of-area enrolment to access a language course. Of those, 42 were rejected, including 31 because schools had reached capacity.
The committee found "a significant portion" of students seeking to study their preferred language had been unable to enrol because of those capacity constraints.
Among its nine recommendations, the committee called on the ACT government to fully fund and either directly deliver or contract a centralised ATAR language program at no cost to public school students.
It also recommended ensuring every primary school has a language teacher, improving workforce planning, providing clearer information to families about language pathways, and guaranteeing equitable access to language education through to year 12.
