Exploring Funded Kindergarten Bilingual Programs in Victoria: Possibilities and Constraints

This study examines the implementation of kindergarten bilingual programs in Victoria, Australia, using a qualitative case study involving interviews, observations, and program artefacts. Findings indicate that bilingual programs benefit children’s learning, development, and wellbeing, while also enriching kindergarten practices and family experiences. High-quality bilingual provision depends on the interplay of teacher expertise, leadership, institutional resources, government support, and family engagement. Drawing on Bourdieu’s theoretical lens, the study shows that effective bilingual practice emerges when teachers’ habitus aligns with mobilised linguistic, cultural, and symbolic capital across institutional and policy contexts.