THIS paper introduces the idea of using the foreign language teaching policies of multiracial societies as a means of highlighting the self-identified values that shape those societies and comparing these societal moulding values between countries. A country's foreign language policies relate to, and protect, the country's preferred indigenous social values from the foreign values of racial groups within and external to the country. This paper compares how Singapore and Australia differ in their methodological approaches and educational ideologies for implementing second and foreign language teaching. A sectarian comparison of the two societies shows how their different lifestyles, economic conditions, and educational policies emanate from the contrasting values they place on the person as an individual. The first part of this paper compares Singaporean bilingual policies and goals. The second part outlines the Singaporean foreign language program. The third part discusses the impact of educational policies on shaping both societies.
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