IntroductionDespite Australia's ever-increasing multiculturalism, it has been found that "monolingualism is extraordinarily common in Australia in the general population and at all professional levels (Bostock, 1973 ). » With such a range of cultures present, one would assume that Australian education systems would have endless bilingual programs. However, this is not the case. Despite the successes of bilingual education globally, little effort has been made to preserve Australian languages, meaning that language death has become a daily factor that indigenous people must face (Wurm , 1991). This article discusses the concept of bilingual education and its flaws in the transition from theory to practice, the political and social reception of bilingual education, and the bilingual education programs that have been resurrected internationally and nationally . By examining these areas, we hope to clarify why bilingual education programs in Australian languages ​​have been so unsuccessful. Bilingual education as a theoretical concept. particularly within the framework of a constructivist teaching method, as well as the lives of students, parents and teachers (Rossi, 1999). By encouraging children to learn in a self-directed way, the enriching nature of “learning how to learn” allows young people to further develop the positive aspects of constructivism (Rossi, 1999). As a result, not only do they become independent and confident students, but they also possess bilingual language skills, rather than just language performance. Harris (1978) states that linguistic performance "is simply a speaker's production of words, sounds and sentences...in the middle of a sheet of paper......iarity with English." Therefore, this shows yet another positive aspect of bilingual education in the family unit, reinforcing the fact that the positive aspects are limited only to an educational medium but remain with them as they continue to grow in society ( Jaggs, 1975). International Bilingual Programs Internationally, bilingual programs have proven to be successful in enriching students' academic and social lives and their overall quality of life. Australia's closest bilingual program globally is Maori-English bilingual education in New Zealand. Although the Māori language was clearly stronger and had a good chance of threatening the English assimilationist movement, the main driving force behind their struggle to preserve their language was to meet the "psychological needs essential to the well-being of the Maori individuals and groups. Durie, 1997).’