The bilingual programme at Fritzkidz as well as parents' attitudes need to be understood within the material conditions in which they are embedded. Thus, based on the analysis of observations, collected documents, and interviews with key personnel such as directors and permanent staff, this chapter explores the physical environment and organisational structures and demonstrates how they function as a basis for language attitudes and practices. The chapter is structured as follows: first, it describes the characteristics of the early childhood education centres such as background and organisation, which show that the large Germany-based childcare provider intended to create an Australian outpost with a stronger immersion concept than the one realised. The two centres have no explicit language policy nor do their internal or other organisational features support a bilingual approach. As educators are key figures in the implementation process, the last part of this chapter looks into staffing issues and educators' characteristics as well as their attitudes. Limited enthusiasm for and positivity towards the bilingual programme is evident which, as the conclusion asserts, constitutes a challenge in implementing a successful bilingual programme.

3.1 Fritzkidz' Background and Vision

The early education and care service provider Fritzkidz is a subsidiary of a large German childcare service provider. At the time of the research only two of their centres operated outside Germany, namely in Sydney (Fritzkidz website, July 2012). According to the interview with the CEO, Fritzkidz Australia was founded in 2009 as a non-profit organisation to respond to the increasing recognition of the importance of language abilities, with bilingual education regarded as both an essential part of a holistic and sustainable pedagogical approach as well as a unique selling proposition (USP), a profitable marketing concept to ensure high enrolment rates. It was determined that the primary target audience would be German-speaking parents, particularly German expatriates.

While offering a bilingual programme, the aim was neither to teach children without a German background the language to any degree of fluency, nor to prepare children for any formal language assessment.