LANGUAGE LEARNING

AND TEACHING

LANGUAGE

LEARNING AND TEACHING

TRENDS IN LINGUISTICS AND PSYCHOLOGY

APPLIED LINGUISTICS

THEORY AND METHODS

IN THE CLASSROOM: THE GRAMMAR TRANSLATION METHOD

Becoming bilingual is a way of life. Your whole person is affected as you struggle
to reach beyond the confines of your first language and into a new language, a new
culture, a new way of thinking, feeling, and acting. Second language learning is not
a set of easy steps that can be programmed in a quick do-it-yourself kit.
The teaching process is the facilitation of learning, in which you can "teach" a
foriegn language successfully if, among other things, you know something about
learns or fails to learn a second language. Where does a teacher begin the quest for
an understanding of the principles of foreign learning and teaching? By asking some
questions.
Who? Who does the learning and teaching?
What? No simpler question is one that probes the nature of the subject matter
itself. What is communication? What is language?
How How does learning take place? How can person can ensure success in
language learning?
When When does second language learning take place?
Where Are the learners attempting to acquire the second language within the
cultural and linguistic milieu of the second language - that is , in a "second"
language situation in the technical sese of the term?
Why Finally, the most encompassing of all questions: Why are learners
attempting to acquire the second language?
These questions have been asked, in very golbal terms, to give you an inkling of the
diversity of issues involved in the quest for understanding the principles of language
learning and teaching. And while you cannot hope to find final answers to all the
questions, you can begin to achieve some tentative answers as you move through

the chapters of this book and additional information which we added to these
pages. Thomas Kuhn(1970) referred to "normal science" as a process of puzzle
solving in which part of the task of the scientist, in this case the teacher, is to
discover the pieces, and then to fit the pieces together. Many of the pieces of the
language learning puzzle are not yet discovered, and the careful defining of the
questions will lead to finding those pieces.

Language
To persume to define langugae adequately would be folly. A definiton is really
condensed version of a theory, and a theory is simply - or not so simply - an
extended definition. Consider the following definitons of language found in
dictionaries nad introductory textbooks:
Language is a system of arbitrary, vocal symbols which permit all people in a
given culture, or other people who have learned the system of that culture, to
communicate or interact (Finocchario 1964:8)
Language is a system of communication by sound, operating through the
organs of speech and hearing, among members of a given community, and
using vocal symbols possessing arbitrary conventional meanings
(Pei 1966:141)
Language is any set or symbols of linguistic symbols as used in a more or
less uniform fashion by a number of people who are thus enabled to
communicate intelligibly with one another (Random House Dictionary of the
English Language 1966:806).
Language is a system of arbitrary vocal symbols used for human
communication (Wardhaugh 1972:3).
[Language is] any means, vocal or other, of expressing or communicating
feeling or thought ... a system of conventionalized signs, especially words or
gestures having fixed meanings. (Webster's New International Dictionary of
the English Language 1934:1390).
[Language is] a systematic means of communicating ideas or feelings by the
use of conventionalized signs, sounds, gestures, or marks having understood
meanings (Webster's Third New International Dictionary of the English
Language 1961:1270)
Still other common definitions found in introductory textbooks on linguistics
include the concepts of :
1. the generativity or creativity of language
2. the persumed primacy of speech over writing
3. the universality of language among human beings

Many of the significant characteristics of language are capsulized in these

defintions. Some of the controversies about the nature of language are also
illustrated through the limitations that are implied in certain definitons.
A consolidation of the definitions of language yields the following composite
definition:
1. Language is systematic and generative.
2. Language is a set of arbitrary symbols.
3. Those symbols are primarily vocal, but may also be visual.
4. The symbols have conventionalized meanings to which they refer.
5. Language is used for communication.
6. Language operates in a speech community or culture.
7. Language is essentially human, although possibly not limited to humans.
8. Language is acquired by all people in much the same way - language and
language learning both have universal characteristics.
Enormous fields and subfields, year-long university courses, are suggested in each
of the eight categories. Consider some of these possible areas:
1. Explicit and formal accounts of the system of language on several possible
levels (most commonly syntactic, semantic, and phonological).
2. The symbolic nature of language; the relationship between language and
reality; the philosophy of language; the history of language.
3. Phonetics; phonology; writing systems; kinesics; proxemics; and other
"paralinguistic" features of language.
4. Semantic; language and cognition; psycholinguistics.
5. Communication systems; speaker-hearer interaction; sentence processing.
6. Dialectology; sociolinguistics; language and culture; bilingualism and second
language acquisition.
7. Human language and nonhuman communication; the physiology of language.
8. Language universals; first language acquisition.
Can foreign language teachers effectively teach a language if they do not know,
even generally, something about the relationship between language and cognition,
writing systems, nonverbal communication, sociolinguistics, and first language
acquisition, just to name a few items at random?
The TESOL(Teachres of English to Speakers of Other Languages) oraganiztion, in
its Guidelines for the Certification and Preparation of Teachers of English to
Speakers of Other Languages in the United States (1975), cited the necessity for the
teacher to "understand the nature of language, the fact of language varieties - social,
regional, and functional, the structure and development of the English language

system".

Learning and Teaching

What is learning and what is teaching and how do they interact?
A search in contemporary dictionaries reveals that learning is "acquiring or getting
of knowledge of a subject or a skill by study, experience, or instruction." A more
specialized definiton might read as follows: "Learning, is relatively permanent
change in behavioral tendency and is the result of reinforced practice"(Kimble and
Garmezy 1963:133).Teaching may be defined as "showing or helping someone to
learn how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand."
Breaking down the components of the definition of learning, we can extract, as we
did with language, domains of research and inquiry:
1. Learning is acquiring or "getting."
2. Learning is retention of information or skill.
3. Retention implies storage systems, memory, cognitive organization.
4. Learning involves active, conscious focus on and acting upon events outside
or inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some form of practice, perhaps reinforced practice.
7. Learning is a change in behavior.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that
"to satisfy the practical demands of education, theories of learning must be 'stood on
their head' so as to yield theories of teaching." Teaching is guiding and facilitating
learning, enabling the learner to learn, setting the conditions for learning. If,
like B.F. Skinner, you look at learning as a process of operant conditioning through
a carefully paced program of reinforcement, you will teach accordingly. If you view
second language learning basically as a deductive rather than an inductive process,
you will probably to choose present copious rules and paradigms to your students
rather than let them "discover" those rules inductively.
Jerome Bruner (1966b:40-41) noted that a theory of instruction should specify the
following features:
1. The experiences which most effectively implant in the individual a
predisposition toward learning,
2. The ways in which a body of knowledge should be structured so that it can be
most readily grasped by learner
3. The most effective sequences in which to present the materials to be learned
4. The nature and pacing rewards and punshiments in the process of learning
and teaching.

Trends in Linguistics and Psychology

While the general definitions of language, learning, and teaching offered here might
meet with the approval of most linguists, psychologists, and educators, you can find
point of vast disagreemnet upon a little probing of the components of each
definition. For example, is language a "set of habits" or a "system of internalized
rules"? Differing viewpoints emerge from equally knowledgeable linguists and
psychologists.
Yet with all the possible disagreements among linguists and among psychologists,
the two disciplines themselves are not that far apart. A historical glance back
through the last few decades of linguistic and psychological research reveals some
rather striking parallels in the philosophies and approaches of the two disciplines.
Psychologists in the 1940s and 1950s were perdominantly committed to
a behavioristic mode of thinking - or even "neo-behavioristic" - while more recent
decades have brought increasing attention tocognitive psychology.
In 1940s and 1950s the structural, or descriptive schools of linguistics, with its
advocates - Leonard Bloomfield, Edward Sapir, Charles Hockett, Charles Fries, and
others - prided itself in a rigorous application of the scientific principle
of observation of human languages. The linguist's task, according to the
structuralist, was to describe human led to the unchecked rush of linguists to the far
reaches of the earth to write grammars of exotic languages. Freeman
Twaddell(1935:57) stated this principle in perhaps its most extreme terms.
"Whatever our attitude toward mind, spirit, soul, etc., as realities, we must agree
that the scientist proceeds as though there were no such things, as though all his
information were acquired through processes of his physiological nervous system.
Insofar as he occupies himself with physical, nonmaterial forces, the scientist is not
scientist. The scientific method is quite simply the convention that mind does not
exist..." Such attitudes prevail in Skinner's thought, particularly in Verbal
Behavior (1957), in which he says that any notion of "idea" or "meaning" is
explanatory fiction, and that the speaker is merely the locus of verbal behavior, not
the cause. Charles Osgood reinstated meaning in verbal behavior, explaning it as a
representational mediation process," but still did not depart from a generally
nonmentalistic view of language.
In 1960s the generative-transformational school of linguistics emerged through the
influence of Noam Chomsky. What Chomsky was tring to show is that language
(not language) cannot be scrutinized simply in terms of observable stimuli and
responses or the volumes of raw data gathered by field linguistis. The generative
linguist is interested not only in describing language or achieving the level
of descriptive adequacy but also in arriving at an explanatory level of adequacy in
the study of language - that is, a "principled basis, independent of any particular

language, for the selection of the descriptively adequate grammar of each language"
(Chomsky 1964:63)
The "scientific method" was rigorously adhered to, and therefore such concepts as
consciouness and intuition were reagrded as "mentalistic," illegitimate domains of
inquiry. The unreliability of observation of states of consciousness, thinking,
concept of formation, or the acquisiton of knowledge made such topics impossible
to examine in a behavorisitc framework. Typical behavioristic models were classical
and operant conditioning, rote verbal learning, instrumental learning, and
discrimination learning. You are familiar with the classical experiments
with Pavlov's dogand Skinner's boxes - these too typify the position that organisms
can be conditioned to respond in desired ways, given the correct degree and
scheduling of reinforcement.
Cognitive psychologists, on the other hand, take a contrasting theoritical stance.
Meaning, understanding, and knowing are significant data for psychological study.
Instead of focusing rather mechanistically on stimulus-response connections,
cognitivits try to discover psychological principles of organization and
functioning. David Ausubel (1965:4) noted:"From the standpoint of cognitive
theorists, that attempt to ignore conscious states or to reduce congnition to
mediational processes reflective of implicit behavior not only removes from the
field of psychology what is most worth of studying but also dangerously
oversimplifies highly complex psychological phonomena." By using
a rationalisticapproach instead of a strictly empirical approach, cognitive
psychologists, like generative linguists, have sought to discover underlying
motivatons and deeper structures of human behavior; going beyond descriptive to
explanatory power has taken on utmost importance.
Table 1-1 summarizes concepts and approaches germane to each of the two
polarized theories that have been presented here. The table may help to pinpoint
certain broad ideas that are associated with the respective positions.

TABLE 1-1 Linguistic-Psychological Parallels

SCHOOLS OF
PSYCHOLOGY

SCHOOLS OF
LINGUISTICS

CHARACTERISTIC
S

Structural
Behavioristic
Descriptive

Generative
Cognitive
Transformational

Repetiton and reinforcement

Learning, conditioning
Stimulus - response
Publicly observable
responses
Empiricism
Scientific method
Performance
Surface structure
Description - "what"

Analysis and insight

Acquisition and insight
Acquisition, innateness
States of consciousness
Rationalism
Process
Mentalism, intuition
Competence
Deep structure
Explanation - "why"

Applied Linguistics
Applied linguistics has been considered a subset of linguistics for several decades,
and it has been interpreted to mean the applications of linguistics principles or
theories to certain more or less practical matters ( Brown 1976b, Kaplan, et al.
1981). Second language teaching amd teaching of reading, composition, and
language arts in the native language are typical areas of practical application. In
studies of phonetics, nonverbal, communication, and semantics, dialectology, first
language acquisition, the psychology of language, and second language acquisition,
there is much that is theoritical - that is, much that bears on seeking an extended
definition of language. Some might argue that the devising of explicit and formal
accounts of linguistica systems is surely theoretcal; however, semantics, speaker-

hearer interaction, and communication system are important in any consideration of

the nature of the linguistic system.
Reacting to the common British usage of the term "applied linguistics" (in which
case the term is almost synonymous with "language teaching"), Corder (1973:10)
differentiated applied lingusitics and language teaching, and went on to note that
"the applied linguist is a consumer, or user, not a producer, of theories."
Psycholinguistics and sociolinguistics, once very clearly considered to be "applied"
areas, now just as clearly overlap both the applied and theoretical domains.

Theory and Methods

Teaching methods are the application of theoretical finding and positions. They may
be thought of as "theories in practice."
Albert Marckwardt (1972:5) saw these "changing winds and shifting sands" as a
cyclical pattern in which a new paradigm (to use Kuhn's term) of teaching
methodology emerged about every quarter of a century, with each new method
breaking from the old but at the same time taking with it some of the positive
aspects of the previous paradigm. One of the best examples of the cyclical nature of
methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s
and 1950s. The ALM borrowed tenets from its predecessor by almost half a
century, the Direct Method, While breaking away entirely from the GrammarTranslation paradigm. Whithin a short time, however, ALM critics were advocating
more attention to rules and to the "cognitive code" of language, which, to some,
smacked of a return to Grammar Translation! Shifting sands indeed.

The same era has seen linguists searching ever more deeply for the ansewrs to the

nature of communication and communicative competence and for explanations of

the interactive process of language. The language teaching profession has responded
to these theoritical trends with methods that stress the importance of self-esteem, of
students cooperatively learning together, of developing individual strategies for
success, and above all of focusing on the communicative process is language
learning.

In The Classroom: The Grammar Translation Method

Latin was taught by means of what has been called the Classical Method: focus on
grammatical rules, memorization of vocabulary and of various declensions and
conjugations, translation of texts, doing written exercise. Languages were not being
taught primarily to learn oral/aural communication but to learn for the sake of being
"scholarly" or, in some instances, for gaining a reading proficiency in a foreign
language.
In the 19th century the Classical Methods came to be known as the Grammar
Translation Method. Prator and Celce-Murcia (1979:3) list the major
characteristics of Grammar Translation:
1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical texts in begun early.
6. Little attention is paid to the content of texts, which are treated as exercise in
grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
It is remarkable, in one sense, that this method has been so stalwart among many
competing models. It does virtually nothing to enhance a student's communicative
ability in the language. It is "remembered with distaste by thousands of school
learners, for whom foreign language learning meant a tedious experience of
memorizing endless lists of unusable grammar rules and vocabulary and attempting
to produce perfect translation of slited or literary prose" ( Richards and
Rodgers 1986:4). However, in another sense, one can understand why Grammar
Translation is so popular. It requires few specialized skills on the part of teachers.
Test of grammar rules and of translations are easy to construct and can be
objectively scored. Many standardaized tests of foreign languages still do not

attempt to tap into communicative abilities, so students have little motivations to go

beyond grammar analogies, translations, and rote exercise. And it is sometimes
successful in leading a student toward a reading knowledge of a second language.
But, as Richards and Rodgers (1986:5) point out, "it has no advocates, it is a method
for which there is no theory. There is no literature that offers a psychology, or
educational theory."
Back to Title

What Language Teaching Is

Good teaching happens when competent teachers with non-discouraging
personalities use non-defensive approaches to language teaching and learning,
and cherish their students.
Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University
Section Contents
Models of Language Teaching and Learning
Reflective Practice
Teaching Portfolios
Be Prepared: Survival Tips for New Language Teachers
Resources

Material for this section was drawn from Beyond TA training: Developing a
reflective approach to a career in language education by Celeste Kinginger,
in Modules for the Professional Preparation of Teaching Assistants in
Foreign Languages (Grace Stovall Burkart, ed.; Washington, DC: Center for
Applied Linguistics, 1998)
Download the What Language Teaching Is section in pdf format

WHAT LANGUAGE TEACHING IS From The Essentials of Language Teaching

www.nclrc.org/essentials A project of the National Capital Language Resource
Center 2003-2007 Good teaching happens when competent teachers with nondiscouraging personalities use non-defensive approaches to language teaching and
learning, and cherish their

WHAT LANGUAGE TEACHING IS From The Essentials of Language Teaching

www.nclrc.org/essentials A project of the National Capital Language Resource
Center 2003-2007 Good teaching happens when competent teachers with nondiscouraging personalities use non-defensive approaches to language teaching and
learning, and cherish their students. Dr. James E. Alatis Dean Emeritus, School of
Languages and Linguistics, Georgetown University Section Contents Models of
Language Teaching and Learning Reflective Practice Teaching Portfolios Be
Prepared: Survival Tips for New Language Teachers Resources Material for this
section was drawn from "Beyond TA training: Developing a reflective approach to a
career in language education" by Celeste Kinginger, in Modules for the Professional
Preparation of Teaching Assistants in Foreign Languages (Grace Stovall Burkart, ed.;
Washington, DC: Center for Applied Linguistics, 1998). 2 Models of Language
Teaching and Learning New language instructors at the university level in the United
States are often in one of three situations: They are graduate students who have
extensive knowledge of language, literature, and culture but are not trained as
language teachers They are professionals in other fields who are native speakers
of the language but are not trained as language teachers They are language
instructors with experience teaching in their countries of origin, but little or no
training in the teaching approaches commonly used in the United States These
instructors often must begin their work in the classroom with little or no guidance to
help them appreciate which methods work, how, and why. In response, they may fall
back on an outdated model for understanding language teaching and language
learning. Older model: Language learning is a product of transmission. Teacher
transmits knowledge. Learner is recipient. This teacher-centered model views the
teacher as active and the student as fundamentally passive. The teacher is
responsible for transmitting all of the information to the students. The teacher talks;
the students listen and absorb (or take a nap). The teacher-centered model may be
attractive to new language instructors for several reasons: It is the method by
which they were taught It makes sense: The teacher should be the focus of the
classroom, since the teacher knows the language and the students do not It

requires relatively little preparation: All the teacher needs to do is present the
material outlined in the appropriate chapter of the textbook It requires relatively
little thought about students or student activities: All students listen to the teachers
presentation, then do related exercises However, experienced language instructors
who reflect on their teaching practice have observed that the teacher-centered
model has two major drawbacks: It involves only a minority of students in actual
language learning It gives students knowledge about the language, but does not
necessarily enable them to use it for purposes that interest them To overcome these
drawbacks, language teaching professionals in the United States and elsewhere
have adopted a different model of teaching and learning. Newer model: Language
learning is a process of discovery. Learner develops ability to use the language for
specific communication purposes. Teacher models language use and facilitates
students development of language skills. In this student-centered model, both
student and teacher are active participants who share responsibility for the
students learning. Instructor and students work together to identify how students
expect to use the language. The instructor models language use, and students then
use the language themselves in practice activities that simulate real 3
communication situations. The active, joint engagement of students and teacher
leads to a dynamic classroom environment in which teaching and learning become
rewarding and enjoyable. DIFFERENCES BETWEEN TEACHER-CENTERED AND
LEARNER-CENTERED INSTRUCTION TEACHER CENTERED LEARNER CENTERED Focus
is on instructor Focus is on both students and instructor Focus is on language forms
and structures (what the instructor knows about the language Focus is on language
use in typical situations (how students will use the language) Instructor talks;
students listen Instructor models; students interact with instructor and one another
Students work alone Students work in pairs, in groups, or alone depending on the
purpose of the activity Instructor monitors and corrects every student utterance
Students talk without constant instructor monitoring; instructor provides
feedback/correction when questions arise Instructor answers students questions
about language Students answer each others questions, using instructor as an
information resource Instructor chooses topics Students have some choice of topics
Instructor evaluates student learning Students evaluate their own learning;
instructor also evaluates Classroom is quiet Classroom is often noisy and busy
Language instructors who have never experienced learner-centered instruction can
find it daunting in several ways. It requires more preparation time: Instructors
must consider students language learning goals, identify classroom activities that
will connect those with the material presented in the textbook, and find appropriate
real-world materials to accompany them It is mysterious: Its not clear what,
exactly, an instructor does to make a classroom learner centered It feels like it
isnt going to work: When students first move into small groups, they may be slow
to get started as they assess the assigned task and figure out group dynamics 4 It
feels chaotic: Once students start working in their groups, the classroom becomes
noisy and the instructor must be comfortable with the idea that students may make
mistakes that are not heard and corrected It sounds like a bad idea: The phrase

learner-centered makes it sound as though the instructor is not in control of the

classroom This final point is an important one. In fact, in an effective learnercentered classroom, the instructor has planned the content of all activities, has set
time limits on them, and has set them in the context of instructor-modeled language
use. The instructor is not the center of attention, but is still in control of students
learning activities. This site is designed to help new language instructors become
comfortable with learnercentered instruction and put it into practice in their
classrooms. The pages on Teaching Goals and Methods, Planning a Lesson, and
Motivating Learners provide guidelines and examples for putting learner-centered
instruction into practice. The pages on Teaching Grammar, Teaching Listening,
Teaching Speaking, and Teaching Reading illustrate learner-centered instruction in
relation to each of those modalities. For a set of learner-centered instruction
techniques, see Teaching Goals and Methods. 5 Reflective Practice To move from the
teacher-centered model to the learner-centered one, new language instructors need
to think about what they do and how and why they do it. Reflective practice allows
instructors to consider these questions in a disciplined way. Reflective practice asks:
Which teaching model am I using? How does it apply in specific teaching
situations? How well is it working? Every instructor starts with an initial theory of
language teaching and learning, based on personal experiences as a language
learner and, in some cases, reading or training. In reflective practice, the teacher
applies this theory in classroom practice, observes and reflects on the results, and
adapts the theory. The classroom becomes a kind of laboratory where the teacher
can relate teaching theory to teaching practice. The theory provides a unifying
rationale for the activities that the instructor uses in the classroom; classroom
observation and reflection enable the instructor to refine the theory and adjust
teaching practice. Concepts that the teacher acquires through reading and
professional development activities are absorbed into the theory and tested in the
reflective practice cycle. This cycle of theory-building, practice and reflection
continues throughout a teachers career, as the teacher evaluates new experiences
and tests new or adapted theories against them. INSTRUCTORS THEORY OF
LANGUAGE TEACHING AND LEARNING INSTRUCTORS EXPERIENCE AS A LANGUAGE
LEARNER READING AND TRAINING IN TEACHING/LEARNING THEORY AND PRACTICE
OBSERVATION AND CLASSROOM PRACTICE REFLECTION B E F O R E T E A C H NI G:
D E V E L O P M E N T O F T H E O RY W HIL E T E A C H NI G: R E F L E C TIV E P R A
C T CI E C Y C L E PROFESSIONAL DEVELOPMENT 6 We suggest that you adopt a
reflective approach to the material presented in this website. Consider which
teaching model underlies the definitions, techniques, and applications presented
here. Try the ideas we suggest in your own classroom, and compare them with your
own experience. Doing so will help you integrate this material most effectively into
your own teaching philosophy and practice. 7 Teaching Portfolios Reflective practice
is aided by the use of a professional portfolio. A teaching portfolio is a record of an
instructors classroom performance, development as a teacher, and building of
coherence through reflective practice. Functions of a teaching portfolio: To allow a
teacher to track personal development To document teaching practice for

performance review To illustrate teaching approach for potential employers

Content of a teaching portfolio: Section 1: Background and philosophy
professional biography: a narrative description of your professional history and the
major influences on your teaching teaching philosophy: a description of how you
teach and why, the theoretical and philosophical foundations of your approach
information about the environment(s) where you have worked and any relevant
details about courses you have taught Section 2: Documentation of performance
classroom materials and assignments syllabi assessments professional
development activities teaching-oriented professional service Section 3:
Evaluations student evaluations supervisor reports letters of support about
your teaching A teaching portfolio can be a valuable tool for you as a new language
instructor. The reflective work that goes into producing it will encourage you to
clarify for yourself what you are doing and why. It will also help you understand the
professional value of teaching. Your teaching portfolio will allow you to present both
your language teaching philosophy and the best or most interesting examples of its
application in the classroom. Your portfolio should not be a static collection that you
develop once and never revise; you should review and update it every year so that
it reflects your growth as a language teaching professional. 8 Be Prepared: Survival
Tips for New Teachers Effective teaching depends on preparation. Here are eight
things to do at the beginning of the semester to help yourself have a rewarding and
enjoyable teaching experience. 1. Content: Find out what the department expects
you to teach and what materials you are expected to use. Review the curriculum or
textbook to get a roadmap of the semester as a whole. Working through the
curriculum should be a process of discovery for the students but not for the
instructor. 2. Method: Find out what teaching approach you are expected to use. Are
you expected to stick closely to the textbook, or bring in outside mate
4. Students: Find out what level your students will be. If they are second year
or intermediate, ask what that means. What have they studied previously?
What materials have they used? This will let you know what to expect from
them. 4. Plan: Outline a plan for the semester, even if the department has
given you a plan. Know when and how you will introduce new material and
when and how you will review. What will you do when you get behind? It
always happens. 5. Orientation: Find out what facilities are available for
students and where they are: language lab, computer lab, library. Make a
reference card for yourself with the hours when labs are open. Then, when
students ask, you wont look like a doofus. 6. Relationships: Learn the names
of your students as soon as you can. Use their names when talking with them
and when giving language examples in class. Attending to your students as
individuals will help you assess their progress more effectively. Also, if
students believe that you care about them, they will care about you. 7.
Expectations: Ask how much and what kind of homework is usually given to
students at the level you are teaching. Find out what expectations the
department has for frequency and type of testing. Let your students know

what the expectations are in these areas. 8. Guidance: Ask your supervisor or
another experienced instructor to serve as your mentor. A mentor can review
your plan for the semester before classes start to be sure youre on the right
track, and can meet with you on a regular basis throughout the semester to
answer questions and give you support when you need it. Having a mentor is
especially important toward the end of the first semester of teaching, when
many teachers begin to feel overwhelmed, discouraged, or frustrated.

Teaching and Learning Languages A Guide Teaching and Learning Languages A

Guide Angela Scarino and Anthony J Liddicoat ISBN 978-1-74200-081-7 9 7 8 1 7 4 2
0 0 0 8 1 7 Teaching and Learning Languages: A Guide is a key part of the Australian
Governments commitment to educating young Australians. The Government
recognises that the skills and knowledge necessary to communicate and work with
diverse languages and cultures must be a core element of the Australian school
curriculum. The Guide is designed to lead language education in new directions and
to help create inspiring learning environments. It invites teachers of languages to
think about the content, process and outcomes of their work in teaching, learning
and assessment. It is a resource for reflecting on languages education, the role of
languages teachers, and their programs and pedagogies in relation to contemporary
educational understandings and contexts. The Guide presents recent work by
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based in classrooms, schools and universities. It pulls together the expertise that is
available at a number of levels in this country in order to ensure an enriching
language learning experience for all Australian students and to further develop
Australias international potential and capability. The Guide is available, and is
supported by additional materials, at www.tllg.unisa.edu.au Angela Scarino and
Anthony J Liddicoat Teaching and Learning Languages A Guide Angela Scarino and
Anthony J Liddicoat Teaching and Learning Languages: A Guide was funded by the
Australian Government Department of Education, Employment and Workplace

Relations. ISBN: 978 1 74200 081 7 SCIS order number: 1393292 Full bibliographic
details are available from Curriculum Corporation. Teaching and Learning
Languages: A Guide is also available on the website www.tllg.unisa.edu.au Produced
by Curriculum Corporation PO Box 177 Carlton South Vic 3053 Australia Tel: (03)
9207 9600 Fax: (03) 9910 9800 Email: [email protected] Website:
www.curriculum.edu.au Statement Commonwealth of Australia 2009 This work is
copyright. It may be reproduced in whole or in part for study or training purposes
subject to the inclusion of an acknowledgment of the source and no commercial
usage or sale. Reproduction for purposes other than those indicated above, requires
the prior written permission from the Commonwealth. Requests and inquiries
concerning reproduction and rights should be addressed to Commonwealth
Copyright Administration, Attorney Generals Department, Robert Garran Offices,
National Circuit, Barton ACT 2600 or posted at www.ag.gov.au/cca Disclaimer The
views expressed in the publication do not necessarily represent the views of the
Australian Government Department of Education, Employment and Workplace
Relations. Printed by GEON Impact Printing Pty Ltd The Australian Government is
committed to languages education in Australian schools and recognises the
important role it plays in equipping young Australians with the knowledge, skills and
capabilities to communicate and work with our international neighbours. The
Government is making a substantial investment in Australias schools. The new
National Education Agreement will provide $18 billion to the states and territories
over the period 2009 to 2012, offering flexibility to target resources towards key
areas such as languages education. The development of Teaching and Learning
Languages: A Guide represents a key part of the Governments commitment to
support teachers in delivering quality language education programs for all young
Australians. Learning a language should involve understanding how languages and
cultures are a fundamental part of peoples lives. Teaching languages from an
intercultural perspective improves the engagement and learning outcomes of
students of languages in Australian schools. This Guide is a multi-modal package
that is accompanied by a series of web-based materials which provide online
practical examples of how the principles for developing intercultural language
learning outlined in this Guide can be incorporated in language education. The
online examples are drawn from the work of experienced language teachers who
are working to implement new ways of teaching and learning in their classrooms.
This Guide is a significant new resource for teachers, schools and communities,
which can be used to create inspiring language learning environments. It will give
students the opportunity to come to understand their own place in the world
through their language learning, and will help them to use their learning to develop
Australias economic, social and cultural relations in an increasingly globalised
world. I commend this Guide and hope teachers will find it useful in their language
teaching endeavours. Julia Gillard Minister for Education Foreword
Acknowledgments The authors wish to acknowledge the contributions of those who
participated in the project to produce this Guide and the supporting online
materials. Development of Teaching and Learning Languages: A Guide was funded

by the Department of Education, Employment and Workplace Relations under the

Australian Governments School Languages Program (SLP). It supports some of the
actions recommended in the National Statement for Languages Education in
Australian Schools and the National Plan for Languages Education in Australian
Schools 20052008 developed through the Ministerial Council on Education,
Employment, Training and Youth Affairs (MCEETYA) relating to the strengthening and
promoting of quality teaching and learning practices and supporting the provision of
high quality, ongoing and structured professional learning programs. The project
was developed by the Research Centre for Languages and Cultures (RCLC) at the
University of South Australia. Thanks to Jim Dellit for his editorial work on the Guide,
and to Ari Bickley for the design. The Project Advisory Group Judy Gordon, Thomas
Natera and Georgia Bray, representing the Australian Government Department of
Education, Employment and Workplace Relations (DEEWR) Joe van Dalen,
representing the Australian Federation of Modern Language Teachers Associations
(AFMLTA) Meredith Beck and Ghislaine Barbe, representing a non-government
education jurisdiction Tamara Romans, representing a state/territory government
education jurisdiction Jacqueline von Wersch, representing an ethnic/community
languages school provider Ann Bliss, representing a national parents body The
RCLC project team Associate Professor Angela Scarino (Project Director) Professor
Anthony J Liddicoat (Project Director) Dr Jonathan Crichton Dr Timothy J Curnow Jim
Dellit Michelle Kohler Kate Loechel Nives Mercurio Dr Anne-Marie Morgan Andrew
Scrimgeour Dr Kazuyo Taguchi Contents
Purpose ........................................................................................................................
..... 1 Using the
Guide ................................................................................................................. 3
Developing a personal, professional
stance ....................................................................... 4 Working with complexity
and change ................................................................................. 5 Understanding
contemporary contexts ............................................................................... 7 What is
language? ........................................................................................................... 15
What is
culture? ............................................................................................................... 19
Understanding
learning .................................................................................................... 24
Understanding language
learning ..................................................................................... 30 Intercultural
language learning ......................................................................................... 33
Classroom
interactions ..................................................................................................... 37 The
nature of interactional language ................................................................................
41 Tasks and tasktypes ......................................................................................................... 45 Student
engagement ....................................................................................................... 49
The diversity of learners and their life-

worlds .................................................................... 50 Scaffolding

learning ......................................................................................................... 54
Technologies in language teaching and
learning ............................................................... 55 The purposes of
resources ................................................................................................ 57 Selecting
resources ........................................................................................................... 59
Authentic
resources .......................................................................................................... 60
Adapting
resources .......................................................................................................... 61
Contemporary
resources ................................................................................................... 62 2
Language, Culture and Learning 1 Orientation of the Guide 3 Teaching and Learning
4 Resourcing and Materials Using resources
critically ................................................................................................... 63 Relating
resources to each other ....................................................................................... 64
Learners as
resources ........................................................................................................ 65
Developing a resource
bank.............................................................................................. 66 The purposes of
assessment ............................................................................................. 67 The
assessment cycle ........................................................................................................
71 Planning language
programs ............................................................................................ 77 Long-term
and short-term planning ................................................................................. 82
Planning
interactions ........................................................................................................ 85
Personalising learning
experiences .................................................................................... 85 Evaluation for
program renewal ....................................................................................... 87
Evaluation in
context ........................................................................................................ 88
Purpose and scope of
evaluation ...................................................................................... 89 Evaluation as
inquiry ........................................................................................................ 90
Commitment to growth and
development ........................................................................ 91 Creating a culture of
professional learning ........................................................................ 92 Contexts of a
professional learning culture ....................................................................... 93
Collaborating for a professional learning
culture ...............................................................
95 ................................................................................................................................
........
98 ................................................................................................................................

...... 100 5 Assessing 6 Programming and Planning 9 Further Resources 10

References 7 Evaluating Language Programs 8 Developing a Professional Learning
Culture Orientation of the Guide 1 Purpose This Guide is a resource for languages
teachers to use in reflecting on languages education, their role as languages
teachers, and their programs and pedagogies in relation to contemporary
educational understandings and contexts. It invites teachers to think about the
content, process and outcomes of their work in teaching, learning and assessment.
The Guide is based on recent work by members of the languages teaching
profession: teachers and researchers based in classrooms, schools and universities.
At times this Guide describes the field of languages teaching today generally; at
times it describes actual practice in schools and in classrooms; and at times it
reports on current research and thinking in languages education. At all times, it
seeks to inspire members of our profession to challenge long-held beliefs about the
teaching of languages with the intention of confirming their worth or changing
them. What is language? Purpose 1 A key message of this Guide is that teachers
need to analyse their personal, professional teaching 'stance': the professional bigpicture understanding and position they bring to their work which shapes their
programs and pedagogies. This Guide encourages teachers to consider their stance
and develop it with regard to: professionalism and knowledge of education,
teaching and learning personal and professional experience and selfunderstandings understandings of new and different contexts for students,
teachers and communities and their impacts on learning contemporary
understandings, including complexities and ambiguities, of languages and
pedagogy the relationship of experience and past practices to new situations and
new understandings as their stance develops and changes. None of our personal
and professional beliefs, perspectives or commitments are ever static, and the
Guide addresses those aspects that teachers think about when considering the
development of a personal and professional stance. At the end of each section,
there are questions to encourage consideration of these aspects in relation to
stance and to invite teachers to make changes to their thinking and to the practices
of their work. A key message of this Guide is that teachers need to analyse their
personal, professional teaching stance: the professional big-picture understanding
and position they bring to their work which shapes their programs and pedagogies.
2 Teaching and Learning Languages: A Guide Using the Guide The Guide is
supported by additional materials available at www.tllg.unisa.edu.au. These
materials consist of a number of related resources designed to support teachers in
developing a teaching stance and the practices that follow. Each section of this
Guide is supported online with examples from classroom practice. The examples act
as companion guides to the information provided in each section and present
teaching activities in six languages. These online resources are provided as
examples of what real teachers do when they are working in real contexts. They can
be used for reflection on teaching, learning, assessment and evaluation. We know
that teachers learn best from other teachers and so we encourage teachers to look
across the sets of examples in all languages rather than just in languages they

teach. The Guide does not purport to be a methodology manual, though the online
examples of programs will enable languages teachers to relate ideas discussed in
the Guide to their daily classroom practices. The nature of teaching and learning
means that teachers are, by nature and necessity, professionals who think about
their work with their particular students in their particular context, and who learn
and change through thinking and reflecting on practice. This Guide provides an
opportunity to engage with the increasingly sophisticated theoretical and practical
work of language teaching and learning, and using languages for communication in
increasingly diverse settings. Curriculum material has often come to teachers as
prescriptive practices that they have been required to adopt and adapt. But
teaching and learning are complex processes that require sensitive judgments and
decisions to be made in context. Prescriptions do not necessarily work. For this
reason, this Guide focuses on developing understanding and professional selfawareness rather than prescription (Pinar, 2003). It is a resource for members of the
profession to use as they continuously consider their own experiences in light of the
ideas discussed and their own classroom practice, and their own self-understanding
as teachers, as part of the ongoing development of their personal, professional
stance. Some teachers may wish to work through the Guide chapter by chapter on
their own or with a group of colleagues. Others may just wish to work on particular
aspects of their practice, though it is likely that working on one aspect of teaching
and learning will naturally lead to a consideration of others, in an ongoing cycle of
reflection. Orientation of the Guide 3 Stance is a term adopted by Marilyn CochranSmith and Susan Lytle, researchers in education in the USA. They describe common
understandings of stance, including body postures, political positions and the
various perspectives that researchers and educators use to frame their questions,
observations and reports. Stance describes the positions that teachers take
toward their work as languages teachers and to their knowledge and pedagogies
A teachers stance is both personal and professional A teachers stance changes
and evolves over time and in response to changing contexts Developing a personal,
professional stance key ideas In our work, we offer the term stance to describe
the positions teachers and others who work together take toward knowledge and
its relationships to practice. We use the metaphor of stance to suggest both
orientational and positional ideas, to carry allusions to the physical placing of the
body as well as the intellectual activities and perspectives over time. In this sense,
the metaphor is intended to capture the ways we stand, the ways we see, and the
lenses we see through. Teaching is a complex activity that occurs within webs of
social, historical, cultural and political significance Stance provides a kind of
grounding within the changing cultures of school reform and competing political
agendas. (Cochran-Smith & Lytle, 1999:288289) 4 Teaching and Learning
Languages: A Guide The nature, contexts and purposes of using language and
languages in our multilingual and multicultural world is increasingly complex and
teachers need to work with this complexity The key concepts that are central to
teaching and learning languages are constantly evolving and need to be open to
deeper understanding Working with complexity and change key ideas The act of

teaching and learning is intricate, not something that can be reduced to a few
methodological prescriptions. Furthermore, the role of teachers is not one of simply
receiving prescriptions from others that are subsequently implemented in their
context. Rather, teachers come to the act of teaching and learning with their own
dynamic framework of knowledge and understanding of their own personal, social,
cultural and linguistic make-up and that of their students. Their experiences, beliefs,
ethical values, motivations and commitments are part of their framework of
knowledge and contribute to their stance and identity as a teacher (Scarino 2007).
In teaching, the teachers framework interacts with those of their students as they
work together to develop new understandings. This framework is continuously
evolving, based on our distinctive experience and reflection on that experience. It
provides the frame of reference through which, in day-to-day teaching, teachers
create learning experiences for students and interpret and make meaning of their
learning. It is through this framework that teachers appraise the value of their own
teaching and new ideas with which they might wish to experiment, to further
develop or change their ways of teaching. In reading and working with the Guide,
teachers will bring their own frameworks of understanding to make sense of their
work. The ideas and understandings that follow are a way of contributing to the
professional dialogue that teachers, as educators, have with themselves in
developing a personal stance and with colleagues and others in developing a
collective professional stance. Our work as teachers of languages has always been
complex and subject to change. In developing a contemporary stance, languages
teachers must consider and respond to notions of complexity and change. Just as
teaching cannot be reduced to methods or prescriptions, the key concepts of
language, languages, culture and communication cannot, and should not, be
reduced to something simple. Orientation of the Guide 5 The nature, contexts and
purposes of using language and languages for communication are increasingly
complex and ever-changing in our multilingual and multicultural world where people
use different languages and dialects for different purposes in a range of different
contexts. The need to communicate (that is, create and exchange meanings with
diverse peoples both within and across cultures, and use a variety of
communication technologies) requires a sophisticated understanding and use of
language and languages. Through the experience of communicating across cultures
and reflecting on that process, people develop an intercultural capability and
sensitivity. Developing such a capability means interpreting and exchanging
meanings in the variable contexts of human communication and interaction, both
within a particular language and culture, and across languages and cultures. It
involves coming to understand the nature of the interrelationship of language,
culture and learning and their connection to the meanings, practices and identities
of communicators as fundamental to language use in its variable contexts. From an
educational perspective, this means that the starting point in developing a stance
for the teaching and learning of languages must be an expansive understanding of
language(s), culture(s), their interrelationship and a process of communication that
takes into account this variability. Theories and practices related to language

teaching, learning and assessment are subject to constant inquiry and change. This
means recognising that understanding these concepts, theories and practices, and
developing/ changing a personal, professional stance, is a matter of ongoing
professional inquiry. 6 Teaching and Learning Languages: A Guide All educational
thinking and discussion is set in a particular context of time and place that
influences their purpose, shape and orientation. This section of the Guide explores:
some contextual understandings of our contemporary world the changing
educational landscape Australia and the world of languages education as a means
of considering the contemporary influences on our personal, professional stance.
Context of time and place influences purpose, shape and orientation of teachers'
role in education Changes in the context of education influence teachers' personal
and professional stance Globalisation has focused the importance of developing
capabilities in languages-literacy-communication and intercultural engagement
Languages have a central role in Australian education because they mediate the
interpretation and making of meaning among people Advances in technology alter
the way people use language, communicate and relate with each other, with
information and with learning (especially the learning of languages) Understanding
contemporary contexts key ideas Orientation of the Guide 7 Globalisation
Globalisation, including the growth of a globalised knowledge-based economy has
brought about unprecedented access to information, global conversations and
relationships, and economic growth and, in some places, exploitation. The rapid
movement of people, ideas and knowledge has highlighted the need to better
understand the diverse nature of society, cultures and values. Globalisation has
increased the diversity of teachers, students and community members engaged in
education, in face-to-face and virtual learning situations, who bring extraordinarily
diverse histories, experiences, and backgrounds to learning. Australian educators
are increasingly aware that knowledge is not made only in English, nor made
available only in English. There is an increasing emphasis on the
internationalisation of education, which brings a variety of real and virtual
interactions. The reality of globalisation has brought an increasing recognition that
people in all spheres of life, and particularly in education, need to develop an
intercultural capability, that is, being able to negotiate meanings across languages
and cultures. It has also brought an increasing realisation that a capability in English
only is insufficient, despite its status in the world, and that being a bilingual, or
indeed multilingual, person has become the norm. Contemporary information and
communication technologies have become integral to peoples lives, and
increasingly mediate learning, knowledge and communication. They have altered
the very way people relate with each other, with knowledge, with the economy and,
most particularly, with learning. Languages have a central role in this context
because they mediate the interpretation and making of meaning among people
within and across languages. A changing educational landscape Recognising the
linguistic and cultural diversity in our world doesnt just mean giving a place to
languages in the curriculum. It alters the very fabric of education, emphasising that
languages are integral to the national curriculum and education as a whole. National

collaboration sustains the diversity of languages formally taught and assessed in

Australia and the recognition, nationally, of multiple purposes of assessment opens
up the possibility of moving beyond a view of outcomes as levers of change to a
focus on understanding and working with the complex interrelationship of teaching,
learning and assessment. 8 Teaching and Learning Languages: A Guide Languages
education is an integral part of education in general. An intercultural orientation to
education moves it from a monolingual to a multilingual phenomenon. Some points
to note about the current educational landscape and understandings about learning
are: that learners, teachers and their relationships are central to languages
learning as a peopled activity (Candlin 1999) that learning focuses on what
learners with their distinctive linguistic, social and cultural profiles, experience,
interests, desires, motivations and values bring to their learning environments and
how that shapes their interactions with those learning environments that
teachers, with their schools and wider communities, create a culture of language
learning and using in the classroom and beyond that teachers need to come to
know their students profoundly in their social, cultural, linguistic as well as cognitive
diversity as the basis for developing and sustaining learning that teachers need to
have an expanded view of language, culture and the relationship between them
that teachers need to recognise that languages change, depending on the context
in which you use them that the act of teaching languages entails teachers and
students bridging home and peer cultures, as well as their cultural life in Australia
and the cultures of the communities making connections between the language
being learned. Australia national initiatives in education A number of
developments are taking place at policy and curriculum level that will influence
languages education in distinctive ways. Much collaborative development has also
taken place in languages education in recent times at a national level and further
development is anticipated. Teachers of languages need to continue to engage with
these developments and use them as a basis for reflection on their work in their
particular contexts. Orientation of the Guide 9 This report also, appropriately,
includes languages among the learning areas that it proposes for all students. What
is clear from the current context is that languages are integral to education in
general and, as such, should continue to be an essential part of the learning
experience of all students in Australian education. Another dimension of the
changing educational landscape in Australia is the contemporary work on a national
curriculum resulting from collaboration between the states and territories and the
Commonwealth and supported by the establishment of a National Curriculum Board.
Languages have been highlighted as one of the areas to be considered in early
discussions in this context. National collaboration is a key feature of languages
education in Australia and has always been based on a national desire to harness
the full range of linguistic expertise available across all states and territories and to
share the load in extending the range of languages offered. One of the most
distinctive accomplishments of languages education in Australia is that through
collaboration nationally, across sectors and across states, and through a range of
providers and technologies, the educational systems continue to offer a range and

diversity of languages at different levels (beginners, continuers, background

speakers) that are formally taught and assessed at upper secondary level (Mercurio
and Scarino, 2005). The commitment to continuing to sustain and develop this
degree of diversity is fundamental. The new National Declaration on Educational
Goals for Young Australians, a pivotal declaration in Australian education was
released in December 2008. Languages have been included as a key learning area
in the National Declaration, agreed by Ministers of Education of all states and
territories of Australia. In 2007, a report prepared by the states and territories of
Australia stated that: skills for future participation in society must include
intercultural engagement, communication and understanding, recognising the
diversity in the Australian workforce and the significant number of Australians
employed in companies operating globally. (Council for the Australian Federation,
2007:17 emphasis added) 10 Teaching and Learning Languages: A Guide At a
policy level, this has been achieved through policy statements such as the National
Policy on Languages (Lo Bianco, 1987); the Australian Language and Literacy Policy
(Department of Employment, Education and Training, 1991); the report: Asian
languages and Australias economic future (Council of Australian Governments,
1994) and its accompanying National Asian Languages and Studies in Australian
Schools (NALSAS) strategy. Most recently, at a policy level, national collaboration
across states, territories and the Commonwealth has centred on the National
statement for languages education in Australian schools and the National plan for
languages education in Australian schools 20052008 (Ministerial Council on
Education, Employment, Training and Youth Affairs, 2005). At a curriculum level,
there is a longstanding history of national collaboration which began with the
publication of the Australian Language Levels (ALL) Guidelines (Scarino, Vale, McKay
& Clark, 1988), and continued with collaborative, national curriculum development
in four specific languages (Italian, Chinese, Indonesian and Japanese); national
collaboration at senior secondary level, through the National Assessment
Framework for Languages at Senior Secondary Level (NAFLaSSL); and the
Collaborative Curriculum and Assessment Framework for Languages (CCAFL). A
further highly significant, national collaborative development was Australias
Indigenous Languages Framework (SSABSA, 1996a, 1996b). Since 2005, national
collaboration has continued predominantly in the areas of research and professional
development through national level projects funded by the Australian Government
through its School Languages Program. These projects include work in investigating
the state and nature of language learning in schools, teacher education,
investigating Indigenous languages programs, the promotion of language learning,
improving the national coordination and quality assurance of languages programs in
after-hours ethnic schools, leading languages and implementing professional
standards. In addition, a large professional learning project, the Intercultural
Language Teaching and Learning in Practice (June 2006 December 2007), was
funded under the Australian Government Quality Teaching Program to allow
teachers to learn about intercultural language learning and conduct classroombased investigations incorporating this orientation towards language teaching and

learning (www.iltlp.unisa.edu.au). National initiatives in assessment have recognised

that assessment serves multiple purposes, only one of which is the reporting of
learning outcomes. Additionally and fundamentally, assessment provides
information that teachers, parents and other interested parties need to improve
students learning (assessment for learning). This usability of assessment
information to improve student learning depends on richness and quality which
entails much more than simply articulating outcomes. These two purposes of
assessment can no longer be seen as separate. Rather, they are both a part of the
complex interrelationship of contemporary teaching, learning and assessment
processes. Orientation of the Guide 11 Our profession has identified assessment
and reporting of languages learning as a priority in our own further professional
learning. As languages education emerges from the era of outcomes framed
exclusively in terms of the typical curriculum development categories (ie skills,
discourse forms, tasks, linguistic features, etc), there is increasing emphasis on the
ultimate value of learning languages; that is, what is it that learners should/can take
away from an experience of learning their particular language? For over a decade,
the focus of educational systems has been on prescribing curriculum and
assessment requirements. What is needed now is a shift towards understanding
how the complex processes of curriculum design, teaching, learning and
assessment actually work in particular contexts. Early childhood and primary
education The focus, at a national level, on early childhood education and the
centrality of the primary years involves discussion about important learning
experiences for all young children. Languages will need to be part of this discussion,
recognising both the range of languages that children bring to education and the
need to expand the integrated language-literacy-and-communication repertoires of
all students. In the past two decades, there has been a major increase in languages
learning in the primary setting and this remains an important area for development.
Central role of teachers Research highlights the central role of teachers in students
learning. At a national level, there has been an important recognition of the central
role that teachers play in students learning. The teachers charter released by
Teaching Australia in 2008 describes the complex professional, social and ethical
role of teachers. The Australian Federation of Modern Language Teachers
Associations (AFMLTA), the major professional body for the language teaching
profession, has developed professional standards for the accomplished teaching of
languages (Kohler, Harbon, McLaughlin & Liddicoat, 2006; Liddicoat, 2006). The
AFMLTAs statement of standards recognises both the value, and the professional
and ethical responsibilities, of language teachers. The overarching standard is
described as follows. 12 Teaching and Learning Languages: A Guide Being an
accomplished teacher of languages and cultures means being a person who knows,
uses and teaches language and culture in an ethical and reflective way. It involves a
continuous engagement with and commitment to learning, both as a teacher and as
a lifelong learner. It means more than teaching knowledge of languages and
cultures and includes teaching learners to value, respect and engage with
languages and cultures in their own lives and to interact with others across

linguistic and cultural borders. It means creating a culture of learning which

approaches language, culture and learning with respect, empathy, commitment,
enthusiasm and personal responsibility. (Australian Federation of Modern Language
Teachers Associations, 2005) These aspirational standards developed by the
profession, for the profession, describe the kind of teaching that will promote
learning in our current times and shape the personal, professional stances adopted
by languages teachers to their work, their students and their communities. Role of
parents and caregivers The role of parents as participants in the educational
experiences and decision-making of their child, in creating a culture of learning, has
a distinctive flavour and purpose in languages education. Contemporary
understandings of education emphasise that learning is both continuous and
lifelong and that it occurs at home, in the community, in school and beyond. Parents
are not only a childs first educators, they continue to shape the learning and
attitudes to learning of their children into adulthood. Parents seek opportunities to
participate in, and contribute to schooling by sharing curriculum related information,
knowledge, experience and skills, and through the understandings they have of
their children and their aspirations for them. The professional stance adopted by
teachers to their role and work will recognise parents and other community
members as active contributors to learning, ensuring that parents receive
meaningful information about the curriculum and teaching program, and about their
childs learning and progress, so they can participate in their childs learning,
achievements and decision-making. Orientation of the Guide 13 In relation to
learning languages, parents have distinctive roles and responsibilities. In
intercultural language teaching and learning, parents can support their children in
analysing cultural and linguistic similarities and differences within and across
languages and cultures. Parents and community members can offer historical and
regional perspectives on cultural and linguistic developments and engage in
developing intercultural understanding with their children. Some parents will also be
users of the language their child is learning and their contribution will be directly
useful. Parents who speak other languages will be able to support their children in
developing a broad linguistic understanding of how languages work and of
interactions across language and culture generally. In all families, the childs
language learning affords the opportunity to parents to work with their child to learn
something new together by relating their own knowledge of history, geography and
social systems and their own understandings of language and culture. Questions for
reflection 1 Think about your own personal, professional stance as a languages
teacher. How does it reflect your particular personal social, cultural and linguistic
make-up and values? 2 To what extent do your current beliefs, ethical values,
motivations and commitments reflect the contemporary and global educational
landscape? 3 What gaps in your current knowledge and understanding do you
instinctively feel you need to investigate by learning more about? How does this
influence your stance? 4 How do you currently engage with parents in relation to
language teaching and learning? To what extent do you utilise the diversity of family
experiences? 14 Teaching and Learning Languages: A Guide Language, Culture and

Learning 2 Language is more than just the code: it also involves social practices of
interpreting and making meanings The way we teach language reflects the way
we understand language What is learned in the language classroom, and what
students can learn, results from the teachers understandings of language There is
a fundamental relationship between language and culture It is important to
consider how language as code and language as social practice are balanced in the
curriculum key ideas What is language? 15 Understanding language Language is at
the heart of language teaching and learning and teachers need to constantly reflect
on what language is. This is because our understandings of language affect the
ways we teach languages. Language as code Traditionally, language is viewed as a
code. In this view, language is made up of words and a series of rules that connect
words together. If language is only viewed in this way, language learning just
involves learning vocabulary and the rules for constructing sentences. This
understanding of language is, however, a very narrow one. It sees language as fixed
and finite and does not explore the complexities involved in using language for
communication. Language as social practice An understanding of language as
open, dynamic, energetic, constantly evolving and personal (Shohamy, 2007:5)
encompasses the rich complexities of communication. This expanded view of
language also makes educational experience more engaging for students. Language
is not a thing to be studied but a way of seeing, understanding and communicating
about the world and each language user uses his or her language(s) differently to
do this. People use language for purposeful communication and learning a new
language involves learning how to use words, rules and knowledge about language
and its use in order to communicate with speakers of the language. This
understanding of language sees a language not simply as a body of knowledge to
be learnt but as a social practice in which to participate (Kramsch, 1994). Language
is something that people do in their daily lives and something they use to express,
create and interpret meanings and to establish and maintain social and
interpersonal relationships. If language is a social practice of meaning-making and
interpretation, then it is not enough for language learners just to know grammar
and vocabulary. They also need to know how that language is used to create and
represent meanings and how to communicate with others and to engage with the
communication of others. This requires the development of awareness of the nature
of language and its impact on the world (Svalberg, 2007). Our understanding of
language, as languages educators, becomes part of our professional stance and, as
such, influences our curriculum, planning and classroom pedagogies. Teachers who
view language simply as code make acquiring grammar and vocabulary the
primary, if not the only, goal of language learning. Within such a limited approach,
students do not begin to engage with language as a communicative reality but
simply as an intellectual exercise or as a work requiring memorising. 16 Teaching
and Learning Languages: A Guide The understanding of language that is part of our
stance also affects what happens in the classroom and the ways in which learners
begin to understand the relationship between their own languages and the
languages of their learning. If the language learning program focuses on the code,

then it models a theory of language in which the relationship between two

languages is simply a matter of code replacement, where the only difference is a
difference in words. If the language pedagogies focus on the interpretation and
creation of meaning, language is learned as a system of personal engagement with
a new world, where learners necessarily engage with diversity at a personal level.
Within a professional stance that understands language as a social practice,
teachers need to ensure that students are provided with opportunities to go beyond
what they already know and to learn to engage with unplanned and unpredictable
aspects of language. Learning language as a complex, personal communication
system involves ongoing investigation of language as a dynamic system and of the
way it works to create and convey meanings. This involves learners in analysis and
in talking analytically about language. Kramsch (1993:264) notes that: talk about
talk is what the classroom does best and yet this potential source of knowledge has
not been sufficiently tapped, even in communicatively oriented classrooms. The
emphasis on ongoing investigation and analysis assumes that learners are involved
in learning which promotes exploration and discovery rather than only being passive
recipients of knowledge as it is transmitted to them by others. These learners
require learning skills which will give them independence as users and analysers of
language (Svalberg, 2007). A professional stance that understands language as a
social practice requires students to engage in tasks in which they create and
interpret meaning, and in which they communicate their own personal meanings
and develop personal connections with the new language. Language, Culture and
Learning 17 Language and culture Understanding the nature of the relationship
between language and culture is central to the process of learning another
language. In actual language use, it is not the case that it is only the forms of
language that convey meaning. It is language in its cultural context that creates
meaning: creating and interpreting meaning is done within a cultural framework. In
language learning classrooms, learners need to engage with the ways in which
context affects what is communicated and how. Both the learners culture and the
culture in which meaning is created or communicated have an influence on the
ways in which possible meanings are understood. This context is not a single culture
as both the target language and culture and the learners own language and culture
are simultaneously present and can be simultaneously engaged. Learning to
communicate in an additional language involves developing an awareness of the
ways in which culture interrelates with language whenever it is used (Liddicoat,
Papademetre, Scarino, & Kohler, 2003). A matter of balance In developing a
professional stance to language teaching, it is important to consider how language
as code and language as social practice are balanced in the curriculum. In
developing language capabilities, students need to develop their knowledge and
understanding of the code and also to come to see language as a way of
communicating between people. Both of these goals need to be present in language
teaching and learning from the beginning. Questions for reflection 1 Consider the
tasks you have used for a particular class or module. What do these tasks show
about what you have been emphasising in your own teaching? Do these show a

balance between treating language as a code and as a social practice of meaningmaking and interpreting? 2 How might you develop new tasks for use in the
classroom which present a more balanced or more elaborated understanding of
language? 18 Teaching and Learning Languages: A Guide The way in which we
understand culture, just as the way we understand language, affects the way we
teach culture in language learning. In developing our stance, there are two
fundamentally connected issues to consider: what we understand culture to be
how we understand the place of culture within language learning. Understanding
culture One way in which culture has often been understood is as a body of
knowledge that people have about a particular society. This body of knowledge can
be seen in various ways: as knowledge about cultural artefacts or works of art; as
knowledge about places and institutions; as knowledge about events and symbols;
or as knowledge about ways of living. It is also possible to consider this aspect of
culture in terms of information and to teach the culture as if it were a set of the
learnable rules which can be mastered by students. When translated into language
teaching and learning, this knowledge-based view of culture often takes the form of
teaching information about another country, its people, its institutions, and so on.
Culture is not, however, simply a body of knowledge but rather a framework in
which people live their lives and communicate shared meanings with each other.
Culture can be seen as practices or as information Culture plays a central role in
the way meanings are interpreted Cultures are characterised by variability and
diversity The intercultural is not the same as culture but is a process which goes
beyond the idea of knowing a culture Culture is fundamentally related to
language What is culture? key ideas Language, Culture and Learning 19 Static and
dynamic approaches to culture In thinking about how to teach culture in the
language classroom, it is useful to consider how the ways in which culture is
presented can be categorised. The diagram below (adapted from Liddicoat, 2005) is
one way of thinking this through. One dimension is the axis of culture as facts or as
processes: that is, whether culture is seen as a static body of information about
characteristics of a society or as a dynamic system through which a society
constructs, represents, enacts and understands itself. The second axis represents
the way in which culture is conceived in terms of educational content. It makes a
distinction between artefacts and institutions and practices: that is, whether culture
is seen in terms of the things produced by a society or as the things said and done
by members of a society. The most static way to approach the teaching of a culture
typically emphasises artefacts, institutions and factual knowledge. Both the
approach to culture learning and the content itself are static. The lower left
quadrant adopts a static approach to the nature of learning, but a more dynamic
approach to the content, whereas the top right quadrant is static in terms of its
content, but dynamic in terms of its approach to learning (eg as in activities in
which learners engaged with cultural artefacts in a hands on way). The most
dynamic approach to culture is represented by the lower right hand quadrant, which
sees learners actively engage with the practices of a cultural group. Artefacts and
institutions Practices Facts Processes Approaches to teaching culture Dynamic

approach active engagement with practices of a cultural group Static approach to

learning Dynamic approach to content Static approach to content Dynamic
approach to learning Static approach to cultural learning and content 20 Teaching
and Learning Languages: A Guide The intercultural dimension Knowledge of cultures
is important for facilitating communication with people. Therefore learners of
languages need to learn about and understand cultures. Understanding culture as
practices with which people engage becomes centrally important. This means that
in the language classroom it is not just a question of learners developing knowledge
about another culture but of learners coming to understand themselves in relation
to some other culture. This is why there is a contemporary emphasis on
intercultural. Learning to be intercultural involves much more than just knowing
about another culture: it involves learning to understand how ones own culture
shapes perceptions of oneself, of the world, and of our relationship with others.
Learners need to become familiar with how they can personally engage with
linguistic and cultural diversity. There is another way to think about culture in
language teaching: the distinction between a cultural perspective and an
intercultural perspective (Liddicoat, 2005). This cultural pole implies the
development of knowledge about culture which remains external to the learner and
is not intended to confront or transform the learners existing identity, practices,
values, attitudes, beliefs and worldview. The intercultural pole implies the
transformational engagement of the learner in the act of learning. The goal of
learning is to decentre learners from their own culture-based assumptions and to
develop an intercultural identity as a result of an engagement with an additional
culture. Here the borders between self and other are explored, problematised and
redrawn. cultural intercultural Language, Culture and Learning 21 Taking an
intercultural perspective in language teaching and learning involves more than
developing knowledge of other people and places. It means learning that all human
beings are shaped by their cultures and that communicating across cultures
involves accepting both ones own culturally conditioned nature and that of others
and the ways in which these are at play in communication. Learning another
language can be like placing a mirror up to ones own culture and ones own
assumptions about how communication happens, what particular messages mean
and what assumptions one makes in ones daily life. Effective intercultural learning
therefore occurs as the student engages in the relationships between the cultures
that are at play in the language classroom. Such learning involves much more than
just developing knowledge about some other culture and its language. The
intercultural framework proposed here, then, consists of three intersecting
dimensions for understanding approaches to the teaching of culture in language
learning: the nature of content: artefact-practice the nature of learning: factprocess the nature of the educational effect: cultural-intercultural. In learning
about culture in the language classroom, we need to draw on our own experiences
of language and culture as they are encountered when trying to create and interpret
meanings. The ability to learn beyond the classroom is probably more important
than any particular information that students may learn about another culture

during their schooling. This is because it is impossible to teach all of any culture
because cultures are variable and diverse. As languages educators, we know that
what we can teach in the classroom is inevitably only a partial picture of a language
and culture. By acknowledging that limitation in our own teaching, we are less likely
to develop stereotypical views of the cultures we are teaching about. Learning how
to learn about culture means that, as people engage with new aspects of culture,
they develop their knowledge and awareness and find ways of acting according to
their new learning. 22 Teaching and Learning Languages: A Guide One way of
developing intercultural capabilities is through an interconnected set of activities
involving: noticing cultural similarities and differences as they are made evident
through language comparing what one has noticed about another language and
culture with what one already knows about other languages and cultures
reflecting on what ones experience of linguistic and cultural diversity means for
oneself: how one reacts to diversity, how one thinks about diversity, how one feels
about diversity and how one will find ways of engaging constructively with diversity
interacting on the basis of ones learning and experiences of diversity in order to
create personal meanings about ones experiences, communicate those meanings,
explore those meanings and reshape them in response to others. A dynamic
relationship between language and culture is always at play. It is through
exploration of the interactions of language and culture that this awareness and the
ability to act on it can be developed. Questions for reflection 1 Collect the tasks you
have used to teach and assess culture for a particular class or module. What do
these tasks show about the way you have presented culture in your teaching? Do
they show that you have used culture explicitly to develop the interculturality of
your learners or do they show a focus on acquiring information about others? Do
these tasks explicitly include opportunities for activities such as noticing,
comparing, reflecting and interacting? 2 How significantly does your stance as a
languages educator focus on interculturality? 3 How might you modify your
teaching to focus more on developing the ability to learn how to learn? 4 How would
you explain intercultural language learning to parents? Language, Culture and
Learning 23 Rationale for considering learning theories In thinking about teaching,
learning and assessing in languages education, it is essential for us to consider the
understandings that we hold and the assumptions that we make about learning.
This is because these understandings, be they implicit or explicit, influence our
professional stance as language educators and our teaching, learning and
assessment practices. Our understandings of learning are not simply acquired as
knowledge that is put into practice; rather, they develop over time and in diverse
contexts working with diverse students, based on ongoing experience and
reflection. In such an ongoing process, often dominant theories of the past continue
to operate as the default framework affecting and driving current practices and
perspectives (Shepard, 2000:4). Thus, it is important to have a sense of past
theories as well as more contemporary conceptualisations of learning as a basis for
examining understandings and assumptions about how students learn. Teachers as
social beings construct the world of teaching and learning according to their values

and dispositions. As such, their biographies are central to what they see and how
they interpret their world. As Shepard points out, changing conceptions of learning
There are changing views about learning in general and languages in particular in
contemporary education The learning theories that teachers hold implicitly or
explicitly influence their teaching, learning and assessment practices Theories of
learning have changed from behaviourism to cognitive and sociocultural theories.
They have been described through acquisition and participation metaphors and it is
recognised that both are needed Language, culture and learning together form
the basis for the languages curriculum Understanding learning key ideas 24
Teaching and Learning Languages: A Guide are closely entwined with changing
conceptions of curriculum and assessment. She observes that, at present, there is a
mismatch between current views of learning on the one hand, and teaching and
assessment practices on the other. This mismatch warrants further consideration in
each particular context of teaching and learning. Some teachers find engaging with
theory to be of limited direct value and prefer to focus on practice. Theory versus
practice dichotomies do not reflect current understandings as theory and practice
are not seen as opposites. Contemporary understandings show that there is an
important relationship between the two: a good theory can be immensely practical,
just as excellent practice informs theory-making. It is learning theory that provides
big picture understandings when teachers wish to reconsider and potentially change
their practices. Theories of learning Behaviourism Behaviourism, one of the most
pervasive theories of learning in the 1940s and 1950s was based on stimulusresponse associations. Its focus is on observable behaviour rather than thinking.
Learning within this theory entails the accumulation of atomised bits of knowledge
that are sequenced and ordered hierarchically. Each item of knowledge (called
objectives in curriculums and programs) is to be learned independently on the
assumption that this makes learning more manageable. All the constituent parts of
learning are to be mastered before proceeding to the next part (objective) in the
hierarchy, gradually leading to a complex whole. In this theory, learning is seen as
developing associations between stimuli and responses. Motivation involves positive
reinforcement of the many small steps in learning and forming good habits.
Development is seen as occurring through a series of required stages, in a step-bystep process. The major concerns with this theory are that: learning is broken
down into ever-smaller, analytic parts that are no longer integrated to form a whole
learning entails much more than a response to a stimulus learning is task and
context dependent. Language, Culture and Learning 25 Cognitive theories The
various cognitive theories, which challenged behaviourism, introduced the concept
of a thinking mind. Learning within these theories is understood as a process of
active construction whereby each individual makes sense of new information in
his/her mind by mapping it onto his/her existing framework of knowledge and
understanding. The incorporation of new knowledge leads to a restructuring of the
individuals conceptual map. These theories also highlight the fact that learning is
context-dependent that is, situated and that new knowledge can only be taken
in when connected to existing knowledge structures. In this sense, learning involves

a process of making connections reorganising unrelated bits of knowledge and

experience into new patterns, integrated wholes. Students learn by relating new
experiences to what they already know. Learning involves making new meanings
which are generally expressed through language. In this way learning, language,
meaning and thinking are closely related. Within this perspective, beyond the
accumulation and restructuring of information, developing knowledge involves
developing processes of self-monitoring and awareness that we refer to as
metacognition. Sociocultural theories Whereas cognitive theories highlight thinking
as it occurs in the mind of the individual, sociocultural theories consider the
relationship between thinking and the social, cultural, historical and institutional
context in which it occurs. The rediscovery of the work of Vygotsky (1978) has led to
the understanding that learning and development are culturally embedded and
socially supported or mediated processes. As Lantolf, one of the major researchers
who has developed sociocultural theory in the field of applied linguistics, explains:
Sociocultural theory holds that specifically human forms of mental activity arise in
the interactions we enter into with other members of our culture and with the
specific experiences we have with the artefacts produced by our ancestors and by
our contemporaries. Rather than dichotomising the mental and the social, the
theory insists on a seamless and dialectic relationship between these two domains.
In other words, not only does our mental activity determine the nature of our social
world, but this world of human relationships and artefacts also determines to a large
extent how we regulate our mental processes. (Lantolf, 2000:79) 26 Teaching and
Learning Languages: A Guide Learning according to this theory is developed
through social interaction with more knowledgeable or more proficient others. This
social process of interaction (through language, as well as other systems and tools
such as gestures, narratives, technologies) mediates the construction of knowledge
and leads to the individuals development of a framework for making sense of
experience that is congruent with the cultural system in which the learner and
learning are located. It is through this social and cultural process that students are
socialised to act, communicate and be in ways that are culturally appropriate to
the groups in which they participate as members, and through which identities are
formed. Within sociocultural theories, development occurs twice: firstly in the
process of social interaction (that is, on an interpersonal plane) and then within the
mind of the individual (that is, on an intrapersonal plane). Language is integral to
learning in that it is the major means by which we make and share meanings with
ourselves and with others, and by which we negotiate social relationships and social
values. It is language that makes it possible for people to objectify and
conceptualise themselves in the world to give names to experiences, and make
sense of the environment, objects, experiences, events and interactions. In short,
language is central to the process of conceiving meaning, which is integral to
learning. Sociocultural theory is concerned with the development of individuals over
time. According to Vygotsky (1978), learning is not fixed but dynamic and
developmental. In this sense, the developmental focus is on an individuals potential
abilities. An individuals learning potential depends fundamentally on mediation

that is, learning support or scaffolds that are made available. These scaffolds might
include reminders, examples, models, graphics, illustrations, explanations, further
questions and elaborations, as well as encouragement. They are designed to move
the learning forward in the zone of proximal development. An individuals learning
and achie
ent are mediated by supportive interactions with others. This interaction is
fundamental to learning. To understand learners learning and potential
development, its important to take into account both what they are able to do
independently and what they can do, with others, in and through social interaction
what they are able to do at any particular time and what they continue to learn to
do over time. Language, Culture and Learning 27 Thus the diverse cultural
understanding and experiences that students bring are highly influential and need
to be taken into account. The implication of this for us as a profession is that we
need to enlarge our understanding of learners, recognise the extraordinary
differences in their social and cultural life-worlds, experiences, motivations,
aspirations, and incorporate this diversity into our teaching and learning. Merged
theories While there is much debate within and among cognitive, constructivist and
sociocultural theories, Shepard (2000:6), among others, maintains that it is some
kind of combined or merged theory that will end up being accepted as common
wisdom and carried into practice. Learning, then, is socially constructed, mediated
through language and other tools that are congruent with the culture in which the
learner and learning are situated, and develops over time. As Broadfoot says: A
sociocultural approach places a premium on learners experiences, social
participation, use of mediating devices (tools and technologies), and position within
various activity systems and communities of practice. The word culture has taken
on a wide variety of different meanings in different disciplines. Nonetheless, it is
clear that as part and parcel of our early socialisation in life, we each learn ways of
being in the world, of acting, and interacting, thinking and valuing and using
language, objects and tools that critically shape our early sense of self. A
situated/sociocultural perspective amounts to an argument that students learn new
academic cultures at school (new ways of acting, interacting, valuing and using
language, objects and tools) and, as in the case of acquiring any new culture, the
acquisition of these new cultures interacts formidably with learners initial cultures.
(Gee, 2008:100) The cultural dimension of sociocultural theories of learning is
highlighted by Gee. 28 Teaching and Learning Languages: A Guide What we can and
should do is recognise that learners are first and foremost sentient beings and,
hence, that the quality and scope of their learning is likely to be at least as closely
related to their feelings and beliefs about it as it is to their intellectual capacity.
(Broadfoot, 2005:138139) Students bring with them their own conceptions,
misconceptions, understandings, experiences and feelings that shape their learning.
Acquisition and participation Anna Sfard (1998) discusses learning theory through
two metaphors: an acquisition metaphor and a participation metaphor. Learning
within the acquisition metaphor involves the accumulation of a body of facts or

items of knowledge that are abstracted and generalised. The process may involve
either reception or development by construction, but the focus is on gaining
ownership (Sfard, 1998:5) or possession of something. Within the participation
metaphor, learning involves participating within a community of more
knowledgeable others to construct understanding. Participation takes place in the
context of culture through social mediation. The focus within this metaphor is not on
possession but on participation in various kinds of activities characteristic of a
learning area as the learner gradually becomes a member of the subject
community. Sfard highlights that each (metaphor) has something to offer that the
other cannot provide (Sfard, 1998:10). Questions for reflection 1 How does your
stance to language learning reflect your views on learning? 2 Where do your views
on learning come from? 3 How are your views of learning evident in your teaching
and assessment practice? 4 What are some implications of these learning theories
for your own teaching? 5 Why do you think Sfard emphasises the merging of the
two metaphors? 6 Are there dimensions of learning that are not captured by the
acquisition and participation metaphors? Language, Culture and Learning 29 Second
language learning Theories that have been developed to account for second
language learning, or acquisition, are closely related to those discussed above as
general learning theories. A behaviourist approach to second language learning
focuses on imitation, practice, encouragement and habit formation. Learning a
second language necessarily involves comparison with the learners first language,
but the latter is generally perceived as causing interference in the learning of
additional one(s). This approach is seen now to offer an insufficient explanation of
the complexity of language learning. The linguist Noam Chomsky (1957) provided a
major critique of behaviourism and its view of second language learning as imitation
and habit formation. He developed a theory of first language learning that suggests
that language learning is an innate capacity that children are programmed to
acquire language thanks to their in-built knowledge of a Universal Grammar. He
called this knowledge competence, to distinguish it from what might actually be
said on a particular occasion. Second language acquisition and learning theories
need to account for language learning by learners from diverse life-worlds, learning
with diverse needs, interests, motivations and desires in diverse contexts
Intercultural language teaching and learning focuses on the relationship between
language, culture and learning Using languages, hence learning languages, is:
an intrapersonal and interpersonal process of meaning-making interactional
developmental/dynamic interpretive, imaginative and creative Understanding
language learning key ideas 30 Teaching and Learning Languages: A Guide For
Chomsky, this abstract knowledge of language consists of a limited set of rules that
enabled an infinite number of sentences to be constructed. While he did not
specifically address second language learning, his theory has been applied to it.
With regard to teaching methodology, behaviourism can be linked to
grammar/translation methods that tend to focus on the parts of grammatical
knowledge with less attention on how these parts might be brought together in
communication. The audiovisual and audio-lingual approaches were based on

stimulus-response psychology that is, training students through practising

patterns to form habits. One of the most influential of the innatist theories (ie
theories that argue that language is innate, is that of Stephen Krashen and it is this
theory that influenced communicative language teaching (for more information, see
Lightblown & Spada, 1999, Chapter 2). Within cognitive theories of second language
acquisition, learning involves building up the knowledge system or architecture
which over time and through practice becomes automatically accessible in
reception and production. Some theorists within the cognitivist tradition have
argued that interaction is essential for language learning to take place, with the
modification of input, by teachers for example, to render it comprehensible to the
learner (see Long, 1983). The sociocultural perspective on second language
learning, based on the work of Vygotsky (1978), highlights that all learning,
including language learning, is based on social interaction (see Lantolf, 2000) with
more proficient others, on an interpersonal and intrapersonal plane as described
above. Through the concept of the zone of proximal development, it highlights that
language learning is developmental. The characteristic of prior knowledge is very
important. It recognises that new learning is built on prior learning that is, the
ideas and concepts that students bring to learning. Teachers work with these
preconceptions in order to facilitate learning. The characteristic of metacognition,
or awareness about how we learn, is integral to learning. Students need to
understand how they learn. They need to continuously reflect on their learning and
develop self-awareness of themselves as learners. There is a strong connection
between learning and identity: learners need to negotiate constantly who they are,
and how they can be/ should be/ would like to be in the language and culture they
are learning. Language, Culture and Learning 31 The role of language The role of
language in learning cannot be over-emphasised. Language is the prime resource
teachers have and use for mediating learning. When learning languages, then,
teachers and students are working with language simultaneously as an object of
study and as a medium for learning. In teaching languages, the target language is
not simply a new code new labels for the same concepts; rather, effectively
taught, the new language and culture being learned offer the opportunity for
learning new concepts and new ways of understanding the world. While these
theories of second language learning provide insights on aspects of second
language learning, there is no comprehensive or complete theory that can guide
the practices of teaching and learning. Nonetheless, this does not mean that
anything goes. Rather, it becomes necessary for teachers to become aware of and
understand what they do and why, by examining their own, often tacit, theories
about learning in relation to insights from current and best theories, and by
considering the implications of these for teaching. Both teachers and students need
to develop a rich conception of what language and culture are and do, and how they
interrelate to interpret and create meaning. Questions for reflection 1 How do you
elicit and use students prior knowledge? 2 How do you understand metacognition
and how would you discuss this with your students? 3 How does your current stance
on languages teaching reflect differing, and perhaps oppositional, aspects of the

theories discussed in this section? 32 Teaching and Learning Languages: A Guide

The intercultural orientation to language learning is intended to give salience to:
the fundamental integration of language, culture and learning in learning and using
any language, and the reality of at least two languages being constantly at play in
learning an additional language Intercultural language learning can be considered
through five principles: active construction, making connections, interaction,
reflection and responsibility Intercultural language learning key ideas Intercultural
language learning involves developing with learners an understanding of their own
language(s) and culture(s) in relation to an additional language and culture. It is a
dialogue that allows for reaching a common ground for negotiation to take place,
and where variable points of view are recognised, mediated, and accepted. Learners
engaged in intercultural language learning develop a reflective stance towards
language and culture, both specifically as instances of first, second, and additional
languages and cultures, and generally as understandings of the variable ways in
which language and culture exist in the world. (Liddicoat et al, 2003:46) A stance to
languages teaching that has intercultural language learning at its heart involves
developing with students an understanding of their own situatedness in their own
language and culture, and the recognition of the same in others. It also involves
understanding the way in which this recognition influences the process of
communication within their own language and culture, and across languages and
cultures. Liddicoat, Papademetre, Scarino and Kohler describe it as follows.
Language, Culture and Learning 33 Questions for reflection 1 How would you
describe intercultural language learning to a colleague who is new to teaching
languages? 2 What do you see as implications of the five principles for your
teaching? Through intercultural language learning, students engage with and learn
to understand and interpret human communication and interaction in increasingly
sophisticated ways. They do so both as participants in communication and as
observers who notice, describe, analyse and interpret ideas, experiences and
feelings shared when communicating with others. In doing so, they engage with
interpreting their own and others meanings, with each experience of participation
and reflection leading to a greater awareness of self in relation to others. The
ongoing interactive exchange of meanings, and the reflection on both the meanings
exchanged and the process of interaction, are an integral part of life in our world. As
such, intercultural language learning is best understood not as something to be
added to teaching and learning but rather something that is integral to the
interactions that already (and inevitably) takes place in the classroom and beyond.
Liddicoat, Papademetre, Scarino and Kohler (2003) propose a set of five principles
which provide a starting point for developing intercultural language learning, as
shown in the (adapted) table on page 35. 34 Teaching and Learning Languages: A
Guide 1 Active construction Learning involves purposeful, active engagement in
interpreting and creating meaning in interaction with others, and continuously
reflecting on ones self and others in communication and meaning-making in
variable contexts. For students, it is more than a process of absorption of facts but
continuously developing as thinking, feeling, changing intercultural beings. 2

Making connections Learning is developed firstly through social interactions

(interpersonally) and then internally within the mind of the individual
(intrapersonally). In the interpersonal process previous knowledge is challenged,
creating new insights through which students connect, reorganise, elaborate and
extend their understanding. In this process, constant connections are made
between: language and culture and learning existing conceptions new
understandings language and thinking first language additional language(s)
previous experiences new experiences the intercultural self intracultural self
others. 3 Interaction Learning and communication are social and interactive.
Interacting and communicating interculturally means continuously developing ones
understanding of the relationship between ones own framework of language and
culture and that of others. In interaction, participants engage in a continuous
dialogue in negotiating meaning across variable perspectives held by diverse
participants, and continuously learn from and build upon the experience. 4
Reflection Learning involves becoming aware of how we think, know and learn about
language (first and additional), culture, knowing, understanding and their
relationship as well as concepts such as diversity, identity, experiences and ones
own intercultural thoughts and feelings. 5 Responsibility Learning depends on
learners attitudes, dispositions and values, developed over time. In communication,
it involves accepting responsibility for ones way of interacting with others within
and across languages and for striving continuously to better understand self and
others in the ongoing development of intercultural sensitivity. Principles for
developing intercultural language learning Language, Culture and Learning 35
Summary Taking the above discussion into account, some key dimensions of
language learning include the following. Learning is both intrapersonal (ie takes
place within the individual) and interpersonal (ie accomplished socially in
interaction with others). It is also personal in the sense of pertaining to the person,
shaping who they are and their identity. The most important point here is that
learning is about personal meaning-making how children and young people make
meaning within themselves and with others, in and through learning. Learning is
developmental that is, a continuous process where students engage with
increasing complexity. Learning builds on prior knowledge and cannot occur
without attending to students prior conceptions/misconceptions. Learning is
interactive where interaction is focused on meaning-making. Learning is mediated
primarily through language all the languages of the students repertoires.
Feedback is critical to learning students need to know where they stand and what
they need to do and understand in order to take the next steps in their learning.
Learning involves transfer; it needs to be applied in diverse contexts. Through use in
different situations, with different participants etc, students learn how to adjust their
learning to the particular local context, circumstances and requirements. Learning
is self-awareness and relates to metacognition (ie learners being aware of how they
learn, and why they learn as they do). These characteristics of learning are also
features of intercultural language learning. An expanded view of learning and using
languages in the context of culture recognises these as intra- and interpersonal

processes of meaning-making: interactional, developmental, interpretive,

imaginative and creative. The implication for teaching is, fundamentally, that
learning extends beyond exposure to focus on interaction and the life-worlds of all
people involved. As such, it is a peopled view of language learning. Questions for
reflection 1 Consider your view of language learning in the light of the discussion
and summary above. Which characteristics are regular parts of your teaching? In
what ways are these characteristics evident? 2 Which characteristics are less
evident in your teaching? In what ways might you incorporate these characteristics?
How will this change your stance? 36 Teaching and Learning Languages: A Guide
Teaching and Learning 3 Interaction is a social process of meaning-making and
interpreting Interaction has an important place in education as it allows active
engagement with ideas and interpretation Interaction must be purposeful and
meaningful for participants What is language? key ideas Classroom interactions 37
Interaction as structural Languages classrooms are fundamentally interactive.
However, the nature and quality of the interaction varies according to the ways in
which it is understood and constructed. Studies of classroom interaction have
tended to focus on the organisation of talk in the classroom and on identifying
structures, such as the Initiation-Response-Feedback structure of teacher-student
talk (eg Cazden, 1988; Stubbs, 1986). They have also examined patterns of teacher
talk directed to students (eg the use of questions, feedback, recasts) or of student
talk in small group interaction (eg the use of learners clarification requests,
comprehension and confirmation checks, how students interpret instructions). Much
work in Communicative Language Teaching has also focused on the idea that
classroom interactions should be natural, by which it is assumed that they will
resemble conversations in a number of ways: unequal participation, the negotiation
of meaning, topic nomination and negotiation by more than one speaker, and the
right of interlocutors to decide whether to contribute to an interaction or not
(Krashen & Terrell, 1983). Such studies assume that language instruction is
enhanced by certain ways of talking designed to provide students with opportunities
for original utterances in the target language, clarifying the meaning of units of
language, and modelling grammatically correct versions of learners talk. These
studies portray interaction as any and every opportunity to use the target language
and see interaction as successful if meanings are understood. What is missing from
such a view of interaction is an appreciation of the fact that interaction is
purposeful. People do not talk in order to use language: they use language in order
to talk. Therefore people need to have something to talk about and someone they
wish to talk about these things with. By removing communicative purpose as a
relevant consideration in classroom action, language teaching has tended to
construct interaction as a sterile and pointless activity. Moreover, by removing
communicative purpose from interaction, such views make it difficult to determine
the educational purpose of interaction: what learning is being developed, supported
or enhanced by interaction? If the purpose of interaction is solely to use the target
language, and any target language use is unproblematically seen as learning, then
the sorts of learning through which interaction can be developed are necessarily

limited and superficial. 38 Teaching and Learning Languages: A Guide Interaction as

social More recent understandings of interaction, and its roles and purpose in
teaching and learning, see it as more than just the exchange of target language
talk. Interaction is fundamentally a social process of meaning-making and
interpreting, and the educational value of interaction grows out of developing and
elaborating interaction as a social process. It is through interaction that learners
engage with ideas and concepts and the diverse interpretations and understandings
of these held by their interlocutors. In interaction, the participant is both performer
and analyser of what is happening. Educationally purposeful interaction must
engage the learner in both roles. Understanding communication as a social process
does not simply mean that language is used for socialising, it means that there is a
social purpose for the interaction. In classrooms, the social purpose of interaction is
related to learning, through the discussion of ideas, insights and interpretations.
Classroom interaction is more than a simulation of everyday interaction: it is
interaction with learning as its central concern. A social view of interaction also
means considering the participants in interaction in different ways. It involves
interactions between teachers and students and between students and teachers,
between students, between students and others (including the voices of others as
they are encountered through texts, video, digital technologies, etc). Interactions
need to bring opportunities to students to explore their ideas, interpretations and
reactions as they encounter the ideas, interpretations and reactions of others. Such
learning involves: using language as a starting point for interaction to generate
ideas, interpretations and responses seeking opinions and the reasoning behind
these probing responses to elaborate deeper and more complex understandings
drawing out, analysing and building on personal experiences eliciting variability in
contributions, and engaging with the diversity found as a resource for further
interaction engaging in open dialogues between participants in which all have
opportunities to explore their own perceptions and understandings developing
language abilities to meet interactional needs rather than limiting interactional
opportunities to current language capabilities. Teaching and Learning 39 In planning
for interactions, it is important to consider the tasks with which students are to
engage. As each task constructs an experience of language and culture, there
needs to be variation in the types of tasks to which students are exposed over the
course of the program. If too much class time is devoted to a particular type of
activity for example language practice, small group discussion, text analysis,
projects the range of experiences of language, culture and learning available to
the students will be reduced and skewed towards certain capabilities rather than
others. In considering tasks, it is important to take into account not only what
students will do but also what they will learn. If tasks are understood as activities,
then it is the carrying out of the activity itself that becomes the goal and learning is
only understood in relation to whether and how well the task could be done (that is,
knowing the procedure). This form of learning leaves out the deeper conceptual,
reflective elements which are central to the process. To move deeper, it is important
to consider what students will gain from doing the task, what they will take away

from the learning experience and be able to draw on in other contexts and at other
times. In considering what learners will take from a learning experience, it is also
important to consider what learners bring to that experience that can be drawn
upon, developed and/or challenged. It is important to consider what the students
will engage with in the task, the central ideas or concepts which will be the basis of
their deeper learning, and how the task will bring them to such engagement.
Moving to this view of task design strengthens the purposefulness of the
interactions in which students engage and possibilities that they offer. Questions for
reflection 1 What kinds of interactions are evident in your classroom teaching and
learning? How would you characterise them? 2 Using a task from your current
program or textbook, describe how you could modify it to strengthen interaction as
discussed above. 3 Imagine interaction in your language classroom from the point
of view of one of your students. How do you think they might be experiencing the
interactions you create? Ask them and compare their responses with yours. 4 Audiorecord an interaction from one of your classes. Analyse it using the distinction
between doing and learning made above. What do you notice? 40 Teaching and
Learning Languages: A Guide In the language classroom, language provides the
starting point for learning and interactional language contributes directly to the
nature and quality of the learning. This effectiveness is not simply a product of the
amount of talk, but is influenced fundamentally by the quality of the talk. Talk needs
to be about something and the substance of the talk needs to have value in its own
right. In planning for interaction, teachers plan the sorts of things that students will
be able to say, whether in speaking or in writing. What sorts of ideas will they be
able to explore? What sorts of ideas, interpretations and responses are likely to
result from the experiences in which they participate? How will they be able to
participate in these experiences? What roles are constructed for students in the
interaction: initiator, respondent, critic, investigator, etc? Explaining Explanations
are a typical element of teacher talk in which teachers introduce new concepts or
information for students to assimilate into their own knowledge. In providing an
explanation, a teacher is the sole source of the information being delivered and the
teachers authority is the sole validation of the information. Explanations are mostly
monologues and may occupy an extensive period of class time. During an
explanation, students are often expected to be passive receivers of the information
being provided by the teachers, although they may be encouraged to seek
clarification if they do not understand aspects of the explanation. As a part of any
instructional approach, explanations need to be interactive to promote active forms
of engagement with the material by students. An interactive classroom requires
attention to the nature and quality of language use Questioning is a central
element in intercultural language teaching and learning and requires a thoughtful
approach to the purpose of questions in learning The nature of interactional
language key ideas Teaching and Learning 41 Concepts can be introduced in other
ways which allow learners the possibility of constructing, exploring and expressing
their own interpretations of the material to which they are exposed. Where learners
are given experiences of meaningful communication in the target language in which

ideas, attitudes or perspectives of others are present, these can be used as a

starting point for exploration in which learners actively construct their own
knowledge about the concept. The process is interactive in multiple senses. It
involves interactions between students and the originator of the text in which they
make interpretations of the language and its meaning for themselves. It needs to be
guided interactively by teachers as they scaffold the processes of assembling and
interpretation through questions, hints, reminders and modelling. Ideally, it should
also involve opportunities for students to interact in developing and refining their
interpretations, in communicating their interpretations to others and in commenting
on and reflecting on the interpretations of others. While an explanation delivers
information which needs to be remembered, the interactive investigation of
information provides opportunities and processes for developing learners
understandings of the material. Questioning Questioning is a central part of
developing interactive language in the classroom. Teachers allocate significant
teaching time to asking questions and it is these questions which give shape to the
lesson. Students questions tend to be less frequent and are often restricted to
clarification or confirmation functions. In an interactive classroom, questions need
to be distributed across participants in a way which allows for collaborative
exploration of ideas. It is not just who asks questions and how often that is
important in the intercultural language classroom, but also what sorts of questions
are asked. In studies of teachers questioning, two main question types are
described: display questions in which the answer is known by the teacher and
used to elicit recall of information from students referential questions in which the
answer is not known by the teacher and used to elicit a meaningful communication
from the student. Of these two types, display questions are specific to instructional
contexts while referential questions are found in many types of social interaction.
Display questions include, for example: What did Marc lose on the train? Does Paulo
have a cat? Why did Taroo not go to school today? How did Jos get to work? 42
Teaching and Learning Languages: A Guide Referential questions can be closed or
open. Closed questions are those which have only a single response, which is right
or wrong, or true or false. For example: How do you get to school in the morning?
When do you play sport? These questions elicit facts, are relatively easy to answer,
can be answered relatively quickly and keep control of the interaction with the
questioner, almost always the teacher. They do not open up possibilities for going
beyond the frame developed by the question. Open questions are those which are
designed to lead to a broad range of possible responses. For example: What did you
do during the holidays? How do you spend your leisure time? What do you think
about nuclear power? Open questions allow for the possibility of opening up
discussion and of developing more questions on the basis of the initial response.
They ask the respondent to think and reflect, to give opinions and feelings and they
hand greater control of the interaction to the respondent. Other types of questions
include the following. Polar questions, to which the answer is either yes or no: Do
you like ice-cream? Alternative questions, to which the answer is a choice
between possibilities: Do you prefer the red one or the blue one? What, where and

who questions, which elicit facts: What is your name? Who gave you the book?
Where is the Eiffel Tower? Why and how, which elicit opinion or reasoning: Why is
Mari unhappy? How can Hans solve the problem? Teaching and Learning 43 The
conventional distinctions between questions are not enough to provide a basis for
developing interactional language in the classroom. They are all question types and
do not consider the types of answers which come from the questions. The most
important element for understanding the nature and role of questions is to consider
the purpose of the question for it is the purpose which shapes the possibilities of the
answers. For example: eliciting information exploring possibilities investigating
connections eliciting interpretations eliciting assumptions promoting reflection.
These purposes can be elicited by a diverse range of question types. The focus of
planning interaction here is not so much to ensure a diverse range of question types
as to ensure that questions are used with a diverse range of purposes, appropriate
to the learning focus. For example: Why do you say that? What is your interpretation
based on? What do you think about that? Why do you think X thinks this way? How
do Xs ideas differ from your own? How could this be seen differently? How does
your interpretation relate to Xs? Quite often the purpose is not achieved by a single
question. Rather, a question launches an interaction which is then elaborated
through other questioning possibilities with multiple participants contributing
questions and answers. Questions for reflection 1 How would you characterise the
kinds of questions you pose your students? The ones they pose to you? The ones
they pose to each other? 2 Prior to your next class, consider the
tasks/materials/ideas that you will be working with. Prepare two or three key
questions that will extend your students engagement. After the class, take note of
additional questions you posed. What do you notice? 3 Describe how you might use
questions to extend students thinking. 44 Teaching and Learning Languages: A
Guide One of the major developments in language teaching and learning in the
1980s, in concert with communicative language teaching, was the emergence of
task-based language teaching and learning. This was an important movement that
highlighted that students not only need to have knowledge of a language but also
need to develop the ability to actually use it to achieve communicative purposes.
Thus, students learning was no longer to be described only in terms of inventories
of language items, but also, and most importantly, in terms of tasks that they would
accomplish that is, what students do. The nature of tasks There has been an
extensive debate on what constitutes a task for the purposes of languages
teaching and learning. Some distinctions have been drawn, for example, between
exercises (focused on noticing and developing aspects of the form of language)
and tasks (focused on integrated use of language) or between pedagogic tasks
(tasks accomplished for the purposes of classroom learning) and real-life tasks
(tasks involving the use of language in the real-world). More recently, emphasis in
general education has been placed on developing higher order thinking tasks or
rich tasks. Teachers developing these rich tasks build deep, elaborated thinking
into the tasks Task-based language teaching shifted the focus of language
learning from knowledge of language to a focus on its use to achieve

communicative purposes The value of tasks in language learning resides in their

focus on purposeful use of language in diverse contexts Task-types provide a
means for ensuring that students experience a comprehensive range of learning
experiences The difficulty with using tasks as the basis for curriculum design
resides in the issue of sequencing Tasks and task-types key ideas Teaching and
Learning 45 they ask students to do. As languages educators, we consider not only
the need to develop accuracy (through a focus on form) and fluency (through active
use of the target language in tasks) but also, and importantly, the need to develop
complexity (Skehan, 1998) in interpreting and using language and in reflecting upon
language and culture in the context of use. Thus, in developing tasks we also need
to consider how each task builds on or extends previous learning and how it
contributes to continuous and cumulative learning. Some of these distinctions are
worth considering in developing the range of learning experiences that comprise a
teaching and learning program for our students. Tasks might be described as
purposeful and contextualised instances of language use. They include: a purpose:
an underlying reason for undertaking the task (beyond the mere display of subject
knowledge) a context: the thematic, situational, and interactive circumstances in
which the task is undertaken. The context may be real, simulated or imaginary.
Considering context includes knowing where the task is taking place, when, who are
involved, what previous experiences they share and what relationships they have a
process: a mode or process of inquiry, thinking, problem-solving, performing,
creating a product: the result of completing a task (Clark, Scarino & Brownell, 1994)
Good language learning tasks, then, involve the judicious use of existing knowledge
and above all an intellectual challenge (in both content and processes) for students;
they involve interaction; they appeal to students imagination and expand their
interests; they develop confidence and provide a sense of achievement and
enjoyment; and they contribute to learners ever-developing communicative and
learning repertoires. A purpose an underlying reason for undertaking the task
(beyond the mere display of subject knowledge) A context the thematic, situational,
and interactive circumstances in which the task is undertaken. The context may be
real, simulated or imaginary. Considering context includes knowing where the task
is taking place, when, who are involved, what previous experiences they share and
what relationships they have A process a mode or process of inquiry, thinking,
problem-solving, performing, creating A product the result of completing a task 46
Teaching and Learning Languages: A Guide Task-types The value of tasks resides in
the fact that they represent a worthwhile, integrative, purposeful, contextualised
piece of work. Building on this value, tasks may be grouped in different ways to
ensure a comprehensive range and variety of experiences for learners. These
groupings are called task-types. The most frequently used way of categorising tasks
is according to the four macro-skills: listening, speaking, reading and writing.
Another way was developed in the six activity-types of the Australian Language
Levels Guidelines (Scarino et al, 1988). These include: interacting and discussing
interacting and deciding/transacting obtaining information and using it giving
information personal response personal expression. Another system of task-

types focuses on higher order thinking skills: enquiring, interpreting presenting

problem-solving performing creating, designing, composing judging,
evaluating, responding (see Clark, Scarino & Brownell, 1994). The task-type
categories provide a means for ensuring that students engage with a range of
learning experiences, participate in a range of language use in different contexts
and, through this, learn increasingly to manage the variability of context. A
dimension that is not sufficiently captured in these systems of task-type
categorisations is a focus on reflection. This focus requires further elaboration.
Teaching and Learning 47 Difficulties in using tasks Tasks can be seen as a one-off
experience. There is a danger, then, that the task, no matter how engaging,
becomes an end in itself, rather than a meaningful experience that leads to further
learning in a conceptually, well-sequenced program. From an assessment point of
view, teachers may be tempted to teach to the task, which again is not necessarily
conducive to developing language learning over time. Another difficulty is
sequencing. While principles can be offered to provide a basis for sequencing tasks
(eg extendedness, complexity, application) the way in which these are used is not
obvious. Questions for reflection 1 In your languages teaching, do you draw a
distinction between exercises and tasks or pedagogic tasks and real-life tasks?
Why? Why not? 2 How do you ensure that your students experience a range of tasks
through your program and interactions with you? 3 How might you modify one of
the tasks you currently use to make it more complex and worthwhile for your
students from a language-and-culture learning point of view? 48 Teaching and
Learning Languages: A Guide The orientation towards intercultural language
learning brings further considerations in the development of tasks or interactions for
language learning. The focus is on students interacting in the target language and
culture in ways that develop their understanding of themselves as located in their
particular language and culture (and the same for others with whom they interact).
For both the student and the others with whom they interact, their frames of
reference for interpreting their worlds, themselves and others have been
constructed over time through interactions in their distinctive enculturation. These
frames of reference influence how they see themselves and others moving across
languages and cultures. This focus shifts the lens away from the task(s) per se and
foregrounds people and human communication, specifically the role of the student
as a participant in acts of communication with others. The focus is on learning to
become ever mindful of the interpretations that they make and why, and how, in
turn, they themselves are being interpreted by others. For each experience in and
beyond the classroom teachers need to consider How does this interaction position
the learner? and How does this matter to the learners?. It is through addressing
these questions from the perspective of the learners themselves that teachers
address student engagement. Questions for reflection 1 Take a task or unit from
your program or textbook and consider how it might matter to your students. What
do you notice about, for example, the nature of the task itself, its orientation, its
participants? 2 How can you enhance student engagement in your program? Ask
your students and compare their responses. In planning student learning

experiences, it is important to consider: How does this matter to the learner?

Student engagement key idea Teaching and Learning 49 In traditional second
language learning, students learning has been construed as an individual
accomplishment and learner differences have been considered essentially from a
cognitive point of view. Within a sociocultural perspective, Caroline Gipps highlights
that: Learner differences have traditionally been understood as differences in
ability, a fixed, cognitive characteristic of students. The shift now is to capability
which focuses on each students potential It is necessary to understand the
biographies of students, both as learners and young people, as a basis for
developing their continuing learning Communicative interactions need to
incorporate learner diversity The diversity of learners and their life-worlds key ideas
Students and their teachers are social beings who interpret the world through their
own social and cultural perceptions and values. This quality of people can also be
described as their intraculturality. The biographies of students are important
because the totality of their life experiences in their cultural life-world, their history
(ie experiences over time), their geography (their location), their interactions, their
opportunities to participate and learn, their motivations, their aspirations and so on,
that influence how, what and why they learn. It is in this sense that teachers need
to understand their students as diverse, individual, social and cultural beings, who
bring this diversity to the learning process not just cognitive diversity but social,
cultural and linguistic diversity. We are social beings who construe the world
according to our values and perceptions; thus, our biographies are central to what
we see and how we interpret it. (Gipps, 1999:370) 50 Teaching and Learning
Languages: A Guide The Gipps quotation also highlights the importance of seeing
students as young people. This seems self-evident but it can be argued that
curriculum teaching, learning and assessment foregrounding skills, tasks,
outcomes, standards, etc have become de-peopled. The current emphasis on
pedagogy in general education represents a move towards addressing the lessthan-ecological view of teaching and learning that has prevailed. With this
recognition in mind, teaching needs to focus on: what learners with minds and
bodies, home and peer cultures and languages, previous learning experiences,
interests and values bring to their learning environments and how that shapes
their interactions with those learning environments. all of the questions about
meaning, experience, language, culture, positioning, and so on, need to be asked
about the interactions between particular learners and their learning environments
as they evolve over time. (Haertel, Moss, Pullin & Gee, 2008:8) The key questions
for teachers are: What meaning is this student making of what were doing? How
does this connect with prior experiences and who this student is? How does it
contribute to the students learning trajectory? How does it contribute to developing
the students identity? Teaching and Learning 51 Cope and Kalantzis also highlight
the importance of recognising student diversity, their subjectivities and identities:
To be relevant, learning processes need to recruit, rather than attempt to ignore and
erase, the different subjectiveness, interests, intentions, commitments, and
purposes that students bring to learning. (Cope & Kalantzis, 2000:18) This thinking

invites teachers to expand the traditional notion of learner differences to a

recognition of learners and their diverse life-worlds and the need to build on this
diversity. The implications of the expanded view of learner diversity is that teachers
need to develop a rich picture of each individual student and incorporate this, in an
ongoing way, in the teaching process. They also need to use the diversity of
members of the class to inform interactions and discussions that invite students to
recognise and work with diversity. Working ethically and responsibly with each
student and each group of students means that teachers: do all that they can to
know the students as young human beings and as learners are mindful of what
they, as teachers, bring to interactions and how they mediate dialogue recognise
the potential in all students and provide meaningful opportunities for all to learn.
footer 52 Teaching and Learning Languages: A Guide Melissa Gould-Drakeley, a
senior teacher in New South Wales, highlights her understanding of each student as
intracultural. But what is different for me is the INTRAcultural. And really coming to
terms with it, looking at each students background, and knowledge and experience
and absolutely everything they bring to the classroom and how we are all moving
together yet on a separate journey and that, if I dont understand and they dont
understand their intracultural journey, they will never understand the intercultural.
And to me thats the difference in the way I teach, I think. Its actually saying to
them: what are your assumptions, and what do you think and what do you do and
I think the students love that because they feel valued; but they also love it
because theyre actually able to recognise and analyse what they do. Because a
lot of them dont even recognise what they do and why they do it; why they think
that, and where they get that information from. For them its a real eye-opener and
in a sense for me as an educator its very good too because it made me realise how
subjective my teaching can be of course it is and I cant get away from that, it
has to be (Interviewed by Angela Scarino and Leo Papademetre, October 2007)
When teachers work with absolutely everything (students) bring, students develop
both as language users and as language learners who become aware of how they
learn and of the power of language over others. In this way, over time, they develop
awareness of themselves as communicators across diverse languages. Questions
for reflection 1 How might you develop a rich understanding of your students
biographies? 2 In what ways can you use the diversity of students and their families
in your class? 3 What do you make of Melissas description? What implications do
you draw from it for your own practice? Teaching and Learning 53 Scaffolding is the
process by which teachers use particular conceptual, material and linguistic tools
and technologies to support student learning. Scaffolding can be used at any point
of interaction between teachers and students at the point of providing inputs and
explanations, through to modelling, interacting and assessing. Scaffolding might
include: explaining a new concept through a concept map making deliberate
comparisons with the first language and culture focusing on particular words to
develop a metalanguage providing and explicating fruitful examples; asking
students to notice particular aspects/features highlighting patterns, choices
elaborating on an initial explanation using questions to probe students

conceptions and prompt them to describe their interpretations and challenge their
opinions using various ways of representing ideas and concepts (eg visuals,
diagrams, organisers, highlighting, various media and technologies) feedback that
relates to improvement. Through interactive talk, ongoing dialogue, rich, formative
questioning, and careful listening and reading, teachers constantly judge what kinds
of scaffolds are appropriate and how much scaffolding is appropriate for individual
learners. Teachers monitor student responses and find ways to ensure that students
make personal meaning of their experiences and develop a fuller understanding.
This dialogue and questioning not only involves teacher-to-students and studentsto-teacher interaction, but also peer discussion. The teachers role is to encourage
students to try to answer questions, ask more of their own and listen carefully to
and build upon the responses of peers. Scaffolding involves using a range of
conceptual, material and linguistic tools and technologies to lead students towards
understanding Scaffolding learning key idea 54 Teaching and Learning Languages: A
Guide Information and communication technologies have become significant in
social and economic development and increasingly important in education. As
educators, we are faced with selecting and using appropriate technologies from an
ever-increasing range. We know that technologies have the capacity to transform
our teaching and our students learning. We know that different technologies can
change the ways our students learn and mediate the learning differently. We seek to
make our use, and our students use, of technologies integral to the whole language
learning process and not an add-on to teaching or a replacement for teaching. We
know that when we do this, our pedagogies engage students, enhance
achievement, create new learning possibilities and extend interaction with local and
global communities. Communication and information technologies are integral to
teaching and learning Technologies enable teachers and students to access
contemporary materials and globalised communication interactions Technologies
facilitate participation in the target language and with its communities
Technologies increasingly provide students with personalised, flexible, asynchronous
and networked learning opportunities Technologies in language teaching and
learning key ideas Scaffolding is also an important aspect of diagnostic assessment.
By providing assistance through scaffolding, teachers are able to gauge what it is
that students can do independently and what they can do with particular kinds of
assistance. (See also the section on Formative Assessment.) Questions for reflection
1 What kinds of scaffolds do you provide learners with when setting up tasks,
explaining a new concept, examining visual texts, or engaging in ongoing
interactive talk? What evidence do you have that they work? 2 Audio-record a
segment of one of your classes. Review it in terms of (1) the way you use
questioning and your own responses as a form of scaffolding and (2) the way you
invite students to add to, elaborate, clarify, challenge the input and responses of
another student. Teaching and Learning 55 For many of us, the productive use of
information and communication technologies presents a challenge in our teaching
practice. Students are usually very engaged with technology and have developed
expertise outside the classroom which the teacher may not have. This expertise

can, however, be constructed as a resource upon which the teacher can draw, while
scaffolding the linguistic and cultural dimensions of the students engagement with
language and culture through technology. We know that these technologies have a
transformative role in languages education and our stance as languages educators
must encompass them. The role of teachers is to ensure that the use of
technologies adds value to the intended learning. With sound educational direction,
technologies support conceptual learning and enable the construction and creation
of knowledge. Teachers can use technologies to achieve this by: requiring students
to choose activities, applications and modes of communication selecting and
using learning objects to create learning tasks and sequences exploring the use of
games and programs that contextualise concepts exploring how texts may be
constructed discussing how students are positioned in virtual spaces engaging
students in language and culture simulations, modelling and creative tasks.
Technologies help build learning communities by enabling teachers and students to
join online collaborative projects and connecting with other students, teachers and
experts. Digital technologies provide access to language and culture and also a
means of self-expression through language (Debski, 1997). Our students use
contemporary technologies to create a language and communication unique to
themselves and their subcultural group. Technologies provide enhanced
opportunities to interact with speakers of the target language in a variety of ways
websites, emails, videoconferences, podcasts, music and video streaming, etc. For
language teaching, information technologies provide access to a vast range of
contemporary material in the target language and about target language
communities. This material makes the target language and target language
communities available both in and out of class and therefore much more present in
students lives. Communication technologies allow for direct participation in the
target language culture in a range of ways and with a range of different levels of
engagement. They also allow learners to pursue their own interest and agendas in
the target language community outside the classroom. Questions for reflection 1
How can or do you incorporate technology in your own practice in language
teaching and learning? Explain specifically the way in which the technology itself
actually mediates learning. 2 Begin the process of building up a digitally sourced
bank of contemporary material that you can use with your students. Think about the
considerations you need to take into account in making your choices. Engage with
your students in this task, acknowledge their expertise. 56 Teaching and Learning
Languages: A Guide Resourcing and Materials 4 What is language? Key ideas
Resources are used for diverse purposes such as input, scaffolding and reflection
The same resource can be used in multiple ways to enrich learning Teachers are
critical users of resources The purposes of resources key ideas 57 The multiple uses
of resources Resources are sources of input for language learning that is,
instances of language which present the learner with material to develop learning.
They are a way of exposing learners to different modalities of language use; spoken,
written, technologically mediated; to different registers; and to input beyond that
provided by the teacher. Traditionally, the main resource for input has been the

textbook, and this may be supplemented by authentic texts from a range of

sources: written texts, video or audio texts, music, multimedia, etc. Resources may
also be used as ways of promoting output, either spoken or written. Such resources
form a starting point for language use and may be linguistic or non-linguistic in form
to prompt discussion, description, etc. Such resources include oral or written texts,
artefacts, games, websites, etc. More recently, there have been a number of new
technological resources which provide opportunities for both input and output by
permitting interaction. Resources can also be used to provide scaffolding for
learning. Such resources may provide models to guide learners language use.
These may be exemplars of a particular spoken or written text type, or they may be
frameworks for developing a text which provide partial structures to speaking or
writing. Resources used as input can become resources for scaffolding either
through modification or through different ways of using the text to focus beyond
surface elements of grammar and vocabulary. Resources can be used to stimulate
reflection. This is different from using a text simply to generate language use in that
the latter may be descriptive or narrative while reflective work is deeper and
introspective. Again, such resources do not need to be different from the resources
used for input. It is rather a case of using resources differently by developing
questions and activities around them to stimulate deeper thought, affective
response and analysis of feelings, conclusions and interpretations. There is not a
neat mapping between purposes and resources. Rather resources can be used in
multiple ways. The key is to have resources which open up multiple possible uses
and allow for flexibility and creativity in teaching and learning. The process of
resourcing language learning involves much more than selecting the resource.
Effective teaching involves being a critical user of all resources and using resources
flexibly to enhance learning opportunities. Any resource is only an instance of
possible representations of language, culture and learning and there will always be
other possibilities not found in the particular resource. 58 Teaching and Learning
Languages: A Guide Selecting resources is based on theories of language learning
and culture Selecting resources is a process of matching resources and learning
goals Selecting resources key ideas For many of us, the selection of a textbook that
will support our languages learning program has been a critical resource decision.
Textbooks by their nature pose some problems as resources for use in language
learning as they are not designed to meet the needs of particular learners, respond
to local needs or provide locally relevant content. For most of us, therefore,
resourcing language learning involves more than a textbook and we are likely to
supplement, or even replace, textbooks with other materials more relevant to our
own learners and our teaching goals. The process of selecting any resource is one of
evaluation and evaluations need be made against our teaching stance and
particular purposes. Such questions as Is the resource suitable for the level of the
learner?, Will students like the resource?, or Can I use the resource in my
teaching context? are useful but need to be related to our theories of learning and
our ethical positions. Developing a critical awareness of resources includes
considering answers to questions such as the following. What does the resource

contribute to developing meaning-making and interpretation, awareness of

language and cultures and their relationship? What opportunities to explore
language and culture does the resource provide? How does the resource allow
learners to make connections between their own lives and experiences and the
target language and its speakers? What opportunities for exploration does the
resource afford students? How does the resource connect to other resources, or
how do the components of a resource connect with each other? What sort of
learning will the resource enable? What will it build on and what could be done
next? What more will be needed to use the resource to its fullest effect?
Resourcing and Materials 59 Authenticity of purpose The resource needs to be
intrinsically of interest or have an extrinsic purpose (as in the case of maps, menus,
etc) if it is to engage learners Authenticity of response or task Learners need to
respond to the resource in an authentic way (thus what students are asked to do
with a resource is, at least as important as its origin) Authenticity of conditions The
conditions for language use need to be reflective of the conditions for use of the
resource in the real world Authentic materials expose students to actual
contemporary language use Authentic resources enlarge understandings of
language and culture Authentic resources Key ideas One concern for language
teachers is the authenticity of resources for languages learning. Authenticity can be
seen in a range of ways. Materials may be considered authentic because they are
designed by native speakers for native speakers rather than for second language
learning. Alternatively, authenticity has been considered in terms of what is done
with the resource rather than in terms of the resource itself, which may be purposemade for the task. In reality, both are important in the selection and use of
resources. Authentic materials expose learners to actual contemporary language
use rather than idealised or old-fashioned structures. They bring learners into closer
contact with the real world of the target language and culture and enlarge our
understanding of what language and culture are. Most importantly, they are
developed/created within the cultural context of native-speakers and are imbued
with the assumptions, values and ways of communicating particular to that culture.
However, authentic resources do not of themselves guarantee relevant and
authentic learning and resources do not exist independently of the teaching and
learning context in which they are used. Arnold argues that the tension between the
teaching-learning situation and the original communicative purpose of the resources
being used is resolved if several types of authenticity come together: authentic
materials and learners purposes, authentic materials and authentic interactions,
authentic responses, authentic participants, authentic status, settings and
equipment and, authentic inputs and outputs (Arnold, 1991:237). In adapting the
resource, teachers need to be mindful of the following (Liddicoat et al, 2003:68). 60
Teaching and Learning Languages: A Guide Adapting resources allows teachers to
maximise their value for particular learners Resources need to be personalised to
allow for learners to connect with them Adapting resources Key ideas Authentic
resources also need to be graded to ensure that they are challenging for students,
and extend their intercultural and linguistic development. Some factors influencing

the complexity of the resource include: predictability (ie commonly used,

predictable phrases); experiential knowledge (ie language used, social context or
situation, and information provided are easily recognised by the learner);
sociocultural distance; level and nature of support provided; and the level of
cognitive processing required. No resource can completely meet the needs of
individual teachers and their learners: all will require adaptation for use with
particular groups of students. While textbooks may be considered to be fixed and
unchangeable a resource to be followed faithfully and systematically they are,
like other resources, starting points for teaching and learning and can be
supplemented, adapted or changed to suit teaching goals and students interests
(Littlejohn, 1998). Authentic materials resources not designed for language
learning, but invaluable for promoting learning may also need to be adapted for
use in the classroom by: providing additional language support, for example a
glossary, explanation of terms providing additional information relevant to
understanding the resource, eg additional resources showing different aspects of
the same basic issue providing scaffolding to assist in using the resource.
Materials developed specifically for learning present a generalised frame for
learning, but this learning needs to be placed into a context, considering among
other things: the goals of the teaching; the interests, needs, experiences and
knowledge of the students; the age of the students; their language learning history,
etc. Textbooks present generalised, fictional material designed to be used by any
teacher with any learner anywhere. This means that there may be little that
connects directly to individual students lives and provides something with which
they can engage. The key challenge facing teachers is to personalise the resource
for
ir students. This means adapting Resourcing and Materials 61 or supplementing
resources so that there are links to the life and experiences of the learners and
multiple paths to engagement with the resource. In many cases, personalising a
resource may not be a case of personalising the stimulus material but rather of
personalising the ways in which the learner works with the material, allowing space
for interpretation and individual connections. The selection and adaptation of the
resource are important, but the most important element of resourcing is planning
ways to use it. In particular, it is important to consider what learners will actually do
with the resource. Each task developed around a resource, or set of resources,
constructs a way of engaging with language and culture. Tasks can limit
opportunities for student engagement: for example a text reading task may ask
students to engage only with superficial issues of locating information in the text,
however the same text could be used for developing interpretation, analysis and
reflection, personal engagement with themes and issues, comparison with other
texts or questioning aspects of the texts message. Language and culture are
dynamic Resources must have contemporary relevance for students
Contemporary resources Key ideas Languages and cultures change, as do the
interests of students. It is important that students have access to contemporary

resources which represent the language and its cultures as dynamic, vibrant and
valid. Resources must have some relevance to the contemporary reality of the
learner. While not all resources need to be contemporary, it is important that
students do experience the contemporary in language, whether this be the fads and
fashions of youth culture or any other dimension of contemporary life. Technologies
provide ready access to the contemporary world and provide many resources which
can be adapted readily to teaching and learning. Technologies provide not just texts
for input, but opportunities to explore new ways of using language. For example,
text messaging provides connections between the learners language experiences
in their own communities and language practices in the target language. 62
Teaching and Learning Languages: A Guide Effective teachers are critical users of
their resources Any selection of resources only ever presents a partial picture of
language and culture Using resources critically Key ideas Any resource, whether it
be a textbook, a published teaching resource or a resource created by a teacher,
needs to be used critically. All resources are developed through the understandings
of language, culture and learning that the resource developer brings to the task.
This means that every resource is both subjective (because it represents one
individuals or in some cases, a small groups views and objectives) and
constrained (because any resource can present only a limited insight into a
language and its attendant cultures). Resource development is subjective and
subjectivity is a normal part of human functioning connected to the underlying
values and theories that a person brings to any situation. When a teacher uses
materials developed by someone else, these underlying values and theories may or
may not be in accord with those of the teacher using the material. If there is a
conflict, the use of the materials may be problematic and they may not achieve the
learning the teacher had chosen the resource to develop. Similarly, if we design
resources without awareness of the values and theories that we ourselves bring to
the design, then we may discover that the material we develop does not work
adequately to achieve our purposes. The constrained nature of resources is an
inevitable result of the processes of selection, design and ordering. The more a
resource is targeted at a generic population, the more constrained it is likely to be
as the designers can assume little shared knowledge with the end users. As Yoshino
(1992) argues, in spite of the best intentions of writers and editors, learning
materials, and especially the cultural information in learning materials, is frequently
characterised by cultural reductionism and cultural relativism (see also
Papademetre and Scarino 2000). By cultural reductionism, he means that
information is usually presented in a way which strips away the complexity,
variability and subtlety of culture and represents speakers of target language as
homogeneous and stereotypical. Cultural relativism involves the drawing of distinct
differences between two cultures which establishes an us-them relationship
between the learner and the target language and cultures. This oversimplifies and
over-emphasises the differences and makes it more difficult for learners to draw
connections between themselves and others and to develop intercultural ways of
seeing the world. Resourcing and Materials 63 A resource does not exist in

isolation but needs to connect with other resources as part of a learning program
Relating resources to each other Key idea Any resource which is selected, adapted
or created should be critically examined in relation to the following. How is
sociocultural and linguistic learning included? Is there any bias? How is the
cultural information linked to the target language? How is the cultural information
linked to communication? Does the resource reflect contemporary or traditional
culture? Does the resource present a cultural aspect from the locus of the target
culture, from another cultures perspective or from the perspective of the cultures
own diaspora? Are you in a position to judge? Why? Why not? Being a critical user
does not have to mean that the teacher has to abandon using a textbook or
materials developed by others. It does mean thinking carefully about what the
resources present to students. It involves seeing the limitations and omissions in the
resource and deciding how to deal with these: by supplementing them with other
perspectives, by replacing some parts of the resource with new material, or by
working with students to see the limitations and omissions. The relationship among
resources is also an important dimension for resourcing language learning. The
resources used with a class are often the only experience of the language and
culture available to most students. From these resources and the interactions
around them, students gradually build up an image of the language and the cultures
they are studying. If the resources are disparate and unconnected, focusing on the
momentary learning episode only, then it may be impossible for students to develop
any coherent sense of the language and cultures and to see only randomness and
fragmentation. 64 Teaching and Learning Languages: A Guide Resources are not
simply texts and materials: learners themselves can become the resource Each
resource is a single instance of language and culture. Learning occurs as students
draw connections among these instances to develop deeper understandings.
Connections among resources can be of several different types, including:
resources which add new content resources which add new perspectives on
existing content resources which add new information about aspects of existing
content resources which add complexity to interpretations resources which
introduce challenges to current understanding resources which introduce personal
perspectives resources which respond to learners questions or interests about
content. Learners as resources Key idea The language produced by learners
themselves is another key resource, especially when it involves interpretation and
the expression of personal perspectives. Where learning activities promote openended possibilities, different interpretations or responses may be juxtaposed as a
way of seeing multiple perspectives of the same issues and of generating
commentary and further thinking. Students written or oral responses can be the
stimulus for further work. Learners families and communities provide an extended
resource base for linguistic and cultural analysis. Such an approach increases the
scope of resources for learning, validates diversity of interpretation and provides
challenges for further learning and analysis. Resourcing and Materials 65 A
resource bank should provide a range of engaging learning experiences Developing
a resource bank Key idea In order to provide resources for a range of learning

experiences which are up to date and engaging, teachers need to gather, adapt and
create resources for a resource bank. Resource banks can include hard and
digitised materials, and be organised by theme, purposes, modes, text-types,
perspectives or tasks. Questions for reflection 1 How do you use the resources
available to you to construct an image of the target language and cultures for your
learners? 2 If you use a textbook, what experiences of language and culture does it
provide for your learners? What additional resources may be needed? Where could
you get these resources from? 3 How could you use your own learners as a resource
to support language learning? 4 In what ways could parents, families and
communities provide opportunities for linguistic and cultural analysis? 66 Teaching
and Learning Languages: A Guide Assessing 5 What is language? Assessment is
an integral part of learning Assessment is used for diverse purposes Assessment
is both formative and summative Key ideas The purposes of assessment 67
Assessment for, of and as learning Assessment in any educational context and at
any level is integral to student learning. It involves making considered judgments
about what students have learned and understood, how they are learning, and
where they are along their personal learning trajectory. The relationship between
assessment and learning has been captured recently in general education with the
distinctions among assessment for learning, assessment of learning and assessment
as learning. The relationship is also captured in the distinction between summative
end-of-unit or end-of-course judgments about students overall learning and
progress, and ongoing, formative assessment. Embedded within these distinctions is
the important concept of purpose in assessment, which ranges from diagnostic,
developmental, formative purposes oriented to learner progress through to
reporting and certification. These different purposes centre on the issue of
accountability and whether the accountability is internal to the immediate learning
system (eg classroom) or external (eg system-wide accountability). Whereas these
purposes have previously been held as distinct, there is now an increasing
educational understanding that they are meshed in complex ways and teachers
need to work with all these purposes simultaneously. Thus, while the distinctions are
useful at one level, it needs to be recognised that the purposes are integrated,
particularly when assessment includes a long-term perspective. For example, the
summative assessment information gathered at the end of Year 8 can be seen as
serving a formative purpose at the beginning of Year 9. The diagram that follows
depicts the idea that all assessment is connected to learning and that there are two
major purposes of assessment: formative and summative. The latter of these may
be school-based or external. Assessment for learning and assessment as learning
foreground formative assessment and assessment of learning foregrounds
summative assessment. Assessment for learning Assessment as learning
Assessment of learning School based External Formative Summative Learning
Evidence Assessment 68 Teaching and Learning Languages: A Guide During the
1990s and into the 2000s, the purpose of systemic accountability was foregrounded
through the development and use of state-wide frameworks of outcomes and
standards. These were often generated through committee consensus without a

base in research on what it is that students learn across the K-12 continuum. The
emphasis was on the summative assessment of learning and more on reporting
than on the assessment process itself. In recent years, research has established that
formative assessment can raise standards of student achievement (Black & Jones,
2006) and systems have begun to emphasise the importance of assessment for
learning and as learning alongside the assessment of learning. Formative
assessment When linking assessment to learning, it is important to consider the
meaning of formative assessment. Black and Jones (2006:4) highlight the meaning
as follows. Assessment for learning is any assessment for which the first priority in
its design and practice is to serve the purpose of promoting pupils learning. It thus
differs from assessment designed primarily to serve the purposes of accountability
or of ranking or of certifying competence. An assessment activity can help learning
if it provides information to be used as feedback, by teachers, and by their pupils in
assessing themselves and each other, to modify the teaching and learning activities
in which they are engaged. Such assessment becomes formative assessment
when the evidence is actually used to adapt the teaching work to meet learning
needs. The meaning of formative here is that it actually forms or shapes learning.
Thus, all that as teachers we believe about learning, and our stance to our role as
languages educators, influences our teaching. Contemporary learning theories
recognise that learning is a deeply social and cultural process that involves active
construction through interaction, mediation, talk, questioning, and scaffolding with
more knowledgeable others. Assessing 69 Connection points between learning and
formative assessment include the following. Eliciting prior knowledge, that is
teacher questioning of students to elicit their existing understanding as a basis for
identifying ways of interacting, scaffolding; and building connections. Ongoing
interactive questioning and discussion, that is teacher to student, student to
teacher, student to peers that build from simple to complex, that challenge
students to elaborate their meanings, that invite students to reformulate, respond
to or build upon the response of another in ways that shape their understanding. A
focus on transfer, that is encouraging the application of knowledge in different
contexts, building complexity. As Black and Jones (2006:5) state: If teachers want to
find out what pupils understand and/or can do then these pupils need to be
challenged by activities that make them think and perform. A focus on scaffolding
in ways that are appropriate to the gap in understanding on the part of the student,
as perceived by the teacher and ensuring that the teacher monitors, considers how
the student responds to the scaffolding. A focus on feedback that actually moves
learning forward by explaining what it is that students actually need to do in order
to improve the piece of work, providing or clarifying the rationale behind particular
tasks and monitoring the improvement so that students appreciate that it matters.
Encouraging self and peer assessment such that students come to understand, for
example, criteria for quality, problems and strengths of particular pieces of work,
how to give and receive feedback, in the context of developing self-awareness as
learners. Ultimately assessment is formative, in the sense of influencing learning,
when evidence from assessment is actually used to change what students do.

Another important connection between learning and assessment that emerges from
contemporary learning theories is that assessment is not a single episode or event
or task; rather, it is a dynamic process which involves coming to understand
students performance and learning over time, in the context of their developmental
trajectories. This, in turn, challenges the teacher to bring together the range of
information gleaned from students responses, and determine how to act upon it in
ways that will enhance students understanding and further learning. 70 Teaching
and Learning Languages: A Guide Assessment can be understood as a cycle of
interrelated processes of conceptualising, eliciting, judging and validating There
are varied ways of eliciting evidence of student learning which capture diverse
dimensions of students learning The assessment cycle key ideas The assessment
cycle The diagram that follows provides a means of understanding assessment itself
as a set of interconnected processes (Scarino, 2006). what to assess
Conceptualising how to assess Eliciting how to judge Judging how to justify
inferences and establish/examine consequences of the assessment Validating
validating Conceptualising (understanding deeply what is being assessed)
Eliciting (developing ways of obtaining assessment information via a range of
possible processes, including observation, interactive questioning, values
questionnaires, self-assessment, peer-assessment, student journals and portfolios)
Judging (interpreting performance and understanding evidence) Validating
(ensuring that the inferences made about students performance are fair and
justifiable). This cycle reminds us that assessment is a conceptual process, not just
a technical one. It means that it needs to be thought through at every point
especially in terms of what it is that is to be assessed. Assessing 71 Conceptualising
Conceptualising assessment in the context of language learning begins with the
recognition that (at least) two languages, and therefore (at least) two systems of
values and meaning, are involved. The process of conceptualising requires that
questions on how language learning is understood be addressed. If, for example,
the focus is on intercultural interaction, the conceptualisation implies
acting/doing/recognising that a persons way of interpreting the world varies in
different cultures; that it involves decentring from ones own cultural perspective;
that it requires personal exchange of meaning, etc. In moving between the two
languages, students need to make sense of themselves and others and their world.
They do so positioned both as young people actively using language in interaction
with others and as learners who continuously make observations, noticing things
about language, culture, communication and interpreting, and making meaning. In
considering what is to be assessed, conceptualise: what students know and can
do in the target language and culture how they interpret/figure things out what
they mean when they interact how they are using language and culture how
they are participating in activities what positions they are enacting in relation to
each other what identities they are developing as part of their own growing selfawareness. Eliciting Eliciting different kinds of evidence includes analyses of
moment-to-moment action/interaction; written work (notebooks, projects, quizzes,
tests); conversations that probe students meanings; surveys; interviews and other

self-reports; and summaries of actions and accomplishments. Moss (2008)

highlights that by eliciting and analysing evidence in these different ways, teachers
focus not only on knowledge and skill but on embodied experience, meaning,
language, culture, participation, positioning and the identities enacted. In eliciting
intercultural language learning, assessment processes may focus on receptive
(listening and reading) or productive tasks (speaking and writing). In receptive tasks
the focus is on understanding (observing, noticing, comparing, interpreting)
interactions, texts and attitudes. To ensure active engagement it is important to
select texts that are meaningful to students, and to develop questions that
encourage understanding and responding to the content, and also noticing,
comparing, observing those subtle but fascinating things about the choice of words,
tone, meaning, biases, implications, linguistic and cultural comparisons across
languages, etc. These observations are part of meta-awareness of Language and
Culture. If this dimension is absent from assessment, it is difficult for a teacher to
see how students are understanding interculturality; that is, the intersection point of
their first language and culture and the language and culture being learned. 72
Teaching and Learning Languages: A Guide In assessing through productive tasks,
the focus is on participating in interactions, in critical moments. The idea of
critical moments refers to the fact that there needs to be some kind of intercultural
negotiation, that is, negotiating the exchange of meaning across the two languages
and that this negotiation is meaningful to students, in the sense that it is a task in
which it is worth investing from the students point of view. Given that intercultural
capabilities develop over time, ways of gradually eliciting and building up evidence
also need to be considered. It is therefore important to include a range of
opportunities that allow students to perform their understanding. Each new
opportunity adds to students repertoires of participation and may include ongoing
observations (teacher and student), portfolios, journals, recording experiences and
extended projects. In both single episodes of assessment and cumulatively across
episodes, it is important to consider the impact of the assessment procedures used.
A special note: young learners Assessment processes necessarily vary across
phases of schooling. For young learners, assessment in language learning is
essentially formative achieved through action-related talk, with the teacher
continuously noting responses and questions. It is also important to record the kinds
and extent of scaffolding provided so that the teacher has a picture of what
students can do, both with and without assistance. One of the best ways of
capturing evidence of learning in this context is audioor video-recording classroom
or small group interactions, then making them available for analysis and reflection.
Summary Procedures for eliciting intercultural language learning need to: involve
interactions in the target language on the part of students in which they negotiate
meaning through the use of language in diverse contexts among communicators
from diverse linguistic and cultural backgrounds elicit students understanding of
the social, cultural, and linguistic construction of human experience and the way our
enculturation affects how we see the world, interact and communicate involve
eliciting students meta-awareness of the language-culture nexus in such

interactions and their ability to analyse and explain, this awareness position
students as both language user and language learner in interaction (though in any
individual procedure one role may be foregrounded for different purposes)
Assessing 73 ensure that students learn from the ongoing direct experience of the
target language and culture draw upon a range of assessment-types including
interviews, conferences, journals, observations, storytelling as appropriate to the
phase of schooling capture students cumulative learning so that development
and progress can be taken into account, for example, through the use of portfolios
include self-assessment that recognises learning as a personal process include
dimensions that require reflection on the part of students on their developing
knowledge and understanding. In developing assessment processes, then, consider
the following questions. What is it important for students to know and understand
in relation to the language and culture they are learning at the particular level?
What questions should they address? What judgments should they make? What
language do they need to do so? Why is this important? What kind of evidence is
needed to support interpretations, decisions and actions? Judging: considering
criteria The development of criteria for judging performance is interrelated with the
conceptualisation of learning language and culture and the methods used to elicit
this learning. Criteria provide an indication of the important features of
performance. Most frequently, they are set in advance, as part of the process of
designing assessment procedures so that they can be communicated to students.
Recently, with alternative approaches to assessing complex tasks, it has been
recognised that it is useful to allow for criteria to emerge from experience and
reflection on student performance. What is important is that teachers consider
carefully the bases of their judgments both at the point of designing assessment
procedures and criteria and at the point of judging, and that they are able to
articulate these to their students and colleagues. Teachers need to provide
examples of work to illustrate the evidence of the features described in criteria. A
framework for developing criteria for judging performance, expressed at a non taskspecific level, includes the following: 74 Teaching and Learning Languages: A Guide
For receptive tasks (listening and reading) Nature and scope of the interaction Level
of complexity/sophistication understanding of theme/concept from social life in
texts, tasks, experiences recognition of diverse assumptions/perspectives
response to different perspectives noticing deciding explaining comparing
connecting relating applying valuing abstracting questioning/challenging
understanding the process of interpretation/understanding themselves as
interpreters/ability to reflect questioning assumptions (own and
others)/conceptions managing variability (understanding how language use is
enmeshed with variable contexts of culture) For productive tasks (speaking and
writing) Nature and scope of the interaction Level of complexity/sophistication
spoken or written in critical moments (ie moments where students responses
matter to their identity) managing the interaction giving a personal
perspective/personal information responding to other(s) openness to the
perspectives or expectations of others noticing comparing deciding explaining

connecting relating valuing applying abstracting questioning understanding the

process of interpretation/understanding themselves as interpreters/ability to reflect
interpreting contexts, roles, relationships managing variability: understanding
how language use is enmeshed with variable contexts of culture Assessing 75
Within a long-term perspective Cumulative questions to be addressed while building
up a long-term picture of learning include the following Level of
complexity/sophistication What connections can the student draw within and
across themes, topics and concepts? What connections can the student draw
between his/her responses/comments and those of others? How has the student
come up with these connections? Does the students engagement with these
questions and his/her own/others responses to them provide variable ways of
understanding social life-worlds in the language and culture being learned and any
other languages and cultures? How? These generic criteria provide a framework for
developing criteria that are specific to assessment involving particular tasks, texts
and experiences. Validating Validation is the process by which teachers consider the
evidence they use to ensure that the inferences they make about students
performance are in fact fair and justifiable. They need to be able to justify their
judgments to themselves, their students, parents, colleagues and educational
administrators. Validation best occurs in dialogue with others through opportunities
to compare students work at a district or state level. Questions for reflection 1 How
do your current teaching and assessment practices reflect assessment of learning,
assessment for learning and assessment as learning? 2 How do you currently elicit
evidence for assessment? How diverse are your assessment processes? 3
Considering your role as a languages educator, what is your stance on assessment?
76 Teaching and Learning Languages: A Guide Programming and Planning 6 What is
language? Program planning for languages is more than a description of activities
and goals and includes the planning of conceptual and affective learning Planning
a language program centres around a focus on language conceived as interpersonal
and intrapersonal meaning-making and interpretation Key ideas Planning language
programs 77 Programs as valuable planning tools Approaches to planning in
languages education are shaped by two key issues: how the substance or
content of planning is understood how the process of planning is understood.
Planning language learning involves a number of things. Content (mostly conceived
of as grammar and associated vocabulary) is just one of them. It is also important to
articulate the overall and sustained learning that the learner will achieve. Many
learners cannot or do not persist in language learning to the point at which they
acquire high levels of proficiency in the language. Planning for learning needs to
consider the value of the program for such learners, as well as those who will
pursue their learning further. It is also important to recognise that programs are no
more than artefacts, or documented representations of learning priorities over a
period of time. They are only representations of intentions, and their relationship to
the enacted or realised curriculum cannot be fully anticipated. This means that the
planned program needs to be used flexibly to accommodate what learners and
teachers need to do in the classroom to develop learning. The program should

encourage learning rather than covering the predetermined content. Teaching and
learning will always be characterised by the unpredicted and unpredictable and this
is often the catalyst for deep learning. At times, students interests, needs and
questions will lead teaching and learning away from the planned learning: the
planned program should not be a rigid framework. However, the plan itself should
remain the focus point for learning and a way to reconnect episodes of learning to a
broader educational perspective. Long-term planning recognises that in the enacted
curriculum the interactions may develop different emphases in response to learners
constructions, questions and statements of understanding. The program which
results from long-term planning should be a flexible frame that can only be
elaborated in practice: that is, planning is an open process which is responsive to
the unfolding of the enacted curriculum. Notwithstanding its limitations, a program
is a valuable planning tool to be used to articulate the scope and sequence of
learning (content, as concepts and interactions), and for discussions with students
and their parents, while recognising that its use will lead to anticipated and
unanticipated learning experiences. The actual teaching and learning of the planned
experiences will necessarily continue to change in response to teachers developing
understanding of learners, and of their own engagement, identities and
perspectives through their participation in classroom interactions and language use
experiences. 78 Teaching and Learning Languages: A Guide The place of context in
planning programs Planning a language program involves planning the learning of
individuals in particular settings. For this reason, planning is an activity for all
teachers and cannot be replaced with a pre-prepared curriculum or textbook as
these too have to be adapted for a particular class. Planning with a focus on
particular learners entails understanding the individual learners contexts, the
school setting, and social, cultural and linguistic profiles of learners and their
changing and developing nature. The process of language teaching and learning
begins with teachers and learners as people. It involves decisions and actions on
the part of teachers as they respond to their particular learners and to the realities
of their particular classroom and school context. It also involves decisions and
actions on the part of learners based on their evolving learning and understanding.
In particular, this requires attention to the prior language and culture experiences of
learners, both within the classroom and beyond, including the diversity of language
and cultural knowledge learners bring to the language classroom. By reflecting
closely on the context for intercultural language learning, teachers ensure that
programs are developed that reflect particular learners and their linguistic and
cultural identities, and their prior experiences with diverse languages and cultures.
Scoping and sequencing of learning Scoping learning provides an overall view of the
comprehensiveness of the planned program, ensuring that a range of different
experiences is included for learners (Tschirner, 1996). Concepts and learning can be
mapped over time to provide a useful guide to intended learning and the variability
of tasks and contexts used. However, there are limitations, in that learning cannot
be fully planned for or related to the individual learners and their experiences and
interactions. The overall scoping of learning needs to be framed in connection with

a planned sequencing of learning. Sequencing of learning relates to ways of

connecting learning over time (Tschirner, 1996). Language learning is a continuous
process of making connections between learners prior knowledge and new sources
of language and cultural input, while deepening, extending and elaborating each
learners framework of knowing, understanding, valuing their own and other
languages and cultures, and applying that knowledge in interactions across
languages and cultures. The scoping and sequencing of content and concepts are
typically integrated into planning and the interactions through which the scoping
and sequencing are achieved, are also part of the planned elements of teaching and
learning. Interactions are seen as occurring naturally and organically in the
classroom learning process and are therefore viewed as spontaneous and
responsive to learner input, and are thus not easily planned in advance. Interactions
themselves are not adjuncts to a language program but integral to the learning
process. In order to plan effectively for intercultural language learning, it is
necessary to include starting points that begin to elaborate the classroom
interactions. Programming and Planning 79 Planning for connections Developing a
long-term program requires that particular consideration be given to ways of
representing connections across the program as a whole. These connections need
to be made both at the local, short-term level and also at the long-term level,
including at the critical transition point between primary and secondary learning
(Scarino, 1995). Connections can and should be made at a number of different
levels. Global level connections are connections between the overarching
concepts and the topic or theme through which the concept is investigated. They
organise and shape the overall experience of learners as they progress through
their language learning. Local level connections are connections between
particular episodes of learning (units of work, lessons) and overarching concepts
which relate each topic or theme to some larger learning and the links between the
individual episodes themselves as each builds on prior learning and provides a basis
for new learning. Personal connections are connections that students will be able
to make with the material they are presented with through their learning
experiences and include issues such as how learners will come to see global and
local connections, how learners will display the connections they make and what
space is available for making additional personal connections. Personal connections
also involve the unexpected connections which students may draw between their
personal experiences and the current learning experience. While these cannot be
planned in advance, planning needs to allow opportunities for such connections to
be developed and explored when they occur. At the same time, such personal
connections need to be integrated into an overall scope and sequence of learning in
ways which reaffirm the connections and develop desired learnings. At all these
levels connections can also be made constantly between languages and literacy,
and between languages and all other areas of the curriculum. Planning for
conceptual learning In planning for language learning, it is important to consider
how conceptual learning is to be integrated into language programs. Conceptual
learning has become a central notion in education: most state and territory

curriculum frameworks integrate aspects of it. More specifically, conceptual learning

means students coming to: understand language, culture and their
interrelationship and be able to discuss and describe these understand how
language in context constructs, interprets and communicates meanings engage in
reasoning and problem-solving on language and culture related issues pose
questions about, and find personal responses to, linguistic and cultural diversity
transfer their learning from the context in which they learned it to other contexts.
80 Teaching and Learning Languages: A Guide In focusing on conceptual learning,
planning needs to foreground the concepts being dealt with in the program (Perkins
& Unger, 1999). The concepts become the overarching focus of the long-term
program and topics are selected as ways of dealing with the concept from different
perspectives. For example, a concept such as ways of understanding and using
space might be addressed through topics such as: ideas of personal space:
private space and shared space in homes; how living space is organised and what
this says about ways of life; whether people have private space (eg their own room)
or whether they live in shared space; whether private space is made available to
others (eg guests access to the house); leisure activities at home, etc ideas of
public space: what public spaces are available; how much public space is available;
what are the expectations and obligations for using public space; leisure activities in
public spaces, etc ideas of space in specific locations, eg schools: what are the
expectations about space at school and the ways it is used (eg classrooms, sporting
areas; space for leisure); how much of each sort of space is available and what does
this indicate about how people use space; how is space organised at school, etc
ideas of proximity and distance: what is considered geographically close or distant;
how does this affect travel; what is considered to be a long way to travel; when,
why and how often do people travel a long way; what is seen as a local, etc.
Conceptual learning involves deep learning and seeks to engage learners in more
advanced, abstract thinking. In languages, this means thinking about language,
culture and their relationship. Such learning needs to be planned if it is to be
successful. Moreover, such learning needs a long-term consistent focus, which is
developed through the process of planning. Programming and Planning 81
Planning a language program is planning for long-term development of learning
Planning involves making connections between learning activities and learning
goals Planning happens at a range of different levels Long-term and short-term
planning key ideas Planning for language learning involves planning at a number of
levels and these levels mutually influence and inform each other (Scarino, 1995). At
the broadest level of planning there is the level of the entire learning experience of
a student over a number of years, from their entry into language learning to their
exit from it. Ideally, planning should take place at all these levels to ensure that
students experiences of language learning are developmental, coherent and
consistent. In reality, longer term planning may rely on external sources such as
textbooks, syllabuses or curriculum frameworks. While such documents may have
some role in supporting such levels of planning, they are not in themselves plans of
programs for particular learners. Adopting a textbook to cover a year or more of

teaching does not equate with planning the same period of learning. The writers
may have undertaken such a plan in developing the text, however simply following
someone elses plan does not mean that the teacher understands, is aware of, or
aims for, the learning goals of the original writers. The short-term or long-term use
of any external plan requires adaptation to the purposes, needs and interests of
teachers and students. Whole of learning Year long Unit of work Lesson Long term
Short term 82 Teaching and Learning Languages: A Guide In planning, it is important
to articulate how the experiences afforded to the learners in the program develop
the intended learnings. This involves considering what learners will do in the
program and how these activities will contribute to the learning that is being
planned. Planning of activities needs to consider a number of dimensions. What
concepts will learners explore? What language do they need for this exploration,
and what language do they already have to build on? What tasks will the students
undertake? What are the connections among tasks? How do the tasks
individually contribute directly to learning goals? How do the tasks collectively
contribute directly to learning goals? What interactions will the learners engage
in? (For example, what questions will they explore, how and in what language? What
meanings will they be asked to construct, interpret and communicate, how and in
what language? What will learners bring to each interaction and how will they have
the opportunity to use, question and reassess this?) How does each task or
interaction build on previous learning and provide a platform for future learning?
What support, scaffolding or other assistance will learners need to undertake tasks
and interactions? What resources will be made available to learners to shape their
experiences of language and culture? All these dimensions are integrated in the
practice of teaching and planning, but each also needs focused attention at all
levels in the planning process. Programming and Planning 83 Unit of work Within the
long-term plan, there are sequenced structures in which a group of lessons are
developed and related to each other. For many teachers, this planning takes the
form of a unit of work, which may span a few weeks or a whole term. The unit gives
a focus to a series of lessons through a topic or theme which shapes choices about
vocabulary, grammar, content, skills, strategies and communicative activities. Units
of work are a way of ensuring that a series of lessons have a common thread and
construct connections among lessons in terms of the overall content and focus of
attention. Units of work themselves need to be framed in a broader context of
teaching and learning. A year-long plan would provide a structure for planning units
of work to ensure that the ways in which they are put together develop learning
progressively over the course of the year. Such plans establish a coherent,
connected focus of learning, with an emphasis on development of learning over
time (Kohler, 2003). Lesson planning Lesson planning focuses on a single episode
within a larger program of learning. Lesson planning has been recognised as an
important way for ensuring that a lesson is focused and achieves its objectives
(Farrell, 2002; Woodward, 2001). Such planning typically considers: objectives
materials needed class activities homework. Lesson planning focuses on the
immediate and short-term needs of a single class and is designed in relation to

other lessons, or it may be considered as a stand alone experience. Lesson

planning is an important dimension of the overall process, but, even where lessons
are connected to each other, lesson planning is not sufficient to accomplish all the
needs of teaching and learning. For this to happen, planning needs to consider
longer stretches of time. Conceptual learning involves a continuous process of
personal meaning-making. It is a process of developing ways for learners to
organise their experiences into broader and more abstract understandings and
develop the capacity to use their understanding in new contexts for new purposes.
One way of approaching concepts is through questions like the following. How
does culture shape communication? How does culture influence the ways we
understand language in use? How does language shape and reflect cultural
identities? 84 Teaching and Learning Languages: A Guide Planning a language
program involves planning the interactions in which learners engage and from
which they will learn Planning interactions key idea One of the key elements of
providing deeper learning in the language classroom is focusing on interactions
where one frame of reference meets another, such as between teacher and student,
student and student, student and text, teacher and text as planned classroom
practice. Such interactions provide learning experiences that focus learners on the
intercultural and draw their attention to, and encourage processes of, noticing,
comparison and reflection. These interactions provide experiences for students and
teachers, and reflection on, and analysis of, these experiences provides deeper and
decentred development of knowledge and understanding for the learner. In
interactions students and teachers participate as performers and analysers of the
languages and cultures present in the interaction. The learning experiences
provided by interactions can be represented in a program as key questions which
encourage a process of enquiry and dialogue and draw explicit connections between
learners own language(s) and culture(s) and experience and the concepts
addressed in the resources provided. Personalised learning means viewing students
as individuals who engage in a dynamic process of knowledge creation and
exploration. Making learning meaningful goes beyond identifying topics of interest
for learning to providing opportunities for learners to make their own connections
with the topic and explore their own ideas, reactions and interests. It means
providing space for developing a personal perspective on what is being learnt,
rather than passively assimilating information. Planning and language
programming involves personalising learning experiences Personalising learning
experiences key idea Programming and Planning 85 Planning a program which
offers personalised learning involves recognising that what individuals currently
know affords and constrains what they can perceive, understand, and learn.
Planning of learning, then, needs to consider what it is that students individually
bring to the learning experience and what they need to use, question and develop
their experiences and knowledge. Personalised learning works best when learners
have opportunities to reflect on what they know, how they know it and what they
need to learn next. Teachers need to plan their teaching approach in ways which are
varied and allow for different configurations of the ways knowledge is imparted and

exchanged: teacher to student, student to teacher, student to student, individual to

individual, individual to group, etc. Planning should not be seen as a finished
process resulting in a finalised program. To be effective, planning has to become a
dialogic process in which the results of planning are questioned and modified as the
result of interactions with colleagues, students and ones own evolving perspectives
as a teacher. Questions for reflection 1 How do you approach planning your longterm and short-term language programs? What are the main things you consider in
your planning? How do you discuss your programs with your students and their
parents? 2 How is conceptual learning integrated into your students learning
experiences? What might you change or add to your program? 3 How do you
determine the scoping and sequencing of your students learning? What
connections are there between the elements that you have in your program
(episodes, units of work, topics, concepts)? 4 What would personalised learning look
like for a particular group of your students? 86 Teaching and Learning Languages: A
Guide Evaluating Language Programs 7 What is language? Evaluation is an
ongoing process of building understanding of professional work Evaluation reflects
the stance of the teacher Evaluation is an integral part of the process of
curriculum renewal Key ideas Evaluation for program renewal 87 Evaluation as an
ongoing process Evaluation involves making considered judgments about a program
to ensure that what is being done in teaching, learning and assessment is
worthwhile, effective and sufficient. The process necessarily reflects our stance as
languages teachers. Its fundamental purpose is to improve the program/curriculum,
teaching, learning and assessment. It involves teachers critically examining what
they do in the light of contemporary developments and thinking. As such,
evaluation is an integral part of the process of curriculum renewal and teacher
professional development. It is an ongoing process of considering and trying out
alternatives, reflecting on the outcomes, and making further refinements as
needed. It is at the core of our work as professionals. Evaluation is a systematic
process which involves gathering information and giving feedback on the way the
program works so that improvements can be made in an ongoing way. Like
assessment, evaluation can be formative and summative. Formative evaluation is
the regular ongoing reflection on how the program is going while summative
evaluation occurs at the end of a program and provides a perspective on the
effectiveness of the program. As educators, we reflect constantly on our daily work,
often in an instinctive manner. While this is useful, the process can be more
effective when it is systematic, explicit and articulated to others. Evaluation is
shaped by, and designed for, the context in which it is undertaken Evaluation is
particularly valuable when it is a participatory process that includes all those
involved Evaluation in context key ideas An evaluation may be carried out internally
or externally depending on the purpose and context. The value of an external
evaluation resides in the fact that it is conducted by someone who is independent
vis--vis the program and, as such, can bring an outsider perspective to the task.
In recent times there has been a move towards evaluation as a participatory
process, one that includes all those involved in the particular context: students,

parents and members of the schools communities. They are the ones most affected
by the findings and, if they are the ones who are to make changes, they need to be
involved from the outset in planning, the processes and in articulating the outcomes
of evaluation. 88 Teaching and Learning Languages: A Guide The purpose of
evaluation is to support long-term improvement in programs with the fundamental
goal of improving student learning. Evaluation provides teachers with information
about the effectiveness of their teaching in relation to students progress. It enables
teachers to think about what they do, how they do it and why, so that they develop
awareness and understanding of the evolving culture of learning that they are
creating. Evaluation becomes the basis for ongoing renewal when teachers
continuously question and evaluate with a view to making explicit to themselves
their goals, processes, attitudes and outcomes. They are then in a position to
articulate what they are doing, how, and why, to their students, colleagues,
administrators, parents and the wider community to whom they are accountable. A
range of dimensions are open to evaluation, as well as the program as a whole. It is
important to begin the process of evaluation with a definition of its focus: identifying
which particular area or issue needs to be investigated. After the identification of
the focus, it will be necessary to plan the processes, implement the plan of action
and gather the necessary information, systematically analyse the information
gained, reflect critically upon it and use the information to plan further action. The
purpose of evaluation is to support improvement in teaching and learning The
scope of evaluation may include particular dimensions and/or the program as a
whole Purpose and scope of evaluation key ideas Context is central to program
evaluation. Lynch (1996) has developed the concept of contextadaptive evaluation
as a set of processes in which the context (or culture) of the program its people,
their roles and relationships, the conditions, its artefacts is taken into account at
every turn: in planning the evaluation, in developing processes and criteria, in
implementing the plan, in articulating the findings. This is in line with the idea that a
program develops in its particular environment and needs to be considered in its
own terms. Evaluating Language Programs 89 Given that any program is dynamic
and ever-evolving, it is essential that teachers continuously evaluate their current
programs. Self-evaluation in dialogue with colleagues or a local adviser (a local
system or university colleague) can provide valuable professional learning for the
teacher(s) involved, as well as a process for ensuring that the program provides
fruitful learning for students. Important questions relate to the extent to which
students are engaged and progressing in their learning. Evaluation in this way is
closely linked to inquiry-based approaches to teaching and the overall stance the
teacher develops. Questions for reflection 1 What role does evaluation currently
play in your own professional program and curriculum renewal? 2 What criteria
would you use to evaluate your own curriculum? Where would these criteria come
from? 3 How might you, and those you work with, take an inquiry stance to your
work? Evaluation involves an ongoing process of inquiry Evaluation as inquiry key
idea Some important questions include the following. What is the goal of the
evaluation? For whom is it being carried out? What criteria will be used for the

evaluation? How will the evaluation take place? What information will be
gathered and how? How will the information be analysed? How will the
information be used? 90 Teaching and Learning Languages: A Guide Developing a
Professional Learning Culture 8 What is language? Effective language teachers are
lifelong learners Involvement in a professional learning culture is a commitment to
develop professionally and personally Key ideas Commitment to growth and
development 91 Lifelong learners A professional learning culture is one in which we,
as educators, are committed to our own growth and development as professionals.
It grows out of our deep professional desire to continue to develop our knowledge
and practice and to maximise opportunities for learning. Such a culture is central to
effective, high quality teaching. It means that, as educators, we see ourselves, and
are seen by others, as lifelong learners both of the languages and cultures we teach
and of teaching itself. As education is a changing field, we need to continue to keep
up to date with new developments. Moreover, our professional drive is to continue
to deepen and broaden our knowledge of our chosen field through ongoing learning
throughout our careers and beyond. A professional learning culture involves
developing a deep and ongoing awareness of the practices and processes of
teaching and learning A professional learning culture is an ongoing process of
learning from, and reflecting on, a personal and professional stance, including
understandings, ideas and experiences Creating a culture of professional learning
key ideas Learning cultures can be considered in a range of ways, including the
following. A learning culture has often been considered in terms of the
environment and experiences created by teachers for students. A learning culture is
one in which experiences are structured in such a way that students have
opportunities to investigate, explore and take risks in developing new ideas and
insights. A professional learning culture has often been thought of as something
that is a feature of schools and of school leadership. In this sense a professional
learning culture is the promotion of professional learning as a normal and valuable
part of teachers work and the collaborative development process and goals for
professional learning. In addition, the culture supports, resources and rewards
professional learning (Crowther, Kaagan, Ferguson & Hann, 2002). 92 Teaching and
Learning Languages: A Guide Effective teaching is informed by personal knowledge,
trial and error, reflection on practice, and conversations with colleagues. To be a
teacher means to observe students and study classroom interactions, to explore a
variety of effective ways of teaching, and to build conceptual frameworks that can
guide ones work. (Fischer, 2001:29) The focus of a learning culture is on learning
in diverse contexts: teacher learning, student learning, community learning
Professional learning happens in a range of different ways Contexts of a professional
learning culture key ideas A professional learning culture is one which engages with
learning in many different contexts. It is not simply the students learning or an
individual teachers learning, but rather it is a commitment to learning as a valued
activity in its own right. Creating a culture of learning for students is an important
part of this work, as is having a supportive environment in which to develop as a
professional, however nothing can create a professional learning culture if this is not

found in the practice of teachers themselves and their disposition to developing

their professional learning. A professional learning culture involves more than
regular participation in organised learning activities, some of which are short, oneoff seminars. It requires active engagement with ideas and issues and critical
reflection of knowledge and practice. In engaging this way, teachers take an active
responsibility to understand, develop and experiment with aspects of their
professional work. Teachers are in this sense observers and analysers of what is
occurring in their schools, classrooms and communities and not just planners and
deliverers of a curriculum. While both of these views have elements of a
professional learning culture they present the learning culture as something that is
(or ought to be) created to support the learning of others. This, however, misses a
crucial point about the nature of cultures, which is that they are something in which
people participate not something which is done to them. Teachers create a culture
of professional learning through their own actions. Developing a Professional
Learning Culture 93 An investigative stance is not something which teachers add to
their practice. It is rather a way of doing what teachers regularly do in more
systematic ways (Liddicoat & Jansen, 1998). In particular, an investigative stance
involves: an orientation to noticing, documenting, and making sense of the actions
of teachers and learners an ongoing interest in using information about the
classroom to develop language teaching and learning practice. Observing and
analysing add a critical dimension to teaching practice which seeks to continually
experiment with and develop what happens in the process of teaching and learning
in order to expand the opportunities for both teacher and learners. This in turn
involves the development of an investigative stance. In discussing the idea of an
investigative stance Crichton notes: Teaching necessarily involves being alert to
what is going on in the classroom, noticing developments and changes, attending to
emergent needs, comparing achievements at one point in time with what has
happened before and what might happen after, reflecting on teaching practice and
assessment, evaluating activities and plans, developing and drawing on
curriculums, and the host of other activities that contribute to effective teaching
practice. Of course these activities do not happen in isolation; they inform each
other through the lesson, the day, the week, and over the longer term,
acknowledging the perspectives and changing needs of students, teachers and
members of the broader school community. (Crichton, 2007:8) 94 Teaching and
Learning Languages: A Guide This means more than keeping up-to-date with
curriculum initiatives and planning units of work. Most teachers devote time to
thinking about and developing their curriculum and many professional learning
activities are focused on developing better understandings of curriculum
documents. These activities focus on the intended curriculum (what is going to be
taught). Less attention is often paid to important aspects of teaching work such as
the implemented curriculum (what teachers actually teach) and to the attained
curriculum (what students learn) (Marzano, 2003). Similarly, less attention is
devoted to the processes of teaching, learning, assessment and evaluation or to
questioning ones understanding of the basic constructs of the discipline, such as

language, culture, learning and the intercultural. As part of a culture of professional

learning, teachers need an ongoing engagement with questions such as the
following. What are my goals and values as a teacher of languages? What do I
want each student to learn? How do I understand the constructs that I am
teaching and how is this reflected in what I teach? How will I develop experiences
and activities which promote this learning? How will I know when each student has
learned it? How will I respond when a student experiences difficulty in learning?
A professional learning culture is based on dialogue with others, including students,
peers, mentors and professional networks Collaborating for a professional learning
culture key idea While a professional learning culture is characterised by the
engagement of individual teachers in an ongoing process of learning, it does not
mean that teachers learn in isolation from others. A culture is a shared enterprise
and professional learning is at its most effective when it is done collaboratively. This
means that a professional learning culture requires a communal dimension in which
professional learning is both a formal and an informal process of sharing expertise
and experiences as a professional learning community. Developing a Professional
Learning Culture 95 A professional learning community involves teachers working
collaboratively together to identify and work with the issues and challenges raised
by teaching and learning in individual or shared contexts. Such collaboration
involves dialogue about issues and problems related to teaching and learning and to
students progress. Language teachers often work in isolation from other teachers of
the same subject, and in some cases in isolation from other teachers in the school.
For this reason, professional learning communities are vital. A professional learning
community means developing a collaborative approach to, and mutual support for,
personal learning by providing opportunities to learn that (involve) collaboration,
dialogue, reflection, inquiry and leadership (Lambert, 1998:xi). For language
teachers, networks are therefore an important part of the professional learning
culture. Such networks can be constructed in various ways, connecting: teachers
within a school community across disciplines teachers of the same language
teachers of diverse languages teachers at different levels of schooling teachers
at the same level of schooling. Each such network allows for different possibilities of
dialogue and collaboration. Networks within a school facilitate dialogue and
exchange about specific groups of learners and the ways in which teaching and
learning happen at other times and in other subjects giving a deeper understanding
of students experiences of schooling. Language specific networks contribute to
professional learning which is focused on the particularities of individual languages.
Such networks are often made up of teachers at different levels of schooling and
facilitate exchange about what happens at different stages in a learners
progression through language learning. Networks among teachers at the same level
of schooling support teachers in working with the cognitive, social and
developmental issues which are relevant to their area of work. Such networks
typically include teachers from different languages and enrich the possible
perspectives that teachers of any particular language bring to their reflection and
investigation. A rich professional learning culture would allow opportunities for

interactions with various different configurations of teachers. Learning communities

can be developed using communication technologies that can include teachers who
are in remote locations, often isolated from others teaching in their language. A
professional learning culture is not, however, simply a set of net
ks of teachers. It is fundamentally a dialogue about curriculum, teaching, learning
and assessment which occurs among all educators who professionally contribute to
developing understanding and reflection. A professional learning culture may
include a mentoring relationship between a beginning teacher and a more
experienced teacher. In this case, the relationship is not a simple masterapprentice relationship, as learning in such contexts is a two-way process in which
the knowledge and 96 Teaching and Learning Languages: A Guide experiences of
the less experienced teacher provide possibilities for learning for the more
experienced teacher as well. A professional learning culture also involves dialogue
with students a process of coming to understand their perspectives on, and
experiences of, education to develop an understanding of their needs,
expectations and interests and of what it is that they bring to their classroom
learning. In developing a professional learning culture it is important to have a clear
sense of ones own learning needs and professional standards, such as the AFMLTAs
Professional standards for accomplished teaching of languages and cultures
(AFMLTA, 2005) which are useful for working towards such a sense. These standards
are designed to describe accomplished teachers of languages and cultures. They
reflect an ideal to which teachers should aspire. Teachers can work with them to
understand and to develop their own professional stance and practices. These
standards are intended to benefit teachers at all levels of schooling as signposts for
ongoing professional learning and as a resource for evaluating their own knowledge
and practice as they reflect on their work as teachers (Liddicoat, 2006). Working
with professional standards enables all of us, as educators, to consider our own
practice and professional capabilities in a critical way. Using such a document can
help target professional learning, identify personal learning goals and develop
personalised learning plans. The AFMLTA standards are accompanied by reflection
questions which are designed for teachers to use in considering how each standard
applies to their own professional context and to identify areas for future learning.
They also have language specific annotations for some of the more commonly
taught languages which can be used for more detailed focus on aspects of
professional knowledge and practice. Questions for reflection 1 How could you
increase your opportunities for involvement in a learning community either within or
outside your school? 2 What issues do you face in your professional practice which
an investigative stance could help you understand and change? 3 How do you
involve parents and members of the school community in developing and
monitoring a learning culture? 4 What do the AFMLTA professional standards for
languages teaching contribute to your understanding of your professional learning
needs? Developing a Professional Learning Culture 97 9 Further Resources Teaching
and Learning Languages: A Guide: DEEWR www.tllg.unisa.edu.au This website

includes examples of teachers work. They are drawn from teacher practice and are
included to exemplify aspects of teaching, learning and assessing languages. The
examples include programs for short and long-term learning in Chinese, French,
German, Indonesian, Italian and Japanese at primary, middle and senior secondary
levels, as well as segments of programs, assessment tasks, descriptions of contexts
and reflection on practice. An Investigation into the State and Nature of Languages
in Australian Schools: DEEWR www.dest.gov.au/sectors/school_education/
publications_resources/profiles/ investigation_languages_in_schools.htm Asian
Languages Professional Learning Project: DEEWR
www.asiaeducation.edu.au/alplp/index.htm Australian Council of State Schools
Organisations (ACSSO) www.acsso.org.au Australian Federation of Modern Language
Teachers Associations www.afmlta.asn.au Australian Parents Council (APC)
www.austparents.edu.au/html/affiliates.html CARLA: Centre for Advanced Research
on Languages Acquisition www.carla.umn.edu/index.html CILT: National Centre for
Languages www.cilt.org.uk Community Languages Australia: Australian Federation
of Ethnic Schools Associations www.communitylanguagesaustralia. org.au Council of
Europe: Common European Framework of Reference for Languages: Learning,
Teaching, Assessment www.coe.int/t/dg4/linguistic/ CADRE_EN.asp Department of
Education, Employment and Workplace Relations (DEEWR): Languages Education
www.deewr.gov.au/languageseducation Federation of Aboriginal and Torres Strait
Islander Languages (FATSIL) www.fatsil.org.au 98 Teaching and Learning Languages:
A Guide Independent Schools Council of Australia (ISCA) www.isca.edu.au National
Catholic Education Commission (NCEC) www.ncec.catholic.edu.au/pages/ index.asp
National Curriculum Board www.ncb.org.au Language Teachers Association of the
Northern Territory www.schools.nt.edu.au/ltant/ Leading Languages Education
Project www.apapdc.edu.au/leadinglanguages/ Modern Language Teachers'
Association of New South Wales www.mltansw.asn.au Modern Language Teachers'
Association of Queensland www.mltaq.asn.au/ Modern Language Teachers
Association of South Australia www.mltasa.asn.au/ Modern Language Teachers'
Association of Tasmania www.education.tas.gov.au/school/educators/
resources/lote/contacts/mltat Modern Language Teachers' Association of Victoria
www.mltav.asn.au Modern Language Teachers Association of Western Australia
www.mltawa.org National Statement and Plan on Languages Education in Australian
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for Engaging Young Australians with Asia in Australian Schools: DEEWR.
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Project: DEEWR www.pspl.unisa.edu.au Research Centre for Languages and Cultures
(RCLC), University of South Australia www.unisa.edu.au/rclc School Languages
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on National Goals for Schooling in the Twenty-first Century: DEEWR
www.dest.gov.au/sectors/school_education/
policy_initiatives_reviews/national_goals_for_
schooling_in_the_twenty_first_century.htm The Le@rning Federation
www.thelearningfederation.edu.au/default. asp Further Resources Further Resources

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LANGUAGE LEARNING

AND TEACHING

LANGUAGE

LEARNING AND TEACHING

TRENDS IN LINGUISTICS AND PSYCHOLOGY

APPLIED LINGUISTICS

THEORY AND METHODS

IN THE CLASSROOM: THE GRAMMAR TRANSLATION METHOD

Becoming bilingual is a way of life. Your whole person is affected as you struggle
to reach beyond the confines of your first language and into a new language, a new
culture, a new way of thinking, feeling, and acting. Second language learning is not
a set of easy steps that can be programmed in a quick do-it-yourself kit.
The teaching process is the facilitation of learning, in which you can "teach" a
foriegn language successfully if, among other things, you know something about
learns or fails to learn a second language. Where does a teacher begin the quest for
an understanding of the principles of foreign learning and teaching? By asking some
questions.
Who? Who does the learning and teaching?
What? No simpler question is one that probes the nature of the subject matter
itself. What is communication? What is language?
How How does learning take place? How can person can ensure success in
language learning?
When When does second language learning take place?
Where Are the learners attempting to acquire the second language within the
cultural and linguistic milieu of the second language - that is , in a "second"
language situation in the technical sese of the term?
Why Finally, the most encompassing of all questions: Why are learners
attempting to acquire the second language?
These questions have been asked, in very golbal terms, to give you an inkling of the
diversity of issues involved in the quest for understanding the principles of language
learning and teaching. And while you cannot hope to find final answers to all the
questions, you can begin to achieve some tentative answers as you move through
the chapters of this book and additional information which we added to these
pages. Thomas Kuhn(1970) referred to "normal science" as a process of puzzle

solving in which part of the task of the scientist, in this case the teacher, is to
discover the pieces, and then to fit the pieces together. Many of the pieces of the
language learning puzzle are not yet discovered, and the careful defining of the
questions will lead to finding those pieces.

Language
To persume to define langugae adequately would be folly. A definiton is really
condensed version of a theory, and a theory is simply - or not so simply - an
extended definition. Consider the following definitons of language found in
dictionaries nad introductory textbooks:
Language is a system of arbitrary, vocal symbols which permit all people in a
given culture, or other people who have learned the system of that culture, to
communicate or interact (Finocchario 1964:8)
Language is a system of communication by sound, operating through the
organs of speech and hearing, among members of a given community, and
using vocal symbols possessing arbitrary conventional meanings
(Pei 1966:141)
Language is any set or symbols of linguistic symbols as used in a more or
less uniform fashion by a number of people who are thus enabled to
communicate intelligibly with one another (Random House Dictionary of the
English Language 1966:806).
Language is a system of arbitrary vocal symbols used for human
communication (Wardhaugh 1972:3).
[Language is] any means, vocal or other, of expressing or communicating
feeling or thought ... a system of conventionalized signs, especially words or
gestures having fixed meanings. (Webster's New International Dictionary of
the English Language 1934:1390).
[Language is] a systematic means of communicating ideas or feelings by the
use of conventionalized signs, sounds, gestures, or marks having understood
meanings (Webster's Third New International Dictionary of the English
Language 1961:1270)
Still other common definitions found in introductory textbooks on linguistics
include the concepts of :
1. the generativity or creativity of language
2. the persumed primacy of speech over writing
3. the universality of language among human beings
Many of the significant characteristics of language are capsulized in these
defintions. Some of the controversies about the nature of language are also

illustrated through the limitations that are implied in certain definitons.

A consolidation of the definitions of language yields the following composite
definition:
1. Language is systematic and generative.
2. Language is a set of arbitrary symbols.
3. Those symbols are primarily vocal, but may also be visual.
4. The symbols have conventionalized meanings to which they refer.
5. Language is used for communication.
6. Language operates in a speech community or culture.
7. Language is essentially human, although possibly not limited to humans.
8. Language is acquired by all people in much the same way - language and
language learning both have universal characteristics.
Enormous fields and subfields, year-long university courses, are suggested in each
of the eight categories. Consider some of these possible areas:
1. Explicit and formal accounts of the system of language on several possible
levels (most commonly syntactic, semantic, and phonological).
2. The symbolic nature of language; the relationship between language and
reality; the philosophy of language; the history of language.
3. Phonetics; phonology; writing systems; kinesics; proxemics; and other
"paralinguistic" features of language.
4. Semantic; language and cognition; psycholinguistics.
5. Communication systems; speaker-hearer interaction; sentence processing.
6. Dialectology; sociolinguistics; language and culture; bilingualism and second
language acquisition.
7. Human language and nonhuman communication; the physiology of language.
8. Language universals; first language acquisition.
Can foreign language teachers effectively teach a language if they do not know,
even generally, something about the relationship between language and cognition,
writing systems, nonverbal communication, sociolinguistics, and first language
acquisition, just to name a few items at random?
The TESOL(Teachres of English to Speakers of Other Languages) oraganiztion, in
its Guidelines for the Certification and Preparation of Teachers of English to
Speakers of Other Languages in the United States (1975), cited the necessity for the
teacher to "understand the nature of language, the fact of language varieties - social,
regional, and functional, the structure and development of the English language
system".

Learning and Teaching

What is learning and what is teaching and how do they interact?

A search in contemporary dictionaries reveals that learning is "acquiring or getting
of knowledge of a subject or a skill by study, experience, or instruction." A more
specialized definiton might read as follows: "Learning, is relatively permanent
change in behavioral tendency and is the result of reinforced practice"(Kimble and
Garmezy 1963:133).Teaching may be defined as "showing or helping someone to
learn how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understand."
Breaking down the components of the definition of learning, we can extract, as we
did with language, domains of research and inquiry:
1. Learning is acquiring or "getting."
2. Learning is retention of information or skill.
3. Retention implies storage systems, memory, cognitive organization.
4. Learning involves active, conscious focus on and acting upon events outside
or inside the organism.
5. Learning is relatively permanent but subject to forgetting.
6. Learning involves some form of practice, perhaps reinforced practice.
7. Learning is a change in behavior.
Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that
"to satisfy the practical demands of education, theories of learning must be 'stood on
their head' so as to yield theories of teaching." Teaching is guiding and facilitating
learning, enabling the learner to learn, setting the conditions for learning. If,
like B.F. Skinner, you look at learning as a process of operant conditioning through
a carefully paced program of reinforcement, you will teach accordingly. If you view
second language learning basically as a deductive rather than an inductive process,
you will probably to choose present copious rules and paradigms to your students
rather than let them "discover" those rules inductively.
Jerome Bruner (1966b:40-41) noted that a theory of instruction should specify the
following features:
1. The experiences which most effectively implant in the individual a
predisposition toward learning,
2. The ways in which a body of knowledge should be structured so that it can be
most readily grasped by learner
3. The most effective sequences in which to present the materials to be learned
4. The nature and pacing rewards and punshiments in the process of learning
and teaching.

Trends in Linguistics and Psychology

While the general definitions of language, learning, and teaching offered here might

meet with the approval of most linguists, psychologists, and educators, you can find
point of vast disagreemnet upon a little probing of the components of each
definition. For example, is language a "set of habits" or a "system of internalized
rules"? Differing viewpoints emerge from equally knowledgeable linguists and
psychologists.
Yet with all the possible disagreements among linguists and among psychologists,
the two disciplines themselves are not that far apart. A historical glance back
through the last few decades of linguistic and psychological research reveals some
rather striking parallels in the philosophies and approaches of the two disciplines.
Psychologists in the 1940s and 1950s were perdominantly committed to
a behavioristic mode of thinking - or even "neo-behavioristic" - while more recent
decades have brought increasing attention tocognitive psychology.
In 1940s and 1950s the structural, or descriptive schools of linguistics, with its
advocates - Leonard Bloomfield, Edward Sapir, Charles Hockett, Charles Fries, and
others - prided itself in a rigorous application of the scientific principle
of observation of human languages. The linguist's task, according to the
structuralist, was to describe human led to the unchecked rush of linguists to the far
reaches of the earth to write grammars of exotic languages. Freeman
Twaddell(1935:57) stated this principle in perhaps its most extreme terms.
"Whatever our attitude toward mind, spirit, soul, etc., as realities, we must agree
that the scientist proceeds as though there were no such things, as though all his
information were acquired through processes of his physiological nervous system.
Insofar as he occupies himself with physical, nonmaterial forces, the scientist is not
scientist. The scientific method is quite simply the convention that mind does not
exist..." Such attitudes prevail in Skinner's thought, particularly in Verbal
Behavior (1957), in which he says that any notion of "idea" or "meaning" is
explanatory fiction, and that the speaker is merely the locus of verbal behavior, not
the cause. Charles Osgood reinstated meaning in verbal behavior, explaning it as a
representational mediation process," but still did not depart from a generally
nonmentalistic view of language.
In 1960s the generative-transformational school of linguistics emerged through the
influence of Noam Chomsky. What Chomsky was tring to show is that language
(not language) cannot be scrutinized simply in terms of observable stimuli and
responses or the volumes of raw data gathered by field linguistis. The generative
linguist is interested not only in describing language or achieving the level
of descriptive adequacy but also in arriving at an explanatory level of adequacy in
the study of language - that is, a "principled basis, independent of any particular
language, for the selection of the descriptively adequate grammar of each language"
(Chomsky 1964:63)
The "scientific method" was rigorously adhered to, and therefore such concepts as

consciouness and intuition were reagrded as "mentalistic," illegitimate domains of

inquiry. The unreliability of observation of states of consciousness, thinking,
concept of formation, or the acquisiton of knowledge made such topics impossible
to examine in a behavorisitc framework. Typical behavioristic models were classical
and operant conditioning, rote verbal learning, instrumental learning, and
discrimination learning. You are familiar with the classical experiments
with Pavlov's dogand Skinner's boxes - these too typify the position that organisms
can be conditioned to respond in desired ways, given the correct degree and
scheduling of reinforcement.
Cognitive psychologists, on the other hand, take a contrasting theoritical stance.
Meaning, understanding, and knowing are significant data for psychological study.
Instead of focusing rather mechanistically on stimulus-response connections,
cognitivits try to discover psychological principles of organization and
functioning. David Ausubel (1965:4) noted:"From the standpoint of cognitive
theorists, that attempt to ignore conscious states or to reduce congnition to
mediational processes reflective of implicit behavior not only removes from the
field of psychology what is most worth of studying but also dangerously
oversimplifies highly complex psychological phonomena." By using
a rationalisticapproach instead of a strictly empirical approach, cognitive
psychologists, like generative linguists, have sought to discover underlying
motivatons and deeper structures of human behavior; going beyond descriptive to
explanatory power has taken on utmost importance.
Table 1-1 summarizes concepts and approaches germane to each of the two
polarized theories that have been presented here. The table may help to pinpoint
certain broad ideas that are associated with the respective positions.

TABLE 1-1 Linguistic-Psychological Parallels

SCHOOLS OF
PSYCHOLOGY

SCHOOLS OF
LINGUISTICS

CHARACTERISTIC
S

Structural
Behavioristic
Descriptive

Generative
Cognitive
Transformational

Repetiton and reinforcement

Learning, conditioning
Stimulus - response
Publicly observable
responses
Empiricism
Scientific method
Performance
Surface structure
Description - "what"

Analysis and insight

Acquisition and insight
Acquisition, innateness
States of consciousness
Rationalism
Process
Mentalism, intuition
Competence
Deep structure
Explanation - "why"

Applied Linguistics
Applied linguistics has been considered a subset of linguistics for several decades,
and it has been interpreted to mean the applications of linguistics principles or
theories to certain more or less practical matters ( Brown 1976b, Kaplan, et al.
1981). Second language teaching amd teaching of reading, composition, and
language arts in the native language are typical areas of practical application. In
studies of phonetics, nonverbal, communication, and semantics, dialectology, first
language acquisition, the psychology of language, and second language acquisition,
there is much that is theoritical - that is, much that bears on seeking an extended
definition of language. Some might argue that the devising of explicit and formal
accounts of linguistica systems is surely theoretcal; however, semantics, speaker-

hearer interaction, and communication system are important in any consideration of

the nature of the linguistic system.
Reacting to the common British usage of the term "applied linguistics" (in which
case the term is almost synonymous with "language teaching"), Corder (1973:10)
differentiated applied lingusitics and language teaching, and went on to note that
"the applied linguist is a consumer, or user, not a producer, of theories."
Psycholinguistics and sociolinguistics, once very clearly considered to be "applied"
areas, now just as clearly overlap both the applied and theoretical domains.

Theory and Methods

Teaching methods are the application of theoretical finding and positions. They may
be thought of as "theories in practice."
Albert Marckwardt (1972:5) saw these "changing winds and shifting sands" as a
cyclical pattern in which a new paradigm (to use Kuhn's term) of teaching
methodology emerged about every quarter of a century, with each new method
breaking from the old but at the same time taking with it some of the positive
aspects of the previous paradigm. One of the best examples of the cyclical nature of
methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s
and 1950s. The ALM borrowed tenets from its predecessor by almost half a
century, the Direct Method, While breaking away entirely from the GrammarTranslation paradigm. Whithin a short time, however, ALM critics were advocating
more attention to rules and to the "cognitive code" of language, which, to some,
smacked of a return to Grammar Translation! Shifting sands indeed.

The same era has seen linguists searching ever more deeply for the ansewrs to the

nature of communication and communicative competence and for explanations of

the interactive process of language. The language teaching profession has responded
to these theoritical trends with methods that stress the importance of self-esteem, of
students cooperatively learning together, of developing individual strategies for
success, and above all of focusing on the communicative process is language
learning.

In The Classroom: The Grammar Translation Method

Latin was taught by means of what has been called the Classical Method: focus on
grammatical rules, memorization of vocabulary and of various declensions and
conjugations, translation of texts, doing written exercise. Languages were not being
taught primarily to learn oral/aural communication but to learn for the sake of being
"scholarly" or, in some instances, for gaining a reading proficiency in a foreign
language.
In the 19th century the Classical Methods came to be known as the Grammar
Translation Method. Prator and Celce-Murcia (1979:3) list the major
characteristics of Grammar Translation:
1. Classes are taught in the mother tongue, with little active use of the target
language.
2. Much vocabulary is taught in the form of lists of isolated words.
3. Long elaborate explanations of the intricacies of grammar are given.
4. Grammar provides the rules for putting words together, and instruction often
focuses on the form and inflection of words.
5. Reading of difficult classical texts in begun early.
6. Little attention is paid to the content of texts, which are treated as exercise in
grammatical analysis.
7. Often the only drills are exercises in translating disconnected sentences from
the target language into the mother tongue.
8. Little or no attention is given to pronunciation.
It is remarkable, in one sense, that this method has been so stalwart among many
competing models. It does virtually nothing to enhance a student's communicative
ability in the language. It is "remembered with distaste by thousands of school
learners, for whom foreign language learning meant a tedious experience of
memorizing endless lists of unusable grammar rules and vocabulary and attempting
to produce perfect translation of slited or literary prose" ( Richards and
Rodgers 1986:4). However, in another sense, one can understand why Grammar
Translation is so popular. It requires few specialized skills on the part of teachers.
Test of grammar rules and of translations are easy to construct and can be
objectively scored. Many standardaized tests of foreign languages still do not

attempt to tap into communicative abilities, so students have little motivations to go

beyond grammar analogies, translations, and rote exercise. And it is sometimes
successful in leading a student toward a reading knowledge of a second language.
But, as Richards and Rodgers (1986:5) point out, "it has no advocates, it is a method
for which there is no theory. There is no literature that offers a psychology, or
educational theory."
Back to Title

What Language Teaching Is

Good teaching happens when competent teachers with non-discouraging
personalities use non-defensive approaches to language teaching and learning,
and cherish their students.
Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University
Section Contents
Models of Language Teaching and Learning
Reflective Practice
Teaching Portfolios
Be Prepared: Survival Tips for New Language Teachers
Resources

Material for this section was drawn from Beyond TA training: Developing a
reflective approach to a career in language education by Celeste Kinginger,
in Modules for the Professional Preparation of Teaching Assistants in
Foreign Languages (Grace Stovall Burkart, ed.; Washington, DC: Center for
Applied Linguistics, 1998)
Download the What Language Teaching Is section in pdf format
WHAT LANGUAGE TEACHING IS From The Essentials of Language Teaching
www.nclrc.org/essentials A project of the National Capital Language Resource
Center 2003-2007 Good teaching happens when competent teachers with nondiscouraging personalities use non-defensive approaches to language teaching and
learning, and cherish theirWHAT LANGUAGE TEACHING IS From The Essentials of
Language Teaching www.nclrc.org/essentials A project of the National Capital
Language Resource Center 2003-2007 Good teaching happens when competent
teachers with non-discouraging personalities use non-defensive approaches to
language teaching and learning, and cherish their students. Dr. James E. Alatis Dean

Emeritus, School of Languages and Linguistics, Georgetown University Section

Contents Models of Language Teaching and Learning Reflective Practice
Teaching Portfolios Be Prepared: Survival Tips for New Language Teachers
Resources Material for this section was drawn from "Beyond TA training: Developing
a reflective approach to a career in language education" by Celeste Kinginger, in
Modules for the Professional Preparation of Teaching Assistants in Foreign
Languages (Grace Stovall Burkart, ed.; Washington, DC: Center for Applied
Linguistics, 1998). 2 Models of Language Teaching and Learning New language
instructors at the university level in the United States are often in one of three
situations: They are graduate students who have extensive knowledge of
language, literature, and culture but are not trained as language teachers They
are professionals in other fields who are native speakers of the language but are not
trained as language teachers They are language instructors with experience
teaching in their countries of origin, but little or no training in the teaching
approaches commonly used in the United States These instructors often must begin
their work in the classroom with little or no guidance to help them appreciate which
methods work, how, and why. In response, they may fall back on an outdated model
for understanding language teaching and language learning. Older model:
Language learning is a product of transmission. Teacher transmits knowledge.
Learner is recipient. This teacher-centered model views the teacher as active and
the student as fundamentally passive. The teacher is responsible for transmitting all
of the information to the students. The teacher talks; the students listen and absorb
(or take a nap). The teacher-centered model may be attractive to new language
instructors for several reasons: It is the method by which they were taught It
makes sense: The teacher should be the focus of the classroom, since the teacher
knows the language and the students do not It requires relatively little
preparation: All the teacher needs to do is present the material outlined in the
appropriate chapter of the textbook It requires relatively little thought about
students or student activities: All students listen to the teachers presentation, then
do related exercises However, experienced language instructors who reflect on their
teaching practice have observed that the teacher-centered model has two major
drawbacks: It involves only a minority of students in actual language learning It
gives students knowledge about the language, but does not necessarily enable
them to use it for purposes that interest them To overcome these drawbacks,
language teaching professionals in the United States and elsewhere have adopted a
different model of teaching and learning. Newer model: Language learning is a
process of discovery. Learner develops ability to use the language for specific
communication purposes. Teacher models language use and facilitates students
development of language skills. In this student-centered model, both student and
teacher are active participants who share responsibility for the students learning.
Instructor and students work together to identify how students expect to use the
language. The instructor models language use, and students then use the language
themselves in practice activities that simulate real 3 communication situations. The
active, joint engagement of students and teacher leads to a dynamic classroom

environment in which teaching and learning become rewarding and enjoyable.

DIFFERENCES BETWEEN TEACHER-CENTERED AND LEARNER-CENTERED
INSTRUCTION TEACHER CENTERED LEARNER CENTERED Focus is on instructor Focus
is on both students and instructor Focus is on language forms and structures (what
the instructor knows about the language Focus is on language use in typical
situations (how students will use the language) Instructor talks; students listen
Instructor models; students interact with instructor and one another Students work
alone Students work in pairs, in groups, or alone depending on the purpose of the
activity Instructor monitors and corrects every student utterance Students talk
without constant instructor monitoring; instructor provides feedback/correction
when questions arise Instructor answers students questions about language
Students answer each others questions, using instructor as an information resource
Instructor chooses topics Students have some choice of topics Instructor evaluates
student learning Students evaluate their own learning; instructor also evaluates
Classroom is quiet Classroom is often noisy and busy Language instructors who
have never experienced learner-centered instruction can find it daunting in several
ways. It requires more preparation time: Instructors must consider students
language learning goals, identify classroom activities that will connect those with
the material presented in the textbook, and find appropriate real-world materials to
accompany them It is mysterious: Its not clear what, exactly, an instructor does
to make a classroom learner centered It feels like it isnt going to work: When
students first move into small groups, they may be slow to get started as they
assess the assigned task and figure out group dynamics 4 It feels chaotic: Once
students start working in their groups, the classroom becomes noisy and the
instructor must be comfortable with the idea that students may make mistakes that
are not heard and corrected It sounds like a bad idea: The phrase learnercentered makes it sound as though the instructor is not in control of the classroom
This final point is an important one. In fact, in an effective learner-centered
classroom, the instructor has planned the content of all activities, has set time limits
on them, and has set them in the context of instructor-modeled language use. The
instructor is not the center of attention, but is still in control of students learning
activities. This site is designed to help new language instructors become
comfortable with learnercentered instruction and put it into practice in their
classrooms. The pages on Teaching Goals and Methods, Planning a Lesson, and
Motivating Learners provide guidelines and examples for putting learner-centered
instruction into practice. The pages on Teaching Grammar, Teaching Listening,
Teaching Speaking, and Teaching Reading illustrate learner-centered instruction in
relation to each of those modalities. For a set of learner-centered instruction
techniques, see Teaching Goals and Methods. 5 Reflective Practice To move from the
teacher-centered model to the learner-centered one, new language instructors need
to think about what they do and how and why they do it. Reflective practice allows
instructors to consider these questions in a disciplined way. Reflective practice asks:
Which teaching model am I using? How does it apply in specific teaching
situations? How well is it working? Every instructor starts with an initial theory of

language teaching and learning, based on personal experiences as a language

learner and, in some cases, reading or training. In reflective practice, the teacher
applies this theory in classroom practice, observes and reflects on the results, and
adapts the theory. The classroom becomes a kind of laboratory where the teacher
can relate teaching theory to teaching practice. The theory provides a unifying
rationale for the activities that the instructor uses in the classroom; classroom
observation and reflection enable the instructor to refine the theory and adjust
teaching practice. Concepts that the teacher acquires through reading and
professional development activities are absorbed into the theory and tested in the
reflective practice cycle. This cycle of theory-building, practice and reflection
continues throughout a teachers career, as the teacher evaluates new experiences
and tests new or adapted theories against them. INSTRUCTORS THEORY OF
LANGUAGE TEACHING AND LEARNING INSTRUCTORS EXPERIENCE AS A LANGUAGE
LEARNER READING AND TRAINING IN TEACHING/LEARNING THEORY AND PRACTICE
OBSERVATION AND CLASSROOM PRACTICE REFLECTION B E F O R E T E A C H NI G:
D E V E L O P M E N T O F T H E O RY W HIL E T E A C H NI G: R E F L E C TIV E P R A
C T CI E C Y C L E PROFESSIONAL DEVELOPMENT 6 We suggest that you adopt a
reflective approach to the material presented in this website. Consider which
teaching model underlies the definitions, techniques, and applications presented
here. Try the ideas we suggest in your own classroom, and compare them with your
own experience. Doing so will help you integrate this material most effectively into
your own teaching philosophy and practice. 7 Teaching Portfolios Reflective practice
is aided by the use of a professional portfolio. A teaching portfolio is a record of an
instructors classroom performance, development as a teacher, and building of
coherence through reflective practice. Functions of a teaching portfolio: To allow a
teacher to track personal development To document teaching practice for
performance review To illustrate teaching approach for potential employers
Content of a teaching portfolio: Section 1: Background and philosophy
professional biography: a narrative description of your professional history and the
major influences on your teaching teaching philosophy: a description of how you
teach and why, the theoretical and philosophical foundations of your approach
information about the environment(s) where you have worked and any relevant
details about courses you have taught Section 2: Documentation of performance
classroom materials and assignments syllabi assessments professional
development activities teaching-oriented professional service Section 3:
Evaluations student evaluations supervisor reports letters of support about
your teaching A teaching portfolio can be a valuable tool for you as a new language
instructor. The reflective work that goes into producing it will encourage you to
clarify for yourself what you are doing and why. It will also help you understand the
professional value of teaching. Your teaching portfolio will allow you to present both
your language teaching philosophy and the best or most interesting examples of its
application in the classroom. Your portfolio should not be a static collection that you
develop once and never revise; you should review and update it every year so that
it reflects your growth as a language teaching professional. 8 Be Prepared: Survival

Tips for New Teachers Effective teaching depends on preparation. Here are eight
things to do at the beginning of the semester to help yourself have a rewarding and
enjoyable teaching experience. 1. Content: Find out what the department expects
you to teach and what materials you are expected to use. Review the curriculum or
textbook to get a roadmap of the semester as a whole. Working through the
curriculum should be a process of discovery for the students but not for the
instructor. 2. Method: Find out what teaching approach you are expected to use. Are
you expected to stick closely to the textbook, or bring in outside mate3. Students:
Find out what level your students will be. If they are second year or
intermediate, ask what that means. What have they studied previously? What
materials have they used? This will let you know what to expect from them. 4. Plan:
Outline a plan for the semester, even if the department has given you a plan. Know
when and how you will introduce new material and when and how you will review.
What will you do when you get behind? It always happens. 5. Orientation: Find out
what facilities are available for students and where they are: language lab,
computer lab, library. Make a reference card for yourself with the hours when labs
are open. Then, when students ask, you wont look like a doofus. 6. Relationships:
Learn the names of your students as soon as you can. Use their names when talking
with them and when giving language examples in class. Attending to your students
as individuals will help you assess their progress more effectively. Also, if students
believe that you care about them, they will care about you. 7. Expectations: Ask
how much and what kind of homework is usually given to students at the level you
are teaching. Find out what expectations the department has for frequency and type
of testing. Let your students know what the expectations are in these areas. 8.
Guidance: Ask your supervisor or another experienced instructor to serve as your
mentor. A mentor can review your plan for the semester before classes start to be
sure youre on the right track, and can meet with you on a regular basis throughout
the semester to answer questions and give you support when you need it. Having a
mentor is especially important toward the end of the first semester of teaching,
when many teachers begin to feel overwhelmed, discouraged, or frustrated.
Teaching and Learning Languages A Guide Teaching and Learning Languages A
Guide Angela Scarino and Anthony J Liddicoat ISBN 978-1-74200-081-7 9 7 8 1 7 4 2
0 0 0 8 1 7 Teaching and Learning Languages: A Guide is a key part of the Australian
Governments commitment to educating young Australians. The Government
recognises that the skills and knowledge necessary to communicate and work with
diverse languages and cultures must be a core element of the Australian school
curriculum. The Guide is designed to lead language education in new directions and
to help create inspiring learning environments. It invites teachers of languages to
think about the content, process and outcomes of their work in teaching, learning
and assessment. It is a resource for reflecting on languages education, the role of
languages teachers, and their programs and pedagogies in relation to contemporary
educational understandings and contexts. The Guide presents recent work by
members of the languages teaching profession, both teachers and researchers,
based in classrooms, schools and universities. It pulls together the expertise that is

available at a number of levels in this country in order to ensure an enriching

language learning experience for all Australian students and to further develop
Australias international potential and capability. The Guide is available, and is
supported by additional materials, at www.tllg.unisa.edu.au Angela Scarino and
Anthony J Liddicoat Teaching and Learning Languages A Guide Angela Scarino and
Anthony J Liddicoat Teaching and Learning Languages: A Guide was funded by the
Australian Government Department of Education, Employment and Workplace
Relations. ISBN: 978 1 74200 081 7 SCIS order number: 1393292 Full bibliographic
details are available from Curriculum Corporation. Teaching and Learning
Languages: A Guide is also available on the website www.tllg.unisa.edu.au Produced
by Curriculum Corporation PO Box 177 Carlton South Vic 3053 Australia Tel: (03)
9207 9600 Fax: (03) 9910 9800 Email: [email protected] Website:
www.curriculum.edu.au Statement Commonwealth of Australia 2009 This work is
copyright. It may be reproduced in whole or in part for study or training purposes
subject to the inclusion of an acknowledgment of the source and no commercial
usage or sale. Reproduction for purposes other than those indicated above, requires
the prior written permission from the Commonwealth. Requests and inquiries
concerning reproduction and rights should be addressed to Commonwealth
Copyright Administration, Attorney Generals Department, Robert Garran Offices,
National Circuit, Barton ACT 2600 or posted at www.ag.gov.au/cca Disclaimer The
views expressed in the publication do not necessarily represent the views of the
Australian Government Department of Education, Employment and Workplace
Relations. Printed by GEON Impact Printing Pty Ltd The Australian Government is
committed to languages education in Australian schools and recognises the
important role it plays in equipping young Australians with the knowledge, skills and
capabilities to communicate and work with our international neighbours. The
Government is making a substantial investment in Australias schools. The new
National Education Agreement will provide $18 billion to the states and territories
over the period 2009 to 2012, offering flexibility to target resources towards key
areas such as languages education. The development of Teaching and Learning
Languages: A Guide represents a key part of the Governments commitment to
support teachers in delivering quality language education programs for all young
Australians. Learning a language should involve understanding how languages and
cultures are a fundamental part of peoples lives. Teaching languages from an
intercultural perspective improves the engagement and learning outcomes of
students of languages in Australian schools. This Guide is a multi-modal package
that is accompanied by a series of web-based materials which provide online
practical examples of how the principles for developing intercultural language
learning outlined in this Guide can be incorporated in language education. The
online examples are drawn from the work of experienced language teachers who
are working to implement new ways of teaching and learning in their classrooms.
This Guide is a significant new resource for teachers, schools and communities,
which can be used to create inspiring language learning environments. It will give
students the opportunity to come to understand their own place in the world

through their language learning, and will help them to use their learning to develop
Australias economic, social and cultural relations in an increasingly globalised
world. I commend this Guide and hope teachers will find it useful in their language
teaching endeavours. Julia Gillard Minister for Education Foreword
Acknowledgments The authors wish to acknowledge the contributions of those who
participated in the project to produce this Guide and the supporting online
materials. Development of Teaching and Learning Languages: A Guide was funded
by the Department of Education, Employment and Workplace Relations under the
Australian Governments School Languages Program (SLP). It supports some of the
actions recommended in the National Statement for Languages Education in
Australian Schools and the National Plan for Languages Education in Australian
Schools 20052008 developed through the Ministerial Council on Education,
Employment, Training and Youth Affairs (MCEETYA) relating to the strengthening and
promoting of quality teaching and learning practices and supporting the provision of
high quality, ongoing and structured professional learning programs. The project
was developed by the Research Centre for Languages and Cultures (RCLC) at the
University of South Australia. Thanks to Jim Dellit for his editorial work on the Guide,
and to Ari Bickley for the design. The Project Advisory Group Judy Gordon, Thomas
Natera and Georgia Bray, representing the Australian Government Department of
Education, Employment and Workplace Relations (DEEWR) Joe van Dalen,
representing the Australian Federation of Modern Language Teachers Associations
(AFMLTA) Meredith Beck and Ghislaine Barbe, representing a non-government
education jurisdiction Tamara Romans, representing a state/territory government
education jurisdiction Jacqueline von Wersch, representing an ethnic/community
languages school provider Ann Bliss, representing a national parents body The
RCLC project team Associate Professor Angela Scarino (Project Director) Professor
Anthony J Liddicoat (Project Director) Dr Jonathan Crichton Dr Timothy J Curnow Jim
Dellit Michelle Kohler Kate Loechel Nives Mercurio Dr Anne-Marie Morgan Andrew
Scrimgeour Dr Kazuyo Taguchi Contents
Purpose ........................................................................................................................
..... 1 Using the
Guide ................................................................................................................. 3
Developing a personal, professional
stance ....................................................................... 4 Working with complexity
and change ................................................................................. 5 Understanding
contemporary contexts ............................................................................... 7 What is
language? ........................................................................................................... 15
What is
culture? ............................................................................................................... 19
Understanding
learning .................................................................................................... 24
Understanding language
learning ..................................................................................... 30 Intercultural
language learning ......................................................................................... 33

Classroom
interactions ..................................................................................................... 37 The
nature of interactional language ................................................................................
41 Tasks and tasktypes ......................................................................................................... 45 Student
engagement ....................................................................................................... 49
The diversity of learners and their lifeworlds .................................................................... 50 Scaffolding
learning ......................................................................................................... 54
Technologies in language teaching and
learning ............................................................... 55 The purposes of
resources ................................................................................................ 57 Selecting
resources ........................................................................................................... 59
Authentic
resources .......................................................................................................... 60
Adapting
resources .......................................................................................................... 61
Contemporary
resources ................................................................................................... 62 2
Language, Culture and Learning 1 Orientation of the Guide 3 Teaching and Learning
4 Resourcing and Materials Using resources
critically ................................................................................................... 63 Relating
resources to each other ....................................................................................... 64
Learners as
resources ........................................................................................................ 65
Developing a resource
bank.............................................................................................. 66 The purposes of
assessment ............................................................................................. 67 The
assessment cycle ........................................................................................................
71 Planning language
programs ............................................................................................ 77 Long-term
and short-term planning ................................................................................. 82
Planning
interactions ........................................................................................................ 85
Personalising learning
experiences .................................................................................... 85 Evaluation for
program renewal ....................................................................................... 87
Evaluation in
context ........................................................................................................ 88
Purpose and scope of
evaluation ...................................................................................... 89 Evaluation as
inquiry ........................................................................................................ 90
Commitment to growth and
development ........................................................................ 91 Creating a culture of

professional learning ........................................................................ 92 Contexts of a

professional learning culture ....................................................................... 93
Collaborating for a professional learning
culture ...............................................................
95 ................................................................................................................................
........
98 ................................................................................................................................
...... 100 5 Assessing 6 Programming and Planning 9 Further Resources 10
References 7 Evaluating Language Programs 8 Developing a Professional Learning
Culture Orientation of the Guide 1 Purpose This Guide is a resource for languages
teachers to use in reflecting on languages education, their role as languages
teachers, and their programs and pedagogies in relation to contemporary
educational understandings and contexts. It invites teachers to think about the
content, process and outcomes of their work in teaching, learning and assessment.
The Guide is based on recent work by members of the languages teaching
profession: teachers and researchers based in classrooms, schools and universities.
At times this Guide describes the field of languages teaching today generally; at
times it describes actual practice in schools and in classrooms; and at times it
reports on current research and thinking in languages education. At all times, it
seeks to inspire members of our profession to challenge long-held beliefs about the
teaching of languages with the intention of confirming their worth or changing
them. What is language? Purpose 1 A key message of this Guide is that teachers
need to analyse their personal, professional teaching 'stance': the professional bigpicture understanding and position they bring to their work which shapes their
programs and pedagogies. This Guide encourages teachers to consider their stance
and develop it with regard to: professionalism and knowledge of education,
teaching and learning personal and professional experience and selfunderstandings understandings of new and different contexts for students,
teachers and communities and their impacts on learning contemporary
understandings, including complexities and ambiguities, of languages and
pedagogy the relationship of experience and past practices to new situations and
new understandings as their stance develops and changes. None of our personal
and professional beliefs, perspectives or commitments are ever static, and the
Guide addresses those aspects that teachers think about when considering the
development of a personal and professional stance. At the end of each section,
there are questions to encourage consideration of these aspects in relation to
stance and to invite teachers to make changes to their thinking and to the practices
of their work. A key message of this Guide is that teachers need to analyse their
personal, professional teaching stance: the professional big-picture understanding
and position they bring to their work which shapes their programs and pedagogies.
2 Teaching and Learning Languages: A Guide Using the Guide The Guide is
supported by additional materials available at www.tllg.unisa.edu.au. These
materials consist of a number of related resources designed to support teachers in
developing a teaching stance and the practices that follow. Each section of this

Guide is supported online with examples from classroom practice. The examples act
as companion guides to the information provided in each section and present
teaching activities in six languages. These online resources are provided as
examples of what real teachers do when they are working in real contexts. They can
be used for reflection on teaching, learning, assessment and evaluation. We know
that teachers learn best from other teachers and so we encourage teachers to look
across the sets of examples in all languages rather than just in languages they
teach. The Guide does not purport to be a methodology manual, though the online
examples of programs will enable languages teachers to relate ideas discussed in
the Guide to their daily classroom practices. The nature of teaching and learning
means that teachers are, by nature and necessity, professionals who think about
their work with their particular students in their particular context, and who learn
and change through thinking and reflecting on practice. This Guide provides an
opportunity to engage with the increasingly sophisticated theoretical and practical
work of language teaching and learning, and using languages for communication in
increasingly diverse settings. Curriculum material has often come to teachers as
prescriptive practices that they have been required to adopt and adapt. But
teaching and learning are complex processes that require sensitive judgments and
decisions to be made in context. Prescriptions do not necessarily work. For this
reason, this Guide focuses on developing understanding and professional selfawareness rather than prescription (Pinar, 2003). It is a resource for members of the
profession to use as they continuously consider their own experiences in light of the
ideas discussed and their own classroom practice, and their own self-understanding
as teachers, as part of the ongoing development of their personal, professional
stance. Some teachers may wish to work through the Guide chapter by chapter on
their own or with a group of colleagues. Others may just wish to work on particular
aspects of their practice, though it is likely that working on one aspect of teaching
and learning will naturally lead to a consideration of others, in an ongoing cycle of
reflection. Orientation of the Guide 3 Stance is a term adopted by Marilyn CochranSmith and Susan Lytle, researchers in education in the USA. They describe common
understandings of stance, including body postures, political positions and the
various perspectives that researchers and educators use to frame their questions,
observations and reports. Stance describes the positions that teachers take
toward their work as languages teachers and to their knowledge and pedagogies
A teachers stance is both personal and professional A teachers stance changes
and evolves over time and in response to changing contexts Developing a personal,
professional stance key ideas In our work, we offer the term stance to describe
the positions teachers and others who work together take toward knowledge and
its relationships to practice. We use the metaphor of stance to suggest both
orientational and positional ideas, to carry allusions to the physical placing of the
body as well as the intellectual activities and perspectives over time. In this sense,
the metaphor is intended to capture the ways we stand, the ways we see, and the
lenses we see through. Teaching is a complex activity that occurs within webs of
social, historical, cultural and political significance Stance provides a kind of

grounding within the changing cultures of school reform and competing political
agendas. (Cochran-Smith & Lytle, 1999:288289) 4 Teaching and Learning
Languages: A Guide The nature, contexts and purposes of using language and
languages in our multilingual and multicultural world is increasingly complex and
teachers need to work with this complexity The key concepts that are central to
teaching and learning languages are constantly evolving and need to be open to
deeper understanding Working with complexity and change key ideas The act of
teaching and learning is intricate, not something that can be reduced to a few
methodological prescriptions. Furthermore, the role of teachers is not one of simply
receiving prescriptions from others that are subsequently implemented in their
context. Rather, teachers come to the act of teaching and learning with their own
dynamic framework of knowledge and understanding of their own personal, social,
cultural and linguistic make-up and that of their students. Their experiences, beliefs,
ethical values, motivations and commitments are part of their framework of
knowledge and contribute to their stance and identity as a teacher (Scarino 2007).
In teaching, the teachers framework interacts with those of their students as they
work together to develop new understandings. This framework is continuously
evolving, based on our distinctive experience and reflection on that experience. It
provides the frame of reference through which, in day-to-day teaching, teachers
create learning experiences for students and interpret and make meaning of their
learning. It is through this framework that teachers appraise the value of their own
teaching and new ideas with which they might wish to experiment, to further
develop or change their ways of teaching. In reading and working with the Guide,
teachers will bring their own frameworks of understanding to make sense of their
work. The ideas and understandings that follow are a way of contributing to the
professional dialogue that teachers, as educators, have with themselves in
developing a personal stance and with colleagues and others in developing a
collective professional stance. Our work as teachers of languages has always been
complex and subject to change. In developing a contemporary stance, languages
teachers must consider and respond to notions of complexity and change. Just as
teaching cannot be reduced to methods or prescriptions, the key concepts of
language, languages, culture and communication cannot, and should not, be
reduced to something simple. Orientation of the Guide 5 The nature, contexts and
purposes of using language and languages for communication are increasingly
complex and ever-changing in our multilingual and multicultural world where people
use different languages and dialects for different purposes in a range of different
contexts. The need to communicate (that is, create and exchange meanings with
diverse peoples both within and across cultures, and use a variety of
communication technologies) requires a sophisticated understanding and use of
language and languages. Through the experience of communicating across cultures
and reflecting on that process, people develop an intercultural capability and
sensitivity. Developing such a capability means interpreting and exchanging
meanings in the variable contexts of human communication and interaction, both
within a particular language and culture, and across languages and cultures. It

involves coming to understand the nature of the interrelationship of language,

culture and learning and their connection to the meanings, practices and identities
of communicators as fundamental to language use in its variable contexts. From an
educational perspective, this means that the starting point in developing a stance
for the teaching and learning of languages must be an expansive understanding of
language(s), culture(s), their interrelationship and a process of communication that
takes into account this variability. Theories and practices related to language
teaching, learning and assessment are subject to constant inquiry and change. This
means recognising that understanding these concepts, theories and practices, and
developing/ changing a personal, professional stance, is a matter of ongoing
professional inquiry. 6 Teaching and Learning Languages: A Guide All educational
thinking and discussion is set in a particular context of time and place that
influences their purpose, shape and orientation. This section of the Guide explores:
some contextual understandings of our contemporary world the changing
educational landscape Australia and the world of languages education as a means
of considering the contemporary influences on our personal, professional stance.
Context of time and place influences purpose, shape and orientation of teachers'
role in education Changes in the context of education influence teachers' personal
and professional stance Globalisation has focused the importance of developing
capabilities in languages-literacy-communication and intercultural engagement
Languages have a central role in Australian education because they mediate the
interpretation and making of meaning among people Advances in technology alter
the way people use language, communicate and relate with each other, with
information and with learning (especially the learning of languages) Understanding
contemporary contexts key ideas Orientation of the Guide 7 Globalisation
Globalisation, including the growth of a globalised knowledge-based economy has
brought about unprecedented access to information, global conversations and
relationships, and economic growth and, in some places, exploitation. The rapid
movement of people, ideas and knowledge has highlighted the need to better
understand the diverse nature of society, cultures and values. Globalisation has
increased the diversity of teachers, students and community members engaged in
education, in face-to-face and virtual learning situations, who bring extraordinarily
diverse histories, experiences, and backgrounds to learning. Australian educators
are increasingly aware that knowledge is not made only in English, nor made
available only in English. There is an increasing emphasis on the
internationalisation of education, which brings a variety of real and virtual
interactions. The reality of globalisation has brought an increasing recognition that
people in all spheres of life, and particularly in education, need to develop an
intercultural capability, that is, being able to negotiate meanings across languages
and cultures. It has also brought an increasing realisation that a capability in English
only is insufficient, despite its status in the world, and that being a bilingual, or
indeed multilingual, person has become the norm. Contemporary information and
communication technologies have become integral to peoples lives, and
increasingly mediate learning, knowledge and communication. They have altered

the very way people relate with each other, with knowledge, with the economy and,
most particularly, with learning. Languages have a central role in this context
because they mediate the interpretation and making of meaning among people
within and across languages. A changing educational landscape Recognising the
linguistic and cultural diversity in our world doesnt just mean giving a place to
languages in the curriculum. It alters the very fabric of education, emphasising that
languages are integral to the national curriculum and education as a whole. National
collaboration sustains the diversity of languages formally taught and assessed in
Australia and the recognition, nationally, of multiple purposes of assessment opens
up the possibility of moving beyond a view of outcomes as levers of change to a
focus on understanding and working with the complex interrelationship of teaching,
learning and assessment. 8 Teaching and Learning Languages: A Guide Languages
education is an integral part of education in general. An intercultural orientation to
education moves it from a monolingual to a multilingual phenomenon. Some points
to note about the current educational landscape and understandings about learning
are: that learners, teachers and their relationships are central to languages
learning as a peopled activity (Candlin 1999) that learning focuses on what
learners with their distinctive linguistic, social and cultural profiles, experience,
interests, desires, motivations and values bring to their learning environments and
how that shapes their interactions with those learning environments that
teachers, with their schools and wider communities, create a culture of language
learning and using in the classroom and beyond that teachers need to come to
know their students profoundly in their social, cultural, linguistic as well as cognitive
diversity as the basis for developing and sustaining learning that teachers need to
have an expanded view of language, culture and the relationship between them
that teachers need to recognise that languages change, depending on the context
in which you use them that the act of teaching languages entails teachers and
students bridging home and peer cultures, as well as their cultural life in Australia
and the cultures of the communities making connections between the language
being learned. Australia national initiatives in education A number of
developments are taking place at policy and curriculum level that will influence
languages education in distinctive ways. Much collaborative development has also
taken place in languages education in recent times at a national level and further
development is anticipated. Teachers of languages need to continue to engage with
these developments and use them as a basis for reflection on their work in their
particular contexts. Orientation of the Guide 9 This report also, appropriately,
includes languages among the learning areas that it proposes for all students. What
is clear from the current context is that languages are integral to education in
general and, as such, should continue to be an essential part of the learning
experience of all students in Australian education. Another dimension of the
changing educational landscape in Australia is the contemporary work on a national
curriculum resulting from collaboration between the states and territories and the
Commonwealth and supported by the establishment of a National Curriculum Board.
Languages have been highlighted as one of the areas to be considered in early

discussions in this context. National collaboration is a key feature of languages

education in Australia and has always been based on a national desire to harness
the full range of linguistic expertise available across all states and territories and to
share the load in extending the range of languages offered. One of the most
distinctive accomplishments of languages education in Australia is that through
collaboration nationally, across sectors and across states, and through a range of
providers and technologies, the educational systems continue to offer a range and
diversity of languages at different levels (beginners, continuers, background
speakers) that are formally taught and assessed at upper secondary level (Mercurio
and Scarino, 2005). The commitment to continuing to sustain and develop this
degree of diversity is fundamental. The new National Declaration on Educational
Goals for Young Australians, a pivotal declaration in Australian education was
released in December 2008. Languages have been included as a key learning area
in the National Declaration, agreed by Ministers of Education of all states and
territories of Australia. In 2007, a report prepared by the states and territories of
Australia stated that: skills for future participation in society must include
intercultural engagement, communication and understanding, recognising the
diversity in the Australian workforce and the significant number of Australians
employed in companies operating globally. (Council for the Australian Federation,
2007:17 emphasis added) 10 Teaching and Learning Languages: A Guide At a
policy level, this has been achieved through policy statements such as the National
Policy on Languages (Lo Bianco, 1987); the Australian Language and Literacy Policy
(Department of Employment, Education and Training, 1991); the report: Asian
languages and Australias economic future (Council of Australian Governments,
1994) and its accompanying National Asian Languages and Studies in Australian
Schools (NALSAS) strategy. Most recently, at a policy level, national collaboration
across states, territories and the Commonwealth has centred on the National
statement for languages education in Australian schools and the National plan for
languages education in Australian schools 20052008 (Ministerial Council on
Education, Employment, Training and Youth Affairs, 2005). At a curriculum level,
there is a longstanding history of national collaboration which began with the
publication of the Australian Language Levels (ALL) Guidelines (Scarino, Vale, McKay
& Clark, 1988), and continued with collaborative, national curriculum development
in four specific languages (Italian, Chinese, Indonesian and Japanese); national
collaboration at senior secondary level, through the National Assessment
Framework for Languages at Senior Secondary Level (NAFLaSSL); and the
Collaborative Curriculum and Assessment Framework for Languages (CCAFL). A
further highly significant, national collaborative development was Australias
Indigenous Languages Framework (SSABSA, 1996a, 1996b). Since 2005, national
collaboration has continued predominantly in the areas of research and professional
development through national level projects funded by the Australian Government
through its School Languages Program. These projects include work in investigating
the state and nature of language learning in schools, teacher education,
investigating Indigenous languages programs, the promotion of language learning,

improving the national coordination and quality assurance of languages programs in

after-hours ethnic schools, leading languages and implementing professional
standards. In addition, a large professional learning project, the Intercultural
Language Teaching and Learning in Practice (June 2006 December 2007), was
funded under the Australian Government Quality Teaching Program to allow
teachers to learn about intercultural language learning and conduct classroombased investigations incorporating this orientation towards language teaching and
learning (www.iltlp.unisa.edu.au). National initiatives in assessment have recognised
that assessment serves multiple purposes, only one of which is the reporting of
learning outcomes. Additionally and fundamentally, assessment provides
information that teachers, parents and other interested parties need to improve
students learning (assessment for learning). This usability of assessment
information to improve student learning depends on richness and quality which
entails much more than simply articulating outcomes. These two purposes of
assessment can no longer be seen as separate. Rather, they are both a part of the
complex interrelationship of contemporary teaching, learning and assessment
processes. Orientation of the Guide 11 Our profession has identified assessment
and reporting of languages learning as a priority in our own further professional
learning. As languages education emerges from the era of outcomes framed
exclusively in terms of the typical curriculum development categories (ie skills,
discourse forms, tasks, linguistic features, etc), there is increasing emphasis on the
ultimate value of learning languages; that is, what is it that learners should/can take
away from an experience of learning their particular language? For over a decade,
the focus of educational systems has been on prescribing curriculum and
assessment requirements. What is needed now is a shift towards understanding
how the complex processes of curriculum design, teaching, learning and
assessment actually work in particular contexts. Early childhood and primary
education The focus, at a national level, on early childhood education and the
centrality of the primary years involves discussion about important learning
experiences for all young children. Languages will need to be part of this discussion,
recognising both the range of languages that children bring to education and the
need to expand the integrated language-literacy-and-communication repertoires of
all students. In the past two decades, there has been a major increase in languages
learning in the primary setting and this remains an important area for development.
Central role of teachers Research highlights the central role of teachers in students
learning. At a national level, there has been an important recognition of the central
role that teachers play in students learning. The teachers charter released by
Teaching Australia in 2008 describes the complex professional, social and ethical
role of teachers. The Australian Federation of Modern Language Teachers
Associations (AFMLTA), the major professional body for the language teaching
profession, has developed professional standards for the accomplished teaching of
languages (Kohler, Harbon, McLaughlin & Liddicoat, 2006; Liddicoat, 2006). The
AFMLTAs statement of standards recognises both the value, and the professional
and ethical responsibilities, of language teachers. The overarching standard is

described as follows. 12 Teaching and Learning Languages: A Guide Being an

accomplished teacher of languages and cultures means being a person who knows,
uses and teaches language and culture in an ethical and reflective way. It involves a
continuous engagement with and commitment to learning, both as a teacher and as
a lifelong learner. It means more than teaching knowledge of languages and
cultures and includes teaching learners to value, respect and engage with
languages and cultures in their own lives and to interact with others across
linguistic and cultural borders. It means creating a culture of learning which
approaches language, culture and learning with respect, empathy, commitment,
enthusiasm and personal responsibility. (Australian Federation of Modern Language
Teachers Associations, 2005) These aspirational standards developed by the
profession, for the profession, describe the kind of teaching that will promote
learning in our current times and shape the personal, professional stances adopted
by languages teachers to their work, their students and their communities. Role of
parents and caregivers The role of parents as participants in the educational
experiences and decision-making of their child, in creating a culture of learning, has
a distinctive flavour and purpose in languages education. Contemporary
understandings of education emphasise that learning is both continuous and
lifelong and that it occurs at home, in the community, in school and beyond. Parents
are not only a childs first educators, they continue to shape the learning and
attitudes to learning of their children into adulthood. Parents seek opportunities to
participate in, and contribute to schooling by sharing curriculum related information,
knowledge, experience and skills, and through the understandings they have of
their children and their aspirations for them. The professional stance adopted by
teachers to their role and work will recognise parents and other community
members as active contributors to learning, ensuring that parents receive
meaningful information about the curriculum and teaching program, and about their
childs learning and progress, so they can participate in their childs learning,
achievements and decision-making. Orientation of the Guide 13 In relation to
learning languages, parents have distinctive roles and responsibilities. In
intercultural language teaching and learning, parents can support their children in
analysing cultural and linguistic similarities and differences within and across
languages and cultures. Parents and community members can offer historical and
regional perspectives on cultural and linguistic developments and engage in
developing intercultural understanding with their children. Some parents will also be
users of the language their child is learning and their contribution will be directly
useful. Parents who speak other languages will be able to support their children in
developing a broad linguistic understanding of how languages work and of
interactions across language and culture generally. In all families, the childs
language learning affords the opportunity to parents to work with their child to learn
something new together by relating their own knowledge of history, geography and
social systems and their own understandings of language and culture. Questions for
reflection 1 Think about your own personal, professional stance as a languages
teacher. How does it reflect your particular personal social, cultural and linguistic

make-up and values? 2 To what extent do your current beliefs, ethical values,
motivations and commitments reflect the contemporary and global educational
landscape? 3 What gaps in your current knowledge and understanding do you
instinctively feel you need to investigate by learning more about? How does this
influence your stance? 4 How do you currently engage with parents in relation to
language teaching and learning? To what extent do you utilise the diversity of family
experiences? 14 Teaching and Learning Languages: A Guide Language, Culture and
Learning 2 Language is more than just the code: it also involves social practices of
interpreting and making meanings The way we teach language reflects the way
we understand language What is learned in the language classroom, and what
students can learn, results from the teachers understandings of language There is
a fundamental relationship between language and culture It is important to
consider how language as code and language as social practice are balanced in the
curriculum key ideas What is language? 15 Understanding language Language is at
the heart of language teaching and learning and teachers need to constantly reflect
on what language is. This is because our understandings of language affect the
ways we teach languages. Language as code Traditionally, language is viewed as a
code. In this view, language is made up of words and a series of rules that connect
words together. If language is only viewed in this way, language learning just
involves learning vocabulary and the rules for constructing sentences. This
understanding of language is, however, a very narrow one. It sees language as fixed
and finite and does not explore the complexities involved in using language for
communication. Language as social practice An understanding of language as
open, dynamic, energetic, constantly evolving and personal (Shohamy, 2007:5)
encompasses the rich complexities of communication. This expanded view of
language also makes educational experience more engaging for students. Language
is not a thing to be studied but a way of seeing, understanding and communicating
about the world and each language user uses his or her language(s) differently to
do this. People use language for purposeful communication and learning a new
language involves learning how to use words, rules and knowledge about language
and its use in order to communicate with speakers of the language. This
understanding of language sees a language not simply as a body of knowledge to
be learnt but as a social practice in which to participate (Kramsch, 1994). Language
is something that people do in their daily lives and something they use to express,
create and interpret meanings and to establish and maintain social and
interpersonal relationships. If language is a social practice of meaning-making and
interpretation, then it is not enough for language learners just to know grammar
and vocabulary. They also need to know how that language is used to create and
represent meanings and how to communicate with others and to engage with the
communication of others. This requires the development of awareness of the nature
of language and its impact on the world (Svalberg, 2007). Our understanding of
language, as languages educators, becomes part of our professional stance and, as
such, influences our curriculum, planning and classroom pedagogies. Teachers who
view language simply as code make acquiring grammar and vocabulary the

primary, if not the only, goal of language learning. Within such a limited approach,
students do not begin to engage with language as a communicative reality but
simply as an intellectual exercise or as a work requiring memorising. 16 Teaching
and Learning Languages: A Guide The understanding of language that is part of our
stance also affects what happens in the classroom and the ways in which learners
begin to understand the relationship between their own languages and the
languages of their learning. If the language learning program focuses on the code,
then it models a theory of language in which the relationship between two
languages is simply a matter of code replacement, where the only difference is a
difference in words. If the language pedagogies focus on the interpretation and
creation of meaning, language is learned as a system of personal engagement with
a new world, where learners necessarily engage with diversity at a personal level.
Within a professional stance that understands language as a social practice,
teachers need to ensure that students are provided with opportunities to go beyond
what they already know and to learn to engage with unplanned and unpredictable
aspects of language. Learning language as a complex, personal communication
system involves ongoing investigation of language as a dynamic system and of the
way it works to create and convey meanings. This involves learners in analysis and
in talking analytically about language. Kramsch (1993:264) notes that: talk about
talk is what the classroom does best and yet this potential source of knowledge has
not been sufficiently tapped, even in communicatively oriented classrooms. The
emphasis on ongoing investigation and analysis assumes that learners are involved
in learning which promotes exploration and discovery rather than only being passive
recipients of knowledge as it is transmitted to them by others. These learners
require learning skills which will give them independence as users and analysers of
language (Svalberg, 2007). A professional stance that understands language as a
social practice requires students to engage in tasks in which they create and
interpret meaning, and in which they communicate their own personal meanings
and develop personal connections with the new language. Language, Culture and
Learning 17 Language and culture Understanding the nature of the relationship
between language and culture is central to the process of learning another
language. In actual language use, it is not the case that it is only the forms of
language that convey meaning. It is language in its cultural context that creates
meaning: creating and interpreting meaning is done within a cultural framework. In
language learning classrooms, learners need to engage with the ways in which
context affects what is communicated and how. Both the learners culture and the
culture in which meaning is created or communicated have an influence on the
ways in which possible meanings are understood. This context is not a single culture
as both the target language and culture and the learners own language and culture
are simultaneously present and can be simultaneously engaged. Learning to
communicate in an additional language involves developing an awareness of the
ways in which culture interrelates with language whenever it is used (Liddicoat,
Papademetre, Scarino, & Kohler, 2003). A matter of balance In developing a
professional stance to language teaching, it is important to consider how language

as code and language as social practice are balanced in the curriculum. In

developing language capabilities, students need to develop their knowledge and
understanding of the code and also to come to see language as a way of
communicating between people. Both of these goals need to be present in language
teaching and learning from the beginning. Questions for reflection 1 Consider the
tasks you have used for a particular class or module. What do these tasks show
about what you have been emphasising in your own teaching? Do these show a
balance between treating language as a code and as a social practice of meaningmaking and interpreting? 2 How might you develop new tasks for use in the
classroom which present a more balanced or more elaborated understanding of
language? 18 Teaching and Learning Languages: A Guide The way in which we
understand culture, just as the way we understand language, affects the way we
teach culture in language learning. In developing our stance, there are two
fundamentally connected issues to consider: what we understand culture to be
how we understand the place of culture within language learning. Understanding
culture One way in which culture has often been understood is as a body of
knowledge that people have about a particular society. This body of knowledge can
be seen in various ways: as knowledge about cultural artefacts or works of art; as
knowledge about places and institutions; as knowledge about events and symbols;
or as knowledge about ways of living. It is also possible to consider this aspect of
culture in terms of information and to teach the culture as if it were a set of the
learnable rules which can be mastered by students. When translated into language
teaching and learning, this knowledge-based view of culture often takes the form of
teaching information about another country, its people, its institutions, and so on.
Culture is not, however, simply a body of knowledge but rather a framework in
which people live their lives and communicate shared meanings with each other.
Culture can be seen as practices or as information Culture plays a central role in
the way meanings are interpreted Cultures are characterised by variability and
diversity The intercultural is not the same as culture but is a process which goes
beyond the idea of knowing a culture Culture is fundamentally related to
language What is culture? key ideas Language, Culture and Learning 19 Static and
dynamic approaches to culture In thinking about how to teach culture in the
language classroom, it is useful to consider how the ways in which culture is
presented can be categorised. The diagram below (adapted from Liddicoat, 2005) is
one way of thinking this through. One dimension is the axis of culture as facts or as
processes: that is, whether culture is seen as a static body of information about
characteristics of a society or as a dynamic system through which a society
constructs, represents, enacts and understands itself. The second axis represents
the way in which culture is conceived in terms of educational content. It makes a
distinction between artefacts and institutions and practices: that is, whether culture
is seen in terms of the things produced by a society or as the things said and done
by members of a society. The most static way to approach the teaching of a culture
typically emphasises artefacts, institutions and factual knowledge. Both the
approach to culture learning and the content itself are static. The lower left

quadrant adopts a static approach to the nature of learning, but a more dynamic
approach to the content, whereas the top right quadrant is static in terms of its
content, but dynamic in terms of its approach to learning (eg as in activities in
which learners engaged with cultural artefacts in a hands on way). The most
dynamic approach to culture is represented by the lower right hand quadrant, which
sees learners actively engage with the practices of a cultural group. Artefacts and
institutions Practices Facts Processes Approaches to teaching culture Dynamic
approach active engagement with practices of a cultural group Static approach to
learning Dynamic approach to content Static approach to content Dynamic
approach to learning Static approach to cultural learning and content 20 Teaching
and Learning Languages: A Guide The intercultural dimension Knowledge of cultures
is important for facilitating communication with people. Therefore learners of
languages need to learn about and understand cultures. Understanding culture as
practices with which people engage becomes centrally important. This means that
in the language classroom it is not just a question of learners developing knowledge
about another culture but of learners coming to understand themselves in relation
to some other culture. This is why there is a contemporary emphasis on
intercultural. Learning to be intercultura
nvolves much more than just knowing about another culture: it involves learning to
understand how ones own culture shapes perceptions of oneself, of the world, and
of our relationship with others. Learners need to become familiar with how they can
personally engage with linguistic and cultural diversity. There is another way to
think about culture in language teaching: the distinction between a cultural
perspective and an intercultural perspective (Liddicoat, 2005). This cultural pole
implies the development of knowledge about culture which remains external to the
learner and is not intended to confront or transform the learners existing identity,
practices, values, attitudes, beliefs and worldview. The intercultural pole implies
the transformational engagement of the learner in the act of learning. The goal of
learning is to decentre learners from their own culture-based assumptions and to
develop an intercultural identity as a result of an engagement with an additional
culture. Here the borders between self and other are explored, problematised and
redrawn. cultural intercultural Language, Culture and Learning 21 Taking an
intercultural perspective in language teaching and learning involves more than
developing knowledge of other people and places. It means learning that all human
beings are shaped by their cultures and that communicating across cultures
involves accepting both ones own culturally conditioned nature and that of others
and the ways in which these are at play in communication. Learning another
language can be like placing a mirror up to ones own culture and ones own
assumptions about how communication happens, what particular messages mean
and what assumptions one makes in ones daily life. Effective intercultural learning
therefore occurs as the student engages in the relationships between the cultures
that are at play in the language classroom. Such learning involves much more than
just developing knowledge about some other culture and its language. The

intercultural framework proposed here, then, consists of three intersecting

dimensions for understanding approaches to the teaching of culture in language
learning: the nature of content: artefact-practice the nature of learning: factprocess the nature of the educational effect: cultural-intercultural. In learning
about culture in the language classroom, we need to draw on our own experiences
of language and culture as they are encountered when trying to create and interpret
meanings. The ability to learn beyond the classroom is probably more important
than any particular information that students may learn about another culture
during their schooling. This is because it is impossible to teach all of any culture
because cultures are variable and diverse. As languages educators, we know that
what we can teach in the classroom is inevitably only a partial picture of a language
and culture. By acknowledging that limitation in our own teaching, we are less likely
to develop stereotypical views of the cultures we are teaching about. Learning how
to learn about culture means that, as people engage with new aspects of culture,
they develop their knowledge and awareness and find ways of acting according to
their new learning. 22 Teaching and Learning Languages: A Guide One way of
developing intercultural capabilities is through an interconnected set of activities
involving: noticing cultural similarities and differences as they are made evident
through language comparing what one has noticed about another language and
culture with what one already knows about other languages and cultures
reflecting on what ones experience of linguistic and cultural diversity means for
oneself: how one reacts to diversity, how one thinks about diversity, how one feels
about diversity and how one will find ways of engaging constructively with diversity
interacting on the basis of ones learning and experiences of diversity in order to
create personal meanings about ones experiences, communicate those meanings,
explore those meanings and reshape them in response to others. A dynamic
relationship between language and culture is always at play. It is through
exploration of the interactions of language and culture that this awareness and the
ability to act on it can be developed. Questions for reflection 1 Collect the tasks you
have used to teach and assess culture for a particular class or module. What do
these tasks show about the way you have presented culture in your teaching? Do
they show that you have used culture explicitly to develop the interculturality of
your learners or do they show a focus on acquiring information about others? Do
these tasks explicitly include opportunities for activities such as noticing,
comparing, reflecting and interacting? 2 How significantly does your stance as a
languages educator focus on interculturality? 3 How might you modify your
teaching to focus more on developing the ability to learn how to learn? 4 How would
you explain intercultural language learning to parents? Language, Culture and
Learning 23 Rationale for considering learning theories In thinking about teaching,
learning and assessing in languages education, it is essential for us to consider the
understandings that we hold and the assumptions that we make about learning.
This is because these understandings, be they implicit or explicit, influence our
professional stance as language educators and our teaching, learning and
assessment practices. Our understandings of learning are not simply acquired as

knowledge that is put into practice; rather, they develop over time and in diverse
contexts working with diverse students, based on ongoing experience and
reflection. In such an ongoing process, often dominant theories of the past continue
to operate as the default framework affecting and driving current practices and
perspectives (Shepard, 2000:4). Thus, it is important to have a sense of past
theories as well as more contemporary conceptualisations of learning as a basis for
examining understandings and assumptions about how students learn. Teachers as
social beings construct the world of teaching and learning according to their values
and dispositions. As such, their biographies are central to what they see and how
they interpret their world. As Shepard points out, changing conceptions of learning
There are changing views about learning in general and languages in particular in
contemporary education The learning theories that teachers hold implicitly or
explicitly influence their teaching, learning and assessment practices Theories of
learning have changed from behaviourism to cognitive and sociocultural theories.
They have been described through acquisition and participation metaphors and it is
recognised that both are needed Language, culture and learning together form
the basis for the languages curriculum Understanding learning key ideas 24
Teaching and Learning Languages: A Guide are closely entwined with changing
conceptions of curriculum and assessment. She observes that, at present, there is a
mismatch between current views of learning on the one hand, and teaching and
assessment practices on the other. This mismatch warrants further consideration in
each particular context of teaching and learning. Some teachers find engaging with
theory to be of limited direct value and prefer to focus on practice. Theory versus
practice dichotomies do not reflect current understandings as theory and practice
are not seen as opposites. Contemporary understandings show that there is an
important relationship between the two: a good theory can be immensely practical,
just as excellent practice informs theory-making. It is learning theory that provides
big picture understandings when teachers wish to reconsider and potentially change
their practices. Theories of learning Behaviourism Behaviourism, one of the most
pervasive theories of learning in the 1940s and 1950s was based on stimulusresponse associations. Its focus is on observable behaviour rather than thinking.
Learning within this theory entails the accumulation of atomised bits of knowledge
that are sequenced and ordered hierarchically. Each item of knowledge (called
objectives in curriculums and programs) is to be learned independently on the
assumption that this makes learning more manageable. All the constituent parts of
learning are to be mastered before proceeding to the next part (objective) in the
hierarchy, gradually leading to a complex whole. In this theory, learning is seen as
developing associations between stimuli and responses. Motivation involves positive
reinforcement of the many small steps in learning and forming good habits.
Development is seen as occurring through a series of required stages, in a step-bystep process. The major concerns with this theory are that: learning is broken
down into ever-smaller, analytic parts that are no longer integrated to form a whole
learning entails much more than a response to a stimulus learning is task and
context dependent. Language, Culture and Learning 25 Cognitive theories The

various cognitive theories, which challenged behaviourism, introduced the concept

of a thinking mind. Learning within these theories is understood as a process of
active construction whereby each individual makes sense of new information in
his/her mind by mapping it onto his/her existing framework of knowledge and
understanding. The incorporation of new knowledge leads to a restructuring of the
individuals conceptual map. These theories also highlight the fact that learning is
context-dependent that is, situated and that new knowledge can only be taken
in when connected to existing knowledge structures. In this sense, learning involves
a process of making connections reorganising unrelated bits of knowledge and
experience into new patterns, integrated wholes. Students learn by relating new
experiences to what they already know. Learning involves making new meanings
which are generally expressed through language. In this way learning, language,
meaning and thinking are closely related. Within this perspective, beyond the
accumulation and restructuring of information, developing knowledge involves
developing processes of self-monitoring and awareness that we refer to as
metacognition. Sociocultural theories Whereas cognitive theories highlight thinking
as it occurs in the mind of the individual, sociocultural theories consider the
relationship between thinking and the social, cultural, historical and institutional
context in which it occurs. The rediscovery of the work of Vygotsky (1978) has led to
the understanding that learning and development are culturally embedded and
socially supported or mediated processes. As Lantolf, one of the major researchers
who has developed sociocultural theory in the field of applied linguistics, explains:
Sociocultural theory holds that specifically human forms of mental activity arise in
the interactions we enter into with other members of our culture and with the
specific experiences we have with the artefacts produced by our ancestors and by
our contemporaries. Rather than dichotomising the mental and the social, the
theory insists on a seamless and dialectic relationship between these two domains.
In other words, not only does our mental activity determine the nature of our social
world, but this world of human relationships and artefacts also determines to a large
extent how we regulate our mental processes. (Lantolf, 2000:79) 26 Teaching and
Learning Languages: A Guide Learning according to this theory is developed
through social interaction with more knowledgeable or more proficient others. This
social process of interaction (through language, as well as other systems and tools
such as gestures, narratives, technologies) mediates the construction of knowledge
and leads to the individuals development of a framework for making sense of
experience that is congruent with the cultural system in which the learner and
learning are located. It is through this social and cultural process that students are
socialised to act, communicate and be in ways that are culturally appropriate to
the groups in which they participate as members, and through which identities are
formed. Within sociocultural theories, development occurs twice: firstly in the
process of social interaction (that is, on an interpersonal plane) and then within the
mind of the individual (that is, on an intrapersonal plane). Language is integral to
learning in that it is the major means by which we make and share meanings with
ourselves and with others, and by which we negotiate social relationships and social

values. It is language that makes it possible for people to objectify and

conceptualise themselves in the world to give names to experiences, and make
sense of the environment, objects, experiences, events and interactions. In short,
language is central to the process of conceiving meaning, which is integral to
learning. Sociocultural theory is concerned with the development of individuals over
time. According to Vygotsky (1978), learning is not fixed but dynamic and
developmental. In this sense, the developmental focus is on an individuals potential
abilities. An individuals learning potential depends fundamentally on mediation
that is, learning support or scaffolds that are made available. These scaffolds might
include reminders, examples, models, graphics, illustrations, explanations, further
questions and elaborations, as well as encouragement. They are designed to move
the learning forward in the zone of proximal development. An individuals learning
and achievement are mediated by supportive interactions with others. This
interaction is fundamental to learning. To understand learners learning and
potential development, its important to take into account both what they are able
to do independently and what they can do, with others, in and through social
interaction what they are able to do at any particular time and what they continue
to learn to do over time. Language, Culture and Learning 27 Thus the diverse
cultural understanding and experiences that students bring are highly influential
and need to be taken into account. The implication of this for us as a profession is
that we need to enlarge our understanding of learners, recognise the extraordinary
differences in their social and cultural life-worlds, experiences, motivations,
aspirations, and incorporate this diversity into our teaching and learning. Merged
theories While there is much debate within and among cognitive, constructivist and
sociocultural theories, Shepard (2000:6), among others, maintains that it is some
kind of combined or merged theory that will end up being accepted as common
wisdom and carried into practice. Learning, then, is socially constructed, mediated
through language and other tools that are congruent with the culture in which the
learner and learning are situated, and develops over time. As Broadfoot says: A
sociocultural approach places a premium on learners experiences, social
participation, use of mediating devices (tools and technologies), and position within
various activity systems and communities of practice. The word culture has taken
on a wide variety of different meanings in different disciplines. Nonetheless, it is
clear that as part and parcel of our early socialisation in life, we each learn ways of
being in the world, of acting, and interacting, thinking and valuing and using
language, objects and tools that critically shape our early sense of self. A
situated/sociocultural perspective amounts to an argument that students learn new
academic cultures at school (new ways of acting, interacting, valuing and using
language, objects and tools) and, as in the case of acquiring any new culture, the
acquisition of these new cultures interacts formidably with learners initial cultures.
(Gee, 2008:100) The cultural dimension of sociocultural theories of learning is
highlighted by Gee. 28 Teaching and Learning Languages: A Guide What we can and
should do is recognise that learners are first and foremost sentient beings and,
hence, that the quality and scope of their learning is likely to be at least as closely

related to their feelings and beliefs about it as it is to their intellectual capacity.

(Broadfoot, 2005:138139) Students bring with them their own conceptions,
misconceptions, understandings, experiences and feelings that shape their learning.
Acquisition and participation Anna Sfard (1998) discusses learning theory through
two metaphors: an acquisition metaphor and a participation metaphor. Learning
within the acquisition metaphor involves the accumulation of a body of facts or
items of knowledge that are abstracted and generalised. The process may involve
either reception or development by construction, but the focus is on gaining
ownership (Sfard, 1998:5) or possession of something. Within the participation
metaphor, learning involves participating within a community of more
knowledgeable others to construct understanding. Participation takes place in the
context of culture through social mediation. The focus within this metaphor is not on
possession but on participation in various kinds of activities characteristic of a
learning area as the learner gradually becomes a member of the subject
community. Sfard highlights that each (metaphor) has something to offer that the
other cannot provide (Sfard, 1998:10). Questions for reflection 1 How does your
stance to language learning reflect your views on learning? 2 Where do your views
on learning come from? 3 How are your views of learning evident in your teaching
and assessment practice? 4 What are some implications of these learning theories
for your own teaching? 5 Why do you think Sfard emphasises the merging of the
two metaphors? 6 Are there dimensions of learning that are not captured by the
acquisition and participation metaphors? Language, Culture and Learning 29 Second
language learning Theories that have been developed to account for second
language learning, or acquisition, are closely related to those discussed above as
general learning theories. A behaviourist approach to second language learning
focuses on imitation, practice, encouragement and habit formation. Learning a
second language necessarily involves comparison with the learners first language,
but the latter is generally perceived as causing interference in the learning of
additional one(s). This approach is seen now to offer an insufficient explanation of
the complexity of language learning. The linguist Noam Chomsky (1957) provided a
major critique of behaviourism and its view of second language learning as imitation
and habit formation. He developed a theory of first language learning that suggests
that language learning is an innate capacity that children are programmed to
acquire language thanks to their in-built knowledge of a Universal Grammar. He
called this knowledge competence, to distinguish it from what might actually be
said on a particular occasion. Second language acquisition and learning theories
need to account for language learning by learners from diverse life-worlds, learning
with diverse needs, interests, motivations and desires in diverse contexts
Intercultural language teaching and learning focuses on the relationship between
language, culture and learning Using languages, hence learning languages, is:
an intrapersonal and interpersonal process of meaning-making interactional
developmental/dynamic interpretive, imaginative and creative Understanding
language learning key ideas 30 Teaching and Learning Languages: A Guide For
Chomsky, this abstract knowledge of language consists of a limited set of rules that

enabled an infinite number of sentences to be constructed. While he did not

specifically address second language learning, his theory has been applied to it.
With regard to teaching methodology, behaviourism can be linked to
grammar/translation methods that tend to focus on the parts of grammatical
knowledge with less attention on how these parts might be brought together in
communication. The audiovisual and audio-lingual approaches were based on
stimulus-response psychology that is, training students through practising
patterns to form habits. One of the most influential of the innatist theories (ie
theories that argue that language is innate, is that of Stephen Krashen and it is this
theory that influenced communicative language teaching (for more information, see
Lightblown & Spada, 1999, Chapter 2). Within cognitive theories of second language
acquisition, learning involves building up the knowledge system or architecture
which over time and through practice becomes automatically accessible in
reception and production. Some theorists within the cognitivist tradition have
argued that interaction is essential for language learning to take place, with the
modification of input, by teachers for example, to render it comprehensible to the
learner (see Long, 1983). The sociocultural perspective on second language
learning, based on the work of Vygotsky (1978), highlights that all learning,
including language learning, is based on social interaction (see Lantolf, 2000) with
more proficient others, on an interpersonal and intrapersonal plane as described
above. Through the concept of the zone of proximal development, it highlights that
language learning is developmental. The characteristic of prior knowledge is very
important. It recognises that new learning is built on prior learning that is, the
ideas and concepts that students bring to learning. Teachers work with these
preconceptions in order to facilitate learning. The characteristic of metacognition,
or awareness about how we learn, is integral to learning. Students need to
understand how they learn. They need to continuously reflect on their learning and
develop self-awareness of themselves as learners. There is a strong connection
between learning and identity: learners need to negotiate constantly who they are,
and how they can be/ should be/ would like to be in the language and culture they
are learning. Language, Culture and Learning 31 The role of language The role of
language in learning cannot be over-emphasised. Language is the prime resource
teachers have and use for mediating learning. When learning languages, then,
teachers and students are working with language simultaneously as an object of
study and as a medium for learning. In teaching languages, the target language is
not simply a new code new labels for the same concepts; rather, effectively
taught, the new language and culture being learned offer the opportunity for
learning new concepts and new ways of understanding the world. While these
theories of second language learning provide insights on aspects of second
language learning, there is no comprehensive or complete theory that can guide
the practices of teaching and learning. Nonetheless, this does not mean that
anything goes. Rather, it becomes necessary for teachers to become aware of and
understand what they do and why, by examining their own, often tacit, theories
about learning in relation to insights from current and best theories, and by

considering the implications of these for teaching. Both teachers and students need
to develop a rich conception of what language and culture are and do, and how they
interrelate to interpret and create meaning. Questions for reflection 1 How do you
elicit and use students prior knowledge? 2 How do you understand metacognition
and how would you discuss this with your students? 3 How does your current stance
on languages teaching reflect differing, and perhaps oppositional, aspects of the
theories discussed in this section? 32 Teaching and Learning Languages: A Guide
The intercultural orientation to language learning is intended to give salience to:
the fundamental integration of language, culture and learning in learning and using
any language, and the reality of at least two languages being constantly at play in
learning an additional language Intercultural language learning can be considered
through five principles: active construction, making connections, interaction,
reflection and responsibility Intercultural language learning key ideas Intercultural
language learning involves developing with learners an understanding of their own
language(s) and culture(s) in relation to an additional language and culture. It is a
dialogue that allows for reaching a common ground for negotiation to take place,
and where variable points of view are recognised, mediated, and accepted. Learners
engaged in intercultural language learning develop a reflective stance towards
language and culture, both specifically as instances of first, second, and additional
languages and cultures, and generally as understandings of the variable ways in
which language and culture exist in the world. (Liddicoat et al, 2003:46) A stance to
languages teaching that has intercultural language learning at its heart involves
developing with students an understanding of their own situatedness in their own
language and culture, and the recognition of the same in others. It also involves
understanding the way in which this recognition influences the process of
communication within their own language and culture, and across languages and
cultures. Liddicoat, Papademetre, Scarino and Kohler describe it as follows.
Language, Culture and Learning 33 Questions for reflection 1 How would you
describe intercultural language learning to a colleague who is new to teaching
languages? 2 What do you see as implications of the five principles for your
teaching? Through intercultural language learning, students engage with and learn
to understand and interpret human communication and interaction in increasingly
sophisticated ways. They do so both as participants in communication and as
observers who notice, describe, analyse and interpret ideas, experiences and
feelings shared when communicating with others. In doing so, they engage with
interpreting their own and others meanings, with each experience of participation
and reflection leading to a greater awareness of self in relation to others. The
ongoing interactive exchange of meanings, and the reflection on both the meanings
exchanged and the process of interaction, are an integral part of life in our world. As
such, intercultural language learning is best understood not as something to be
added to teaching and learning but rather something that is integral to the
interactions that already (and inevitably) takes place in the classroom and beyond.
Liddicoat, Papademetre, Scarino and Kohler (2003) propose a set of five principles
which provide a starting point for developing intercultural language learning, as

shown in the (adapted) table on page 35. 34 Teaching and Learning Languages: A
Guide 1 Active construction Learning involves purposeful, active engagement in
interpreting and creating meaning in interaction with others, and continuously
reflecting on ones self and others in communication and meaning-making in
variable contexts. For students, it is more than a process of absorption of facts but
continuously developing as thinking, feeling, changing intercultural beings. 2
Making connections Learning is developed firstly through social interactions
(interpersonally) and then internally within the mind of the individual
(intrapersonally). In the interpersonal process previous knowledge is challenged,
creating new insights through which students connect, reorganise, elaborate and
extend their understanding. In this process, constant connections are made
between: language and culture and learning existing conceptions new
understandings language and thinking first language additional language(s)
previous experiences new experiences the intercultural self intracultural self
others. 3 Interaction Learning and communication are social and interactive.
Interacting and communicating interculturally means continuously developing ones
understanding of the relationship between ones own framework of language and
culture and that of others. In interaction, participants engage in a continuous
dialogue in negotiating meaning across variable perspectives held by diverse
participants, and continuously learn from and build upon the experience. 4
Reflection Learning involves becoming aware of how we think, know and learn about
language (first and additional), culture, knowing, understanding and their
relationship as well as concepts such as diversity, identity, experiences and ones
own intercultural thoughts and feelings. 5 Responsibility Learning depends on
learners attitudes, dispositions and values, developed over time. In communication,
it involves accepting responsibility for ones way of interacting with others within
and across languages and for striving continuously to better understand self and
others in the ongoing development of intercultural sensitivity. Principles for
developing intercultural language learning Language, Culture and Learning 35
Summary Taking the above discussion into account, some key dimensions of
language learning include the following. Learning is both intrapersonal (ie takes
place within the individual) and interpersonal (ie accomplished socially in
interaction with others). It is also personal in the sense of pertaining to the person,
shaping who they are and their identity. The most important point here is that
learning is about personal meaning-making how children and young people make
meaning within themselves and with others, in and through learning. Learning is
developmental that is, a continuous process where students engage with
increasing complexity. Learning builds on prior knowledge and cannot occur
without attending to students prior conceptions/misconceptions. Learning is
interactive where interaction is focused on meaning-making. Learning is mediated
primarily through language all the languages of the students repertoires.
Feedback is critical to learning students need to know where they stand and what
they need to do and understand in order to take the next steps in their learning.
Learning involves transfer; it needs to be applied in diverse contexts. Through use in

different situations, with different participants etc, students learn how to adjust their
learning to the particular local context, circumstances and requirements. Learning
is self-awareness and relates to metacognition (ie learners being aware of how they
learn, and why they learn as they do). These characteristics of learning are also
features of intercultural language learning. An expanded view of learning and using
languages in the context of culture recognises these as intra- and interpersonal
processes of meaning-making: interactional, developmental, interpretive,
imaginative and creative. The implication for teaching is, fundamentally, that
learning extends beyond exposure to focus on interaction and the life-worlds of all
people involved. As such, it is a peopled view of language learning. Questions for
reflection 1 Consider your view of language learning in the light of the discussion
and summary above. Which characteristics are regular parts of your teaching? In
what ways are these characteristics evident? 2 Which characteristics are less
evident in your teaching? In what ways might you incorporate these characteristics?
How will this change your stance? 36 Teaching and Learning Languages: A Guide
Teaching and Learning 3 Interaction is a social process of meaning-making and
interpreting Interaction has an important place in education as it allows active
engagement with ideas and interpretation Interaction must be purposeful and
meaningful for participants What is language? key ideas Classroom interactions 37
Interaction as structural Languages classrooms are fundamentally interactive.
However, the nature and quality of the interaction varies according to the ways in
which it is understood and constructed. Studies of classroom interaction have
tended to focus on the organisation of talk in the classroom and on identifying
structures, such as the Initiation-Response-Feedback structure of teacher-student
talk (eg Cazden, 1988; Stubbs, 1986). They have also examined patterns of teacher
talk directed to students (eg the use of questions, feedback, recasts) or of student
talk in small group interaction (eg the use of learners clarification requests,
comprehension and confirmation checks, how students interpret instructions). Much
work in Communicative Language Teaching has also focused on the idea that
classroom interactions should be natural, by which it is assumed that they will
resemble conversations in a number of ways: unequal participation, the negotiation
of meaning, topic nomination and negotiation by more than one speaker, and the
right of interlocutors to decide whether to contribute to an interaction or not
(Krashen & Terrell, 1983). Such studies assume that language instruction is
enhanced by certain ways of talking designed to provide students with opportunities
for original utterances in the target language, clarifying the meaning of units of
language, and modelling grammatically correct versions of learners talk. These
studies portray interaction as any and every opportunity to use the target language
and see interaction as successful if meanings are understood. What is missing from
such a view of interaction is an appreciation of the fact that interaction is
purposeful. People do not talk in order to use language: they use language in order
to talk. Therefore people need to have something to talk about and someone they
wish to talk about these things with. By removing communicative purpose as a
relevant consideration in classroom action, language teaching has tended to

construct interaction as a sterile and pointless activity. Moreover, by removing

communicative purpose from interaction, such views make it difficult to determine
the educational purpose of interaction: what learning is being developed, supported
or enhanced by interaction? If the purpose of interaction is solely to use the target
language, and any target language use is unproblematically seen as learning, then
the sorts of learning through which interaction can be developed are necessarily
limited and superficial. 38 Teaching and Learning Languages: A Guide Interaction as
social More recent understandings of interaction, and its roles and purpose in
teaching and learning, see it as more than just the exchange of target language
talk. Interaction is fundamentally a social process of meaning-making and
interpreting, and the educational value of interaction grows out of developing and
elaborating interaction as a social process. It is through interaction that learners
engage with ideas and concepts and the diverse interpretations and understandings
of these held by their interlocutors. In interaction, the participant is both performer
and analyser of what is happening. Educationally purposeful interaction must
engage the learner in both roles. Understanding communication as a social process
does not simply mean that language is used for socialising, it means that there is a
social purpose for the interaction. In classrooms, the social purpose of interaction is
related to learning, through the discussion of ideas, insights and interpretations.
Classroom interaction is more than a simulation of everyday interaction: it is
interaction with learning as its central concern. A social view of interaction also
means considering the participants in interaction in different ways. It involves
interactions between teachers and students and between students and teachers,
between students, between students and others (including the voices of others as
they are encountered through texts, video, digital technologies, etc). Interactions
need to bring opportunities to students to explore their ideas, interpretations and
reactions as they encounter the ideas, interpretations and reactions of others. Such
learning involves: using language as a starting point for interaction to generate
ideas, interpretations and responses seeking opinions and the reasoning behind
these probing responses to elaborate deeper and more complex understandings
drawing out, analysing and building on personal experiences eliciting variability in
contributions, and engaging with the diversity found as a resource for further
interaction engaging in open dialogues between participants in which all have
opportunities to explore their own perceptions and understandings developing
language abilities to meet interactional needs rather than limiting interactional
opportunities to current language capabilities. Teaching and Learning 39 In planning
for interactions, it is important to consider the tasks with which students are to
engage. As each task constructs an experience of language and culture, there
needs to be variation in the types of tasks to which students are exposed over the
course of the program. If too much class time is devoted to a particular type of
activity for example language practice, small group discussion, text analysis,
projects the range of experiences of language, culture and learning available to
the students will be reduced and skewed towards certain capabilities rather than
others. In considering tasks, it is important to take into account not only what

students will do but also what they will learn. If tasks are understood as activities,
then it is the carrying out of the activity itself that becomes the goal and learning is
only understood in relation to whether and how well the task could be done (that is,
knowing the procedure). This form of learning leaves out the deeper conceptual,
reflective elements which are central to the process. To move deeper, it is important
to consider what students will gain from doing the task, what they will take away
from the learning experience and be able to draw on in other contexts and at other
times. In considering what learners will take from a learning experience, it is also
important to consider what learners bring to that experience that can be drawn
upon, developed and/or challenged. It is important to consider what the students
will engage with in the task, the central ideas or concepts which will be the basis of
their deeper learning, and how the task will bring them to such engagement.
Moving to this view of task design strengthens the purposefulness of the
interactions in which students engage and possibilities that they offer. Questions for
reflection 1 What kinds of interactions are evident in your classroom teaching and
learning? How would you characterise them? 2 Using a task from your current
program or textbook, describe how you could modify it to strengthen interaction as
discussed above. 3 Imagine interaction in your language classroom from the point
of view of one of your students. How do you think they might be experiencing the
interactions you create? Ask them and compare their responses with yours. 4 Audiorecord an interaction from one of your classes. Analyse it using the distinction
between doing and learning made above. What do you notice? 40 Teaching and
Learning Languages: A Guide In the language classroom, language provides the
starting point for learning and interactional language contributes directly to the
nature and quality of the learning. This effectiveness is not simply a product of the
amount of talk, but is influenced fundamentally by the quality of the talk. Talk needs
to be about something and the substance of the talk needs to have value in its own
right. In planning for interaction, teachers plan the sorts of things that students will
be able to say, whether in speaking or in writing. What sorts of ideas will they be
able to explore? What sorts of ideas, interpretations and responses are likely to
result from the experiences in which they participate? How will they be able to
participate in these experiences? What roles are constructed for students in the
interaction: initiator, respondent, critic, investigator, etc? Explaining Explanations
are a typical element of teacher talk in which teachers introduce new concepts or
information for students to assimilate into their own knowledge. In providing an
explanation, a teacher is the sole source of the information being delivered and the
teachers authority is the sole validation of the information. Explanations are mostly
monologues and may occupy an extensive period of class time. During an
explanation, students are often expected to be passive receivers of the information
being provided by the teachers, although they may be encouraged to seek
clarification if they do not understand aspects of the explanation. As a part of any
instructional approach, explanations need to be interactive to promote active forms
of engagement with the material by students. An interactive classroom requires
attention to the nature and quality of language use Questioning is a central

element in intercultural language teaching and learning and requires a thoughtful

approach to the purpose of questions in learning The nature of interactional
language key ideas Teaching and Learning 41 Concepts can be introduced in other
ways which allow learners the possibility of constructing, exploring and expressing
their own interpretations of the material to which they are exposed. Where learners
are given experiences of meaningful communication in the target language in which
ideas, attitudes or perspectives of others are present, these can be used as a
starting point for exploration in which learners actively construct their own
knowledge about the concept. The process is interactive in multiple senses. It
involves interactions between students and the originator of the text in which they
make interpretations of the language and its meaning for themselves. It needs to be
guided interactively by teachers as they scaffold the processes of assembling and
interpretation through questions, hints, reminders and modelling. Ideally, it should
also involve opportunities for students to interact in developing and refining their
interpretations, in communicating their interpretations to others and in commenting
on and reflecting on the interpretations of others. While an explanation delivers
information which needs to be remembered, the interactive investigation of
information provides opportunities and processes for developing learners
understandings of the material. Questioning Questioning is a central part of
developing interactive language in the classroom. Teachers allocate significant
teaching time to asking questions and it is these questions which give shape to the
lesson. Students questions tend to be less frequent and are often restricted to
clarification or confirmation functions. In an interactive classroom, questions need
to be distributed across participants in a way which allows for collaborative
exploration of ideas. It is not just who asks questions and how often that is
important in the intercultural language classroom, but also what sorts of questions
are asked. In studies of teachers questioning, two main question types are
described: display questions in which the answer is known by the teacher and
used to elicit recall of information from students referential questions in which the
answer is not known by the teacher and used to elicit a meaningful communication
from the student. Of these two types, display questions are specific to instructional
contexts while referential questions are found in many types of social interaction.
Display questions include, for example: What did Marc lose on the train? Does Paulo
have a cat? Why did Taroo not go to school today? How did Jos get to work? 42
Teaching and Learning Languages: A Guide Referential questions can be closed or
open. Closed questions are those which have only a single response, which is right
or wrong, or true or false. For example: How do you get to school in the morning?
When do you play sport? These questions elicit facts, are relatively easy to answer,
can be answered relatively quickly and keep control of the interaction with the
questioner, almost always the teacher. They do not open up possibilities for going
beyond the frame developed by the question. Open questions are those which are
designed to lead to a broad range of possible responses. For example: What did you
do during the holidays? How do you spend your leisure time? What do you think
about nuclear power? Open questions allow for the possibility of opening up

discussion and of developing more questions on the basis of the initial response.
They ask the respondent to think and reflect, to give opinions and feelings and they
hand greater control of the interaction to the respondent. Other types of questions
include the following. Polar questions, to which the answer is either yes or no: Do
you like ice-cream? Alternative questions, to which the answer is a choice
between possibilities: Do you prefer the red one or the blue one? What, where and
who questions, which elicit facts: What is your name? Who gave you the book?
Where is the Eiffel Tower? Why and how, which elicit opinion or reasoning: Why is
Mari unhappy? How can Hans solve the problem? Teaching and Learning 43 The
conventional distinctions between questions are not enough to provide a basis for
developing interactional language in the classroom. They are all question types and
do not consider the types of answers which come from the questions. The most
important element for understanding the nature and role of questions is to consider
the purpose of the question for it is the purpose which shapes the possibilities of the
answers. For example: eliciting information exploring possibilities investigating
connections eliciting interpretations eliciting assumptions promoting reflection.
These purposes can be elicited by a diverse range of question types. The focus of
planning interaction here is not so much to ensure a diverse range of question types
as to ensure that questions are used with a diverse range of purposes, appropriate
to the learning focus. For example: Why do you say that? What is your interpretation
based on? What do you think about that? Why do you think X thinks this way? How
do Xs ideas differ from your own? How could this be seen differently? How does
your interpretation relate to Xs? Quite often the purpose is not achieved by a single
question. Rather, a question launches an interaction which is then elaborated
through other questioning possibilities with multiple participants contributing
questions and answers. Questions for reflection 1 How would you characterise the
kinds of questions you pose your students? The ones they pose to you? The ones
they pose to each other? 2 Prior to your next class, consider the
tasks/materials/ideas that you will be working with. Prepare two or three key
questions that will extend your students engagement. After the class, take note of
additional questions you posed. What do you notice? 3 Describe how you might use
questions to extend students thinking. 44 Teaching and Learning Languages: A
Guide One of the major developments in language teaching and learning in the
1980s, in concert with communicative language teaching, was the emergence of
task-based language teaching and learning. This was an important movement that
highlighted that students not only need to have knowledge of a language but also
need to develop the ability to actually use it to achieve communicative purposes.
Thus, students learning was no longer to be described only in terms of inventories
of language items, but also, and most importantly, in terms of tasks that they would
accomplish that is, what students do. The nature of tasks There has been an
extensive debate on what constitutes a task for the purposes of languages
teaching and learning. Some distinctions have been drawn, for example, between
exercises (focused on noticing and developing aspects of the form of language)
and tasks (focused on integrated use of language) or between pedagogic tasks

(tasks accomplished for the purposes of classroom learning) and real-life tasks
(tasks involving the use of language in the real-world). More recently, emphasis in
general education has been placed on developing higher order thinking tasks or
rich tasks. Teachers developing these rich tasks build deep, elaborated thinking
into the tasks Task-based language teaching shifted the focus of language
learning from knowledge of language to a focus on its use to achieve
communicative purposes The value of tasks in language learning resides in their
focus on purposeful use of language in diverse contexts Task-types provide a
means for ensuring that students experience a comprehensive range of learning
experiences The difficulty with using tasks as the basis for curriculum design
resides in the issue of sequencing Tasks and task-types key ideas Teaching and
Learning 45 they ask students to do. As languages educators, we consider not only
the need to develop accuracy (through a focus on form) and fluency (through active
use of the target language in tasks) but also, and importantly, the need to develop
complexity (Skehan, 1998) in interpreting and using language and in reflecting upon
language and culture in the context of use. Thus, in developing tasks we also need
to consider how each task builds on or extends previous learning and how it
contributes to continuous and cumulative learning. Some of these distinctions are
worth considering in developing the range of learning experiences that comprise a
teaching and learning program for our students. Tasks might be described as
purposeful and contextualised instances of language use. They include: a purpose:
an underlying reason for undertaking the task (beyond the mere display of subject
knowledge) a context: the thematic, situational, and interactive circumstances in
which the task is undertaken. The context may be real, simulated or imaginary.
Considering context includes knowing where the task is taking place, when, who are
involved, what previous experiences they share and what relationships they have a
process: a mode or process of inquiry, thinking, problem-solving, performing,
creating a product: the result of completing a task (Clark, Scarino & Brownell, 1994)
Good language learning tasks, then, involve the judicious use of existing knowledge
and above all an intellectual challenge (in both content and processes) for students;
they involve interaction; they appeal to students imagination and expand their
interests; they develop confidence and provide a sense of achievement and
enjoyment; and they contribute to learners ever-developing communicative and
learning repertoires. A purpose an underlying reason for undertaking the task
(beyond the mere display of subject knowledge) A context the thematic, situational,
and interactive circumstances in which the task is undertaken. The context may be
real, simulated or imaginary. Considering context includes knowing where the task
is taking place, when, who are involved, what previous experiences they share and
what relationships they have A process a mode or process of inquiry, thinking,
problem-solving, performing, creating A product the result of completing a task 46
Teaching and Learning Languages: A Guide Task-types The value of tasks resides in
the fact that they represent a worthwhile, integrative, purposeful, contextualised
piece of work. Building on this value, tasks may be grouped in different ways to
ensure a comprehensive range and variety of experiences for learners. These

groupings are called task-types. The most frequently used way of categorising tasks
is according to the four macro-skills: listening, speaking, reading and writing.
Another way was developed in the six activity-types of the Australian Language
Levels Guidelines (Scarino et al, 1988). These include: interacting and discussing
interacting and deciding/transacting obtaining information and using it giving
information personal response personal expression. Another system of tasktypes focuses on higher order thinking skills: enquiring, interpreting presenting
problem-solving performing creating, designing, composing judging,
evaluating, responding (see Clark, Scarino & Brownell, 1994). The task-type
categories provide a means for ensuring that students engage with a range of
learning experiences, participate in a range of language use in different contexts
and, through this, learn increasingly to manage the variability of context. A
dimension that is not sufficiently captured in these systems of task-type
categorisations is a focus on reflection. This focus requires further elaboration.
Teaching and Learning 47 Difficulties in using tasks Tasks can be seen as a one-off
experience. There is a danger, then, that the task, no matter how engaging,
becomes an end in itself, rather than a meaningful experience that leads to further
learning in a conceptually, well-sequenced program. From an assessment point of
view, teachers may be tempted to teach to the task, which again is not necessarily
conducive to developing language learning over time. Another difficulty is
sequencing. While principles can be offered to provide a basis for sequencing tasks
(eg extendedness, complexity, application) the way in which these are used is not
obvious. Questions for reflection 1 In your languages teaching, do you draw a
distinction between exercises and tasks or pedagogic tasks and real-life tasks?
Why? Why not? 2 How do you ensure that your students experience a range of tasks
through your program and interactions with you? 3 How might you modify one of
the tasks you currently use to make it more complex and worthwhile for your
students from a language-and-culture learning point of view? 48 Teaching and
Learning Languages: A Guide The orientation towards intercultural language
learning brings further considerations in the development of tasks or interactions for
language learning. The focus is on students interacting in the target language and
culture in ways that develop their understanding of themselves as located in their
particular language and culture (and the same for others with whom they interact).
For both the student and the others with whom they interact, their frames of
reference for interpreting their worlds, themselves and others have been
constructed over time through interactions in their distinctive enculturation. These
frames of reference influence how they see themselves and others moving across
languages and cultures. This focus shifts the lens away from the task(s) per se and
foregrounds people and human communication, specifically the role of the student
as a participant in acts of communication with others. The focus is on learning to
become ever mindful of the interpretations that they make and why, and how, in
turn, they themselves are being interpreted by others. For each experience in and
beyond the classroom teachers need to consider How does this interaction position
the learner? and How does this matter to the learners?. It is through addressing

these questions from the perspective of the learners themselves that teachers
address student engagement. Questions for reflection 1 Take a task or unit from
your program or textbook and consider how it might matter to your students. What
do you notice about, for example, the nature of the task itself, its orientation, its
participants? 2 How can you enhance student engagement in your program? Ask
your students and compare their responses. In planning student learning
experiences, it is important to consider: How does this matter to the learner?
Student engagement key idea Teaching and Learning 49 In traditional second
language learning, students learning has been construed as an individual
accomplishment and learner differences have been considered essentially from a
cognitive point of view. Within a sociocultural perspective, Caroline Gipps highlights
that: Learner differences have traditionally been understood as differences in
ability, a fixed, cognitive characteristic of students. The shift now is to capability
which focuses on each students potential It is necessary to understand the
biographies of students, both as learners and young people, as a basis for
developing their continuing learning Communicative interactions need to
incorporate learner diversity The diversity of learners and their life-worlds key ideas
Students and their teachers are social beings who interpret the world through their
own social and cultural perceptions and values. This quality of people can also be
described as their intraculturality. The biographies of students are important
because the totality of their life experiences in their cultural life-world, their history
(ie experiences over time), their geography (their location), their interactions, their
opportunities to participate and learn, their motivations, their aspirations and so on,
that influence how, what and why they learn. It is in this sense that teachers need
to understand their students as diverse, individual, social and cultural beings, who
bring this diversity to the learning process not just cognitive diversity but social,
cultural and linguistic diversity. We are social beings who construe the world
according to our values and perceptions; thus, our biographies are central to what
we see and how we interpret it. (Gipps, 1999:370) 50 Teaching and Learning
Languages: A Guide The Gipps quotation also highlights the importance of seeing
students as young people. This seems self-evident but it can be argued that
curriculum teaching, learning and assessment foregrounding skills, tasks,
outcomes, standards, etc have become de-peopled. The current emphasis on
pedagogy in general education represents a move towards addressing the lessthan-ecological view of teaching and learning that has prevailed. With this
recognition in mind, teaching needs to focus on: what learners with minds and
bodies, home and peer cultures and languages, previous learning experiences,
interests and values bring to their learning environments and how that shapes
their interactions with those learning environments. all of the questions about
meaning, experience, language, culture, positioning, and so on, need to be asked
about the interactions between particular learners and their learning environments
as they evolve over time. (Haertel, Moss, Pullin & Gee, 2008:8) The key questions
for teachers are: What meaning is this student making of what were doing? How
does this connect with prior experiences and who this student is? How does it

contribute to the students learning trajectory? How does it contribute to developing

the students identity? Teaching and Learning 51 Cope and Kalantzis also highlight
the importance of recognising student diversity, their subjectivities and identities:
To be relevant, learning processes need to recruit, rather than attempt to ignore and
erase, the different subjectiveness, interests, intentions, commitments, and
purposes that students bring to learning. (Cope & Kalantzis, 2000:18) This thinking
invites teachers to expand the traditional notion of learner differences to a
recognition of learners and their diverse life-worlds and the need to build on this
diversity. The implications of the expanded view of learner diversity is that teachers
need to develop a rich picture of each individual student and incorporate this, in an
ongoing way, in the teaching process. They also need to use the diversity of
members of the class to inform interactions and discussions that invite students to
recognise and work with diversity. Working ethically and responsibly with each
student and each group of students means that teachers: do all that they can to
know the students as young human beings and as learners are mindful of what
they, as teachers, bring to interactions and how they mediate dialogue recognise
the potential in all students and provide meaningful opportunities for all to learn.
footer 52 Teaching and Learning Languages: A Guide Melissa Gould-Drakeley, a
senior teacher in New South Wales, highlights her understanding of each student as
intracultural. But what is different for me is the INTRAcultural. And really coming to
terms with it, looking at each students background, and knowledge and experience
and absolutely everything they bring to the classroom and how we are all moving
together yet on a separate journey and that, if I dont understand and they dont
understand their intracultural journey, they will never understand the intercultural.
And to me thats the difference in the way I teach, I think. Its actually saying to
them: what are your assumptions, and what do you think and what do you do and
I think the students love that because they feel valued; but they also love it
because theyre actually able to recognise and analyse what they do. Because a
lot of them dont even recognise what they do and why they do it; why they think
that, and where they get that information from. For them its a real eye-opener and
in a sense for me as an educator its very good too because it made me realise how
subjective my teaching can be of course it is and I cant get away from that, it
has to be (Interviewed by Angela Scarino and Leo Papademetre, October 2007)
When teachers work with absolutely everything (students) bring, students develop
both as language users and as language learners who become aware of how they
learn and of the power of language over others. In this way, over time, they develop
awareness of themselves as communicators across diverse languages. Questions
for reflection 1 How might you develop a rich understanding of your students
biographies? 2 In what ways can you use the diversity of students and their families
in your class? 3 What do you make of Melissas description? What implications do
you draw from it for your own practice? Teaching and Learning 53 Scaffolding is the
process by which teachers use particular conceptual, material and linguistic tools
and technologies to support student learning. Scaffolding can be used at any point
of interaction between teachers and students at the point of providing inputs and

explanations, through to modelling, interacting and assessing. Scaffolding might

include: explaining a new concept through a concept map making deliberate
comparisons with the first language and culture focusing on particular words to
develop a metalanguage providing and explicating fruitful examples; asking
students to notice particular aspects/features highlighting patterns, choices
elaborating on an initial explanation using questions to probe students
conceptions and prompt them to describe their interpretations and challenge their
opinions using various ways of representing ideas and concepts (eg visuals,
diagrams, organisers, highlighting, various media and technologies) feedback that
relates to improvement. Through interactive talk, ongoing dialogue, rich, formative
questioning, and careful listening and reading, teachers constantly judge what kinds
of scaffolds are appropriate and how much scaffolding is appropriate for individual
learners. Teachers monitor student responses and find ways to ensure that students
make personal meaning of their experiences and develop a fuller understanding.
This dialogue and questioning not only involves teacher-to-students and studentsto-teacher interaction, but also peer discussion. The teachers role is to encourage
students to try to answer questions, ask more of their own and listen carefully to
and build upon the responses of peers. Scaffolding involves using a range of
conceptual, material and linguistic tools and technologies to lead students towards
understanding Scaffolding learning key idea 54 Teaching and Learning Languages: A
Guide Information and communication technologies have become significant in
social and economic development and increasingly important in education. As
educators, we are faced with selecting and using appropriate technologies from an
ever-increasing range. We know that technologies have the capacity to transform
our teaching and our students learning. We know that different technologies can
change the ways our students learn and mediate the learning differently. We seek to
make our use, and our students use, of technologies integral to the whole language
learning process and not an add-on to teaching or a replacement for teaching. We
know that when we do this, our pedagogies engage students, enhance
achievement, create new learning possibilities and extend interaction with local and
global communities. Communication and information technologies are integral to
teaching and learning Technologies enable teachers and students to access
contemporary materials and globalised communication interactions Technologies
facilitate participation in the target language and with its communities
Technologies increasingly provide students with personalised, flexible, asynchronous
and networked learning opportuniti
Technologies in language teaching and learning key ideas Scaffolding is also an
important aspect of diagnostic assessment. By providing assistance through
scaffolding, teachers are able to gauge what it is that students can do
independently and what they can do with particular kinds of assistance. (See also
the section on Formative Assessment.) Questions for reflection 1 What kinds of
scaffolds do you provide learners with when setting up tasks, explaining a new
concept, examining visual texts, or engaging in ongoing interactive talk? What

evidence do you have that they work? 2 Audio-record a segment of one of your
classes. Review it in terms of (1) the way you use questioning and your own
responses as a form of scaffolding and (2) the way you invite students to add to,
elaborate, clarify, challenge the input and responses of another student. Teaching
and Learning 55 For many of us, the productive use of information and
communication technologies presents a challenge in our teaching practice. Students
are usually very engaged with technology and have developed expertise outside the
classroom which the teacher may not have. This expertise can, however, be
constructed as a resource upon which the teacher can draw, while scaffolding the
linguistic and cultural dimensions of the students engagement with language and
culture through technology. We know that these technologies have a transformative
role in languages education and our stance as languages educators must
encompass them. The role of teachers is to ensure that the use of technologies adds
value to the intended learning. With sound educational direction, technologies
support conceptual learning and enable the construction and creation of knowledge.
Teachers can use technologies to achieve this by: requiring students to choose
activities, applications and modes of communication selecting and using learning
objects to create learning tasks and sequences exploring the use of games and
programs that contextualise concepts exploring how texts may be constructed
discussing how students are positioned in virtual spaces engaging students in
language and culture simulations, modelling and creative tasks. Technologies help
build learning communities by enabling teachers and students to join online
collaborative projects and connecting with other students, teachers and experts.
Digital technologies provide access to language and culture and also a means of
self-expression through language (Debski, 1997). Our students use contemporary
technologies to create a language and communication unique to themselves and
their subcultural group. Technologies provide enhanced opportunities to interact
with speakers of the target language in a variety of ways websites, emails,
videoconferences, podcasts, music and video streaming, etc. For language teaching,
information technologies provide access to a vast range of contemporary material in
the target language and about target language communities. This material makes
the target language and target language communities available both in and out of
class and therefore much more present in students lives. Communication
technologies allow for direct participation in the target language culture in a range
of ways and with a range of different levels of engagement. They also allow learners
to pursue their own interest and agendas in the target language community outside
the classroom. Questions for reflection 1 How can or do you incorporate technology
in your own practice in language teaching and learning? Explain specifically the way
in which the technology itself actually mediates learning. 2 Begin the process of
building up a digitally sourced bank of contemporary material that you can use with
your students. Think about the considerations you need to take into account in
making your choices. Engage with your students in this task, acknowledge their
expertise. 56 Teaching and Learning Languages: A Guide Resourcing and Materials 4
What is language? Key ideas Resources are used for diverse purposes such as

input, scaffolding and reflection The same resource can be used in multiple ways
to enrich learning Teachers are critical users of resources The purposes of
resources key ideas 57 The multiple uses of resources Resources are sources of
input for language learning that is, instances of language which present the
learner with material to develop learning. They are a way of exposing learners to
different modalities of language use; spoken, written, technologically mediated; to
different registers; and to input beyond that provided by the teacher. Traditionally,
the main resource for input has been the textbook, and this may be supplemented
by authentic texts from a range of sources: written texts, video or audio texts,
music, multimedia, etc. Resources may also be used as ways of promoting output,
either spoken or written. Such resources form a starting point for language use and
may be linguistic or non-linguistic in form to prompt discussion, description, etc.
Such resources include oral or written texts, artefacts, games, websites, etc. More
recently, there have been a number of new technological resources which provide
opportunities for both input and output by permitting interaction. Resources can
also be used to provide scaffolding for learning. Such resources may provide models
to guide learners language use. These may be exemplars of a particular spoken or
written text type, or they may be frameworks for developing a text which provide
partial structures to speaking or writing. Resources used as input can become
resources for scaffolding either through modification or through different ways of
using the text to focus beyond surface elements of grammar and vocabulary.
Resources can be used to stimulate reflection. This is different from using a text
simply to generate language use in that the latter may be descriptive or narrative
while reflective work is deeper and introspective. Again, such resources do not need
to be different from the resources used for input. It is rather a case of using
resources differently by developing questions and activities around them to
stimulate deeper thought, affective response and analysis of feelings, conclusions
and interpretations. There is not a neat mapping between purposes and resources.
Rather resources can be used in multiple ways. The key is to have resources which
open up multiple possible uses and allow for flexibility and creativity in teaching and
learning. The process of resourcing language learning involves much more than
selecting the resource. Effective teaching involves being a critical user of all
resources and using resources flexibly to enhance learning opportunities. Any
resource is only an instance of possible representations of language, culture and
learning and there will always be other possibilities not found in the particular
resource. 58 Teaching and Learning Languages: A Guide Selecting resources is
based on theories of language learning and culture Selecting resources is a
process of matching resources and learning goals Selecting resources key ideas For
many of us, the selection of a textbook that will support our languages learning
program has been a critical resource decision. Textbooks by their nature pose some
problems as resources for use in language learning as they are not designed to
meet the needs of particular learners, respond to local needs or provide locally
relevant content. For most of us, therefore, resourcing language learning involves
more than a textbook and we are likely to supplement, or even replace, textbooks

with other materials more relevant to our own learners and our teaching goals. The
process of selecting any resource is one of evaluation and evaluations need be
made against our teaching stance and particular purposes. Such questions as Is the
resource suitable for the level of the learner?, Will students like the resource?, or
Can I use the resource in my teaching context? are useful but need to be related to
our theories of learning and our ethical positions. Developing a critical awareness of
resources includes considering answers to questions such as the following. What
does the resource contribute to developing meaning-making and interpretation,
awareness of language and cultures and their relationship? What opportunities to
explore language and culture does the resource provide? How does the resource
allow learners to make connections between their own lives and experiences and
the target language and its speakers? What opportunities for exploration does the
resource afford students? How does the resource connect to other resources, or
how do the components of a resource connect with each other? What sort of
learning will the resource enable? What will it build on and what could be done
next? What more will be needed to use the resource to its fullest effect?
Resourcing and Materials 59 Authenticity of purpose The resource needs to be
intrinsically of interest or have an extrinsic purpose (as in the case of maps, menus,
etc) if it is to engage learners Authenticity of response or task Learners need to
respond to the resource in an authentic way (thus what students are asked to do
with a resource is, at least as important as its origin) Authenticity of conditions The
conditions for language use need to be reflective of the conditions for use of the
resource in the real world Authentic materials expose students to actual
contemporary language use Authentic resources enlarge understandings of
language and culture Authentic resources Key ideas One concern for language
teachers is the authenticity of resources for languages learning. Authenticity can be
seen in a range of ways. Materials may be considered authentic because they are
designed by native speakers for native speakers rather than for second language
learning. Alternatively, authenticity has been considered in terms of what is done
with the resource rather than in terms of the resource itself, which may be purposemade for the task. In reality, both are important in the selection and use of
resources. Authentic materials expose learners to actual contemporary language
use rather than idealised or old-fashioned structures. They bring learners into closer
contact with the real world of the target language and culture and enlarge our
understanding of what language and culture are. Most importantly, they are
developed/created within the cultural context of native-speakers and are imbued
with the assumptions, values and ways of communicating particular to that culture.
However, authentic resources do not of themselves guarantee relevant and
authentic learning and resources do not exist independently of the teaching and
learning context in which they are used. Arnold argues that the tension between the
teaching-learning situation and the original communicative purpose of the resources
being used is resolved if several types of authenticity come together: authentic
materials and learners purposes, authentic materials and authentic interactions,
authentic responses, authentic participants, authentic status, settings and

equipment and, authentic inputs and outputs (Arnold, 1991:237). In adapting the
resource, teachers need to be mindful of the following (Liddicoat et al, 2003:68). 60
Teaching and Learning Languages: A Guide Adapting resources allows teachers to
maximise their value for particular learners Resources need to be personalised to
allow for learners to connect with them Adapting resources Key ideas Authentic
resources also need to be graded to ensure that they are challenging for students,
and extend their intercultural and linguistic development. Some factors influencing
the complexity of the resource include: predictability (ie commonly used,
predictable phrases); experiential knowledge (ie language used, social context or
situation, and information provided are easily recognised by the learner);
sociocultural distance; level and nature of support provided; and the level of
cognitive processing required. No resource can completely meet the needs of
individual teachers and their learners: all will require adaptation for use with
particular groups of students. While textbooks may be considered to be fixed and
unchangeable a resource to be followed faithfully and systematically they are,
like other resources, starting points for teaching and learning and can be
supplemented, adapted or changed to suit teaching goals and students interests
(Littlejohn, 1998). Authentic materials resources not designed for language
learning, but invaluable for promoting learning may also need to be adapted for
use in the classroom by: providing additional language support, for example a
glossary, explanation of terms providing additional information relevant to
understanding the resource, eg additional resources showing different aspects of
the same basic issue providing scaffolding to assist in using the resource.
Materials developed specifically for learning present a generalised frame for
learning, but this learning needs to be placed into a context, considering among
other things: the goals of the teaching; the interests, needs, experiences and
knowledge of the students; the age of the students; their language learning history,
etc. Textbooks present generalised, fictional material designed to be used by any
teacher with any learner anywhere. This means that there may be little that
connects directly to individual students lives and provides something with which
they can engage. The key challenge facing teachers is to personalise the resource
for their students. This means adapting Resourcing and Materials 61 or
supplementing resources so that there are links to the life and experiences of the
learners and multiple paths to engagement with the resource. In many cases,
personalising a resource may not be a case of personalising the stimulus material
but rather of personalising the ways in which the learner works with the material,
allowing space for interpretation and individual connections. The selection and
adaptation of the resource are important, but the most important element of
resourcing is planning ways to use it. In particular, it is important to consider what
learners will actually do with the resource. Each task developed around a resource,
or set of resources, constructs a way of engaging with language and culture. Tasks
can limit opportunities for student engagement: for example a text reading task
may ask students to engage only with superficial issues of locating information in
the text, however the same text could be used for developing interpretation,

analysis and reflection, personal engagement with themes and issues, comparison
with other texts or questioning aspects of the texts message. Language and
culture are dynamic Resources must have contemporary relevance for students
Contemporary resources Key ideas Languages and cultures change, as do the
interests of students. It is important that students have access to contemporary
resources which represent the language and its cultures as dynamic, vibrant and
valid. Resources must have some relevance to the contemporary reality of the
learner. While not all resources need to be contemporary, it is important that
students do experience the contemporary in language, whether this be the fads and
fashions of youth culture or any other dimension of contemporary life. Technologies
provide ready access to the contemporary world and provide many resources which
can be adapted readily to teaching and learning. Technologies provide not just texts
for input, but opportunities to explore new ways of using language. For example,
text messaging provides connections between the learners language experiences
in their own communities and language practices in the target language. 62
Teaching and Learning Languages: A Guide Effective teachers are critical users of
their resources Any selection of resources only ever presents a partial picture of
language and culture Using resources critically Key ideas Any resource, whether it
be a textbook, a published teaching resource or a resource created by a teacher,
needs to be used critically. All resources are developed through the understandings
of language, culture and learning that the resource developer brings to the task.
This means that every resource is both subjective (because it represents one
individuals or in some cases, a small groups views and objectives) and
constrained (because any resource can present only a limited insight into a
language and its attendant cultures). Resource development is subjective and
subjectivity is a normal part of human functioning connected to the underlying
values and theories that a person brings to any situation. When a teacher uses
materials developed by someone else, these underlying values and theories may or
may not be in accord with those of the teacher using the material. If there is a
conflict, the use of the materials may be problematic and they may not achieve the
learning the teacher had chosen the resource to develop. Similarly, if we design
resources without awareness of the values and theories that we ourselves bring to
the design, then we may discover that the material we develop does not work
adequately to achieve our purposes. The constrained nature of resources is an
inevitable result of the processes of selection, design and ordering. The more a
resource is targeted at a generic population, the more constrained it is likely to be
as the designers can assume little shared knowledge with the end users. As Yoshino
(1992) argues, in spite of the best intentions of writers and editors, learning
materials, and especially the cultural information in learning materials, is frequently
characterised by cultural reductionism and cultural relativism (see also
Papademetre and Scarino 2000). By cultural reductionism, he means that
information is usually presented in a way which strips away the complexity,
variability and subtlety of culture and represents speakers of target language as
homogeneous and stereotypical. Cultural relativism involves the drawing of distinct

differences between two cultures which establishes an us-them relationship

between the learner and the target language and cultures. This oversimplifies and
over-emphasises the differences and makes it more difficult for learners to draw
connections between themselves and others and to develop intercultural ways of
seeing the world. Resourcing and Materials 63 A resource does not exist in
isolation but needs to connect with other resources as part of a learning program
Relating resources to each other Key idea Any resource which is selected, adapted
or created should be critically examined in relation to the following. How is
sociocultural and linguistic learning included? Is there any bias? How is the
cultural information linked to the target language? How is the cultural information
linked to communication? Does the resource reflect contemporary or traditional
culture? Does the resource present a cultural aspect from the locus of the target
culture, from another cultures perspective or from the perspective of the cultures
own diaspora? Are you in a position to judge? Why? Why not? Being a critical user
does not have to mean that the teacher has to abandon using a textbook or
materials developed by others. It does mean thinking carefully about what the
resources present to students. It involves seeing the limitations and omissions in the
resource and deciding how to deal with these: by supplementing them with other
perspectives, by replacing some parts of the resource with new material, or by
working with students to see the limitations and omissions. The relationship among
resources is also an important dimension for resourcing language learning. The
resources used with a class are often the only experience of the language and
culture available to most students. From these resources and the interactions
around them, students gradually build up an image of the language and the cultures
they are studying. If the resources are disparate and unconnected, focusing on the
momentary learning episode only, then it may be impossible for students to develop
any coherent sense of the language and cultures and to see only randomness and
fragmentation. 64 Teaching and Learning Languages: A Guide Resources are not
simply texts and materials: learners themselves can become the resource Each
resource is a single instance of language and culture. Learning occurs as students
draw connections among these instances to develop deeper understandings.
Connections among resources can be of several different types, including:
resources which add new content resources which add new perspectives on
existing content resources which add new information about aspects of existing
content resources which add complexity to interpretations resources which
introduce challenges to current understanding resources which introduce personal
perspectives resources which respond to learners questions or interests about
content. Learners as resources Key idea The language produced by learners
themselves is another key resource, especially when it involves interpretation and
the expression of personal perspectives. Where learning activities promote openended possibilities, different interpretations or responses may be juxtaposed as a
way of seeing multiple perspectives of the same issues and of generating
commentary and further thinking. Students written or oral responses can be the
stimulus for further work. Learners families and communities provide an extended

resource base for linguistic and cultural analysis. Such an approach increases the
scope of resources for learning, validates diversity of interpretation and provides
challenges for further learning and analysis. Resourcing and Materials 65 A
resource bank should provide a range of engaging learning experiences Developing
a resource bank Key idea In order to provide resources for a range of learning
experiences which are up to date and engaging, teachers need to gather, adapt and
create resources for a resource bank. Resource banks can include hard and
digitised materials, and be organised by theme, purposes, modes, text-types,
perspectives or tasks. Questions for reflection 1 How do you use the resources
available to you to construct an image of the target language and cultures for your
learners? 2 If you use a textbook, what experiences of language and culture does it
provide for your learners? What additional resources may be needed? Where could
you get these resources from? 3 How could you use your own learners as a resource
to support language learning? 4 In what ways could parents, families and
communities provide opportunities for linguistic and cultural analysis? 66 Teaching
and Learning Languages: A Guide Assessing 5 What is language? Assessment is
an integral part of learning Assessment is used for diverse purposes Assessment
is both formative and summative Key ideas The purposes of assessment 67
Assessment for, of and as learning Assessment in any educational context and at
any level is integral to student learning. It involves making considered judgments
about what students have learned and understood, how they are learning, and
where they are along their personal learning trajectory. The relationship between
assessment and learning has been captured recently in general education with the
distinctions among assessment for learning, assessment of learning and assessment
as learning. The relationship is also captured in the distinction between summative
end-of-unit or end-of-course judgments about students overall learning and
progress, and ongoing, formative assessment. Embedded within these distinctions is
the important concept of purpose in assessment, which ranges from diagnostic,
developmental, formative purposes oriented to learner progress through to
reporting and certification. These different purposes centre on the issue of
accountability and whether the accountability is internal to the immediate learning
system (eg classroom) or external (eg system-wide accountability). Whereas these
purposes have previously been held as distinct, there is now an increasing
educational understanding that they are meshed in complex ways and teachers
need to work with all these purposes simultaneously. Thus, while the distinctions are
useful at one level, it needs to be recognised that the purposes are integrated,
particularly when assessment includes a long-term perspective. For example, the
summative assessment information gathered at the end of Year 8 can be seen as
serving a formative purpose at the beginning of Year 9. The diagram that follows
depicts the idea that all assessment is connected to learning and that there are two
major purposes of assessment: formative and summative. The latter of these may
be school-based or external. Assessment for learning and assessment as learning
foreground formative assessment and assessment of learning foregrounds
summative assessment. Assessment for learning Assessment as learning

Assessment of learning School based External Formative Summative Learning

Evidence Assessment 68 Teaching and Learning Languages: A Guide During the
1990s and into the 2000s, the purpose of systemic accountability was foregrounded
through the development and use of state-wide frameworks of outcomes and
standards. These were often generated through committee consensus without a
base in research on what it is that students learn across the K-12 continuum. The
emphasis was on the summative assessment of learning and more on reporting
than on the assessment process itself. In recent years, research has established that
formative assessment can raise standards of student achievement (Black & Jones,
2006) and systems have begun to emphasise the importance of assessment for
learning and as learning alongside the assessment of learning. Formative
assessment When linking assessment to learning, it is important to consider the
meaning of formative assessment. Black and Jones (2006:4) highlight the meaning
as follows. Assessment for learning is any assessment for which the first priority in
its design and practice is to serve the purpose of promoting pupils learning. It thus
differs from assessment designed primarily to serve the purposes of accountability
or of ranking or of certifying competence. An assessment activity can help learning
if it provides information to be used as feedback, by teachers, and by their pupils in
assessing themselves and each other, to modify the teaching and learning activities
in which they are engaged. Such assessment becomes formative assessment
when the evidence is actually used to adapt the teaching work to meet learning
needs. The meaning of formative here is that it actually forms or shapes learning.
Thus, all that as teachers we believe about learning, and our stance to our role as
languages educators, influences our teaching. Contemporary learning theories
recognise that learning is a deeply social and cultural process that involves active
construction through interaction, mediation, talk, questioning, and scaffolding with
more knowledgeable others. Assessing 69 Connection points between learning and
formative assessment include the following. Eliciting prior knowledge, that is
teacher questioning of students to elicit their existing understanding as a basis for
identifying ways of interacting, scaffolding; and building connections. Ongoing
interactive questioning and discussion, that is teacher to student, student to
teacher, student to peers that build from simple to complex, that challenge
students to elaborate their meanings, that invite students to reformulate, respond
to or build upon the response of another in ways that shape their understanding. A
focus on transfer, that is encouraging the application of knowledge in different
contexts, building complexity. As Black and Jones (2006:5) state: If teachers want to
find out what pupils understand and/or can do then these pupils need to be
challenged by activities that make them think and perform. A focus on scaffolding
in ways that are appropriate to the gap in understanding on the part of the student,
as perceived by the teacher and ensuring that the teacher monitors, considers how
the student responds to the scaffolding. A focus on feedback that actually moves
learning forward by explaining what it is that students actually need to do in order
to improve the piece of work, providing or clarifying the rationale behind particular
tasks and monitoring the improvement so that students appreciate that it matters.

Encouraging self and peer assessment such that students come to understand, for
example, criteria for quality, problems and strengths of particular pieces of work,
how to give and receive feedback, in the context of developing self-awareness as
learners. Ultimately assessment is formative, in the sense of influencing learning,
when evidence from assessment is actually used to change what students do.
Another important connection between learning and assessment that emerges from
contemporary learning theories is that assessment is not a single episode or event
or task; rather, it is a dynamic process which involves coming to understand
students performance and learning over time, in the context of their developmental
trajectories. This, in turn, challenges the teacher to bring together the range of
information gleaned from students responses, and determine how to act upon it in
ways that will enhance students understanding and further learning. 70 Teaching
and Learning Languages: A Guide Assessment can be understood as a cycle of
interrelated processes of conceptualising, eliciting, judging and validating There
are varied ways of eliciting evidence of student learning which capture diverse
dimensions of students learning The assessment cycle key ideas The assessment
cycle The diagram that follows provides a means of understanding assessment itself
as a set of interconnected processes (Scarino, 2006). what to assess
Conceptualising how to assess Eliciting how to judge Judging how to justify
inferences and establish/examine consequences of the assessment Validating
validating Conceptualising (understanding deeply what is being assessed)
Eliciting (developing ways of obtaining assessment information via a range of
possible processes, including observation, interactive questioning, values
questionnaires, self-assessment, peer-assessment, student journals and portfolios)
Judging (interpreting performance and understanding evidence) Validating
(ensuring that the inferences made about students performance are fair and
justifiable). This cycle reminds us that assessment is a conceptual process, not just
a technical one. It means that it needs to be thought through at every point
especially in terms of what it is that is to be assessed. Assessing 71 Conceptualising
Conceptualising assessment in the context of language learning begins with the
recognition that (at least) two languages, and therefore (at least) two systems of
values and meaning, are involved. The process of conceptualising requires that
questions on how language learning is understood be addressed. If, for example,
the focus is on intercultural interaction, the conceptualisation implies
acting/doing/recognising that a persons way of interpreting the world varies in
different cultures; that it involves decentring from ones own cultural perspective;
that it requires personal exchange of meaning, etc. In moving between the two
languages, students need to make sense of themselves and others and their world.
They do so positioned both as young people actively using language in interaction
with others and as learners who continuously make observations, noticing things
about language, culture, communication and interpreting, and making meaning. In
considering what is to be assessed, conceptualise: what students know and can
do in the target language and culture how they interpret/figure things out what
they mean when they interact how they are using language and culture how

they are participating in activities what positions they are enacting in relation to
each other what identities they are developing as part of their own growing selfawareness. Eliciting Eliciting different kinds of evidence includes analyses of
moment-to-moment action/interaction; written work (notebooks, projects, quizzes,
tests); conversations that probe students meanings; surveys; interviews and other
self-reports; and summaries of actions and accomplishments. Moss (2008)
highlights that by eliciting and analysing evidence in these different ways, teachers
focus not only on knowledge and skill but on embodied experience, meaning,
language, culture, participation, positioning and the identities enacted. In eliciting
intercultural language learning, assessment processes may focus on receptive
(listening and reading) or productive tasks (speaking and writing). In receptive tasks
the focus is on understanding (observing, noticing, comparing, interpreting)
interactions, texts and attitudes. To ensure active engagement it is important to
select texts that are meaningful to students, and to develop questions that
encourage understanding and responding to the content, and also noticing,
comparing, observing those subtle but fascinating things about the choice of words,
tone, meaning, biases, implications, linguistic and cultural comparisons across
languages, etc. These observations are part of meta-awareness of Language and
Culture. If this dimension is absent from assessment, it is difficult for a teacher to
see how students are understanding interculturality; that is, the intersection point of
their first language and culture and the language and culture being learned. 72
Teaching and Learning Languages: A Guide In assessing through productive tasks,
the focus is on participating in interactions, in critical moments. The idea of
critical moments refers to the fact that there needs to be some kind of intercultural
negotiation, that is, negotiating the exchange of meaning across the two languages
and that this negotiation is meaningful to students, in the sense that it is a task in
which it is worth investing from the students point of view. Given that intercultural
capabilities develop over time, ways of gradually eliciting and building up evidence
also need to be considered. It is therefore important to include a range of
opportunities that allow students to perform their understanding. Each new
opportunity adds to students repertoires of participation and may include ongoing
observations (teacher and student), portfolios, journals, recording experiences and
extended projects. In both single episodes of assessment and cumulatively across
episodes, it is important to consider the impact of the assessment procedures used.
A special note: young learners Assessment processes necessarily vary across
phases of schooling. For young learners, assessment in language learning is
essentially formative achieved through action-related talk, with the teacher
continuously noting responses and questions. It is also important to record the kinds
and extent of scaffolding provided so that the teacher has a picture of what
students can do, both with and without assistance. One of the best ways of
capturing evidence of learning in this context is audioor video-recording classroom
or small group interactions, then making them available for analysis and reflection.
Summary Procedures for eliciting intercultural language learning need to: involve
interactions in the target language on the part of students in which they negotiate

meaning through the use of language in diverse contexts among communicators

from diverse linguistic and cultural backgrounds elicit students understanding of
the social, cultural, and linguistic construction of human experience and the way our
enculturation affects how we see the world, interact and communicate involve
eliciting students meta-awareness of the language-culture nexus in such
interactions and their ability to analyse and explain, this awareness position
students as both language user and language learner in interaction (though in any
individual procedure one role may be foregrounded for different purposes)
Assessing 73 ensure that students learn from the ongoing direct experience of the
target language and culture draw upon a range of assessment-types including
interviews, conferences, journals, observations, storytelling as appropriate to the
phase of schooling capture students cumulative learning so that development
and progress can be taken into account, for example, through the use of portfolios
include self-assessment that recognises learning as a personal process include
dimensions that require reflection on the part of students on their developing
knowledge and understanding. In developing assessment processes, then, consider
the following questions. What is it important for students to know and understand
in relation to the language and culture they are learning at the particular level?
What questions should they address? What judgments should they make? What
language do they need to do so? Why is this important? What kind of evidence is
needed to support interpretations, decisions and actions? Judging: considering
criteria The development of criteria for judging performance is interrelated with the
conceptualisation of learning language and culture and the methods used to elicit
this learning. Criteria provide an indication of the important features of
performance. Most frequently, they are set in advance, as part of the process of
designing assessment procedures so that they can be communicated to students.
Recently, with alternative approaches to assessing complex tasks, it has been
recognised that it is useful to allow for criteria to emerge from experience and
reflection on student performance. What is important is that teachers consider
carefully the bases of their judgments both at the point of designing assessment
procedures and criteria and at the point of judging, and that they are able to
articulate these to their students and colleagues. Teachers need to provide
examples of work to illustrate the evidence of the features described in criteria. A
framework for developing criteria for judging performance, expressed at a non taskspecific level, includes the following: 74 Teaching and Learning Languages: A Guide
For receptive tasks (listening and reading) Nature and scope of the interaction Level
of complexity/sophistication understanding of theme/concept from social life in
texts, tasks, experiences recognition of diverse assumptions/perspectives
response to different perspectives noticing deciding explaining comparing
connecting relating applying valuing abstracting questioning/challenging
understanding the process of interpretation/understanding themselves as
interpreters/ability to reflect questioning assumptions (own and
others)/conceptions managing variability (understanding how language use is
enmeshed with variable contexts of culture) For productive tasks (speaking and

writing) Nature and scope of the interaction Level of complexity/sophistication

spoken or written in critical moments (ie moments where students responses
matter to their identity) managing the interaction giving a personal
perspective/personal information responding to other(s) openness to the
perspectives or expectations of others noticing comparing deciding explaining
connecting relating valuing applying abstracting questioning understanding the
process of interpretation/understanding themselves as interpreters/ability to reflect
interpreting contexts, roles, relationships managing variability: understanding
how language use is enmeshed with variable contexts of culture Assessing 75
Within a long-term perspective Cumulative questions to be addressed while building
up a long-term picture of learning include the following Level of
complexity/sophistication What connections can the student draw within and
across themes, topics and concepts? What connections can the student draw
between his/her responses/comments and those of others? How has the student
come up with these connections? Does the students engagement with these
questions and his/her own/others responses to them provide variable ways of
understanding social life-worlds in the language and culture being learned and any
other languages and cultures? How? These generic criteria provide a framework for
developing criteria that are specific to assessment involving particular tasks, texts
and experiences. Validating Validation is the process by which teachers consider the
evidence they use to ensure that the inferences they make about students
performance are in fact fair and justifiable. They need to be able to justify their
judgments to themselves, their students, parents, colleagues and educational
administrators. Validation best occurs in dialogue with others through opportunities
to compare students work at a district or state level. Questions for reflection 1 How
do your current teaching and assessment practices reflect assessment of learning,
assessment for learning and assessment as learning? 2 How do you currently elicit
evidence for assessment? How diverse are your assessment processes? 3
Considering your role as a languages educator, what is your stance on assessment?
76 Teaching and Learning Languages: A Guide Programming and Planning 6 What is
language? Program planning for languages is more than a description of activities
and goals and includes the planning of conceptual and affective learning Planning
a language program centres around a focus on language conceived as interpersonal
and intrapersonal meaning-making and interpretation Key ideas Planning language
programs 77 Programs as valuable planning tools Approaches to planning in
languages education are shaped by two key issues: how the substance or
content of planning is understood how the process of planning is understood.
Planning language learning involves a number of things. Content (mostly conceived
of as grammar and associated vocabulary) is just one of them. It is also important to
articulate the overall and sustained learning that the learner will achieve. Many
learners cannot or do not persist in language learning to the point at which they
acquire high levels of proficiency in the language. Planning for learning needs to
consider the value of the program for such learners, as well as those who will
pursue their learning further. It is also important to recognise that programs are no

more than artefacts, or documented representations of learning priorities over a

period of time. They are only representations of intentions, and their relationship to
the enacted or realised curriculum cannot be fully anticipated. This means that the
planned program needs to be used flexibly to accommodate what learners and
teachers need to do in the classroom to develop learning. The program should
encourage learning rather than covering the predetermined content. Teaching and
learning will always be characterised by the unpredicted and unpredictable and this
is often the catalyst for deep learning. At times, students interests, needs and
questions will lead teaching and learning away from the planned learning: the
planned program should not be a rigid framework. However, the plan itself should
remain the focus point for learning and a way to reconnect episodes of learning to a
broader educational perspective. Long-term planning recognises that in the enacted
curriculum the interactions may develop different emphases in response to learners
constructions, questions and statements of understanding. The program which
results from long-term planning should be a flexible frame that can only be
elaborated in practice: that is, planning is an open process which is responsive to
the unfolding of the enacted curriculum. Notwithstanding its limitations, a program
is a valuable planning tool to be used to articulate the scope and sequence of
learning (content, as concepts and interactions), and for discussions with students
and their parents, while recognising that its use will lead to anticipated and
unanticipated learning experiences. The actual teaching and learning of the planned
experiences will necessarily continue to change in response to teachers developing
understanding of learners, and of their own engagement, identities and
perspectives through their participation in classroom interactions and language use
experiences. 78 Teaching and Learning Languages: A Guide The place of context in
planning programs Planning a language program involves planning the learning of
individuals in particular settings. For this reason, planning is an activity for all
teachers and cannot be replaced with a pre-prepared curriculum or textbook as
these too have to be adapted for a particular class. Planning with a focus on
particular learners entails understanding the individual learners contexts, the
school setting, and social, cultural and linguistic profiles of learners and their
changing and developing nature. The process of language teaching and learning
begins with teachers and learners as people. It involves decisions and actions on
the part of teachers as they respond to their particular learners and to the realities
of their particular classroom and school context. It also involves decisions and
actions on the part of learners based on their evolving learning and understanding.
In particular, this requires attention to the prior language and culture experiences of
learners, both within the classroom and beyond, including the diversity of language
and cultural knowledge learners bring to the language classroom. By reflecting
closely on the context for intercultural language learning, teachers ensure that
programs are developed that reflect particular learners and their linguistic and
cultural identities, and their prior experiences with diverse languages and cultures.
Scoping and sequencing of learning Scoping learning provides an overall view of the
comprehensiveness of the planned program, ensuring that a range of different

experiences is included for learners (Tschirner, 1996). Concepts and learning can be
mapped over time to provide a useful guide to intended learning and the variability
of tasks and contexts used. However, there are limitations, in that learning cannot
be fully planned for or related to the individual learners and their experiences and
interactions. The overall scoping of learning needs to be framed in connection with
a planned sequencing of learning. Sequencing of learning relates to ways of
connecting learning over time (Tschirner, 1996). Language learning is a continuous
process of making connections between learners prior knowledge and new sources
of language and cultural input, while deepening, extending and elaborating each
learners framework of knowing, understanding, valuing their own and other
languages and cultures, and applying that knowledge in interactions across
languages and cultures. The scoping and sequencing of content and concepts are
typically integrated into planning and the interactions through which the scoping
and sequencing are achieved, are also part of the planned elements of teaching and
learning. Interactions are seen as occurring naturally and organically in the
classroom learning process and are therefore viewed as spontaneous and
responsive to learner input, and are thus not easily planned in advance. Interactions
themselves are not adjuncts to a language program but integral to the learning
process. In order to plan effectively for intercultural language learning, it is
necessary to include starting points that begin to elaborate the classroom
interactions. Programming and Planning 79 Planning for connections Developing a
long-term program requires that particular consideration be given to ways of
representing connections across the program as a whole. These connections need
to be made both at the local, short-term level and also at the long-term level,
including at the critical transition point between primary and secondary learning
(Scarino, 1995). Connections can and should be made at a number of different
levels. Global level connections are connections between the overarching
concepts and the topic or theme through which the concept is investigated. They
organise and shape the overall experience of learners as they progress through
their language learning. Local level connections are connections between
particular episodes of learning (units of work, lessons) and overarching concepts
which relate each topic or theme to some larger learning and the links between the
individual episodes themselves as each builds on prior learning and provides a basis
for new learning. Personal connections are connections that students will be able
to make with the material they are presented with through their learning
experiences and include issues such as how learners will come to see global and
local connections, how learners will display the connections they make and what
space is available for making additional personal connections. Personal connections
also involve the unexpected connections which students may draw between their
personal experiences and the current learning experience. While these cannot be
planned in advance, planning needs to allow opportunities for such connections to
be developed and explored when they occur. At the same time, such personal
connections need to be integrated into an overall scope and sequence of learning in
ways which reaffirm the connections and develop desired learnings. At all these

levels connections can also be made constantly between languages and literacy,
and between languages and all other areas of the curriculum. Planning for
conceptual learning In planning for language learning, it is important to consider
how conceptual learning is to be integrated into language programs. Conceptual
learning has become a central notion in education: most state and territory
curriculum frameworks integrate aspects of it. More specifically, conceptual learning
means students coming to: understand language, culture and their
interrelationship and be able to discuss and describe these understand how
language in context constructs, interprets and communicates meanings engage in
reasoning and problem-solving on language and culture related issues pose
questions about, and find personal responses to, linguistic and cultural diversity
transfer their learning from the context in which they learned it to other contexts.
80 Teaching and Learning Languages: A Guide In focusing on conceptual learning,
planning needs to foreground the concepts being dealt with in the program (Perkins
& Unger, 1999). The concepts become the overarching focus of the long-term
program and topics are selected as ways of dealing with the concept from different
perspectives. For example, a concept such as ways of understanding and using
space might be addressed through topics such as: ideas of personal space:
private space and shared space in homes; how living space is organised and what
this says about ways of life; whether people have private space (eg their own room)
or whether they live in shared space; whether private space is made available to
others (eg guests access to the house); leisure activities at home, etc ideas of
public space: what public spaces are available; how much public space is available;
what are the expectations and obligations for using public space; leisure activities in
public spaces, etc ideas of space in specific locations, eg schools: what are the
expectations about space at school and the ways it is used (eg classrooms, sporting
areas; space for leisure); how much of each sort of space is available and what does
this indicate about how people use space; how is space organised at school, etc
ideas of proximity and distance: what is considered geographically close or distant;
how does this affect travel; what is considered to be a long way to travel; when,
why and how often do people travel a long way; what is seen as a local, etc.
Conceptual learning involves deep learning and seeks to engage learners in more
advanced, abstract thinking. In languages, this means thinking about language,
culture and their relationship. Such learning needs to be planned if it is to be
successful. Moreover, such learning needs a long-term consistent focus, which is
developed through the process of planning. Programming and Planning 81
Planning a language program is planning for long-term development of learning
Planning involves making connections between learning activities and learning
goals Planning happens at a range of different levels Long-term and short-term
planning key ideas Planning for language learning involves planning at a number of
levels and these levels mutually influence and inform each other (Scarino, 1995). At
the broadest level of planning there is the level of the entire learning experience of
a student over a number of years, from their entry into language learning to their
exit from it. Ideally, planning should take place at all these levels to ensure that

students experiences of language learning are developmental, coherent and

consistent. In reality, longer term planning may rely on external sources such as
textbooks, syllabuses or curriculum frameworks. While such documents may have
some role in supporting such levels of planning, they are not in themselves plans of
programs for particular learners. Adopting a textbook to cover a year or more of
teaching does not equate with planning the same period of learning. The writers
may have undertaken such a plan in developing the text, however simply following
someone elses plan does not mean that the teacher understands, is aware of, or
aims for, the learning goals of the original writers. The short-term or long-term use
of any external plan requires adaptation to the purposes, needs and interests of
teachers and students. Whole of learning Year long Unit of work Lesson Long term
Short term 82 Teaching and Learning Languages: A Guide In planning, it is important
to articulate how the experiences afforded to the learners in the program develop
the intended learnings. This involves considering what learners will do in the
program and how these activities will contribute to the learning that is being
planned. Planning of activities needs to consider a number of dimensions. What
concepts will learners explore? What language do they need for this exploration,
and what language do they already have to build on? What tasks will the students
undertake? What are the connections among tasks? How do the tasks
individually contribute directly to learning goals? How do the tasks collectively
contribute directly to learning goals? What interactions will the learners engage
in? (For example, what questions will they explore, how and in what language? What
meanings will they be asked to construct, interpret and communicate, how and in
what language? What will learners bring to each interaction and how will they have
the opportunity to use, question and reassess this?) How does each task or
interaction build on previous learning and provide a platform for future learning?
What support, scaffolding or other assistance will learners need to undertake tasks
and interactions? What resources will be made available to learners to shape their
experiences of language and culture? All these dimensions are integrated in the
practice of teaching and planning, but each also needs focused attention at all
levels in the planning process. Programming and Planning 83 Unit of work Within the
long-term plan, there are sequenced structures in which a group of lessons are
developed and related to each other. For many teachers, this planning takes the
form of a unit of work, which may span a few weeks or a whole term. The unit gives
a focus to a series of lessons through a topic or theme which shapes choices about
vocabulary, grammar, content, skills, strategies and communicative activities. Units
of work are a way of ensuring that a series of lessons have a common thread and
construct connections among lessons in terms of the overall content and focus of
attention. Units of work themselves need to be framed in a broader context of
teaching and learning. A year-long plan would provide a structure for planning units
of work to ensure that the ways in which they are put together develop learning
progressively over the course of the year. Such plans establish a coherent,
connected focus of learning, with an emphasis on development of learning over
time (Kohler, 2003). Lesson planning Lesson planning focuses on a single episode

within a larger program of learning. Lesson planning has been recognised as an

important way for ensuring that a lesson is focused and achieves its objectives
(Farrell, 2002; Woodward, 2001). Such planning typically considers: objectives
materials needed class activities homework. Lesson planning focuses on the
immediate and short-term needs of a single class and is designed in relation to
other lessons, or it may be considered as a stand alone experience. Lesson
planning is an important dimension of the overall process, but, even where lessons
are connected to each other, lesson planning is not sufficient to accomplish all the
needs of teaching and learning. For this to happen, planning needs to consider
longer stretches of time. Conceptual learning involves a continuous process of
personal meaning-making. It is a process of developing ways for learners to
organise their experiences into broader and more abstract understandings and
develop the capacity to use their understanding in new contexts for new purposes.
One way of approaching concepts is through questions like the following. How
does culture shape communication? How does culture influence the ways we
understand language in use? How does language shape and reflect cultural
identities? 84 Teaching and Learning Languages: A Guide Planning a language
program involves planning the interactions in which learners engage and from
which they will learn Planning interactions key idea One of the key elements of
providing deeper learning in the language classroom is focusing on interactions
where one frame of reference meets another, such as between teacher and student,
student and student, student and text, teacher and text as planned classroom
practice. Such interactions provide learning experiences that focus learners on the
intercultural and draw their attention to, and encourage processes of, noticing,
comparison and reflection. These interactions provide experiences for students and
teachers, and reflection on, and analysis of, these experiences provides deeper and
decentred development of knowledge and understanding for the learner. In
interactions students and teachers participate as performers and analysers of the
languages and cultures present in the interaction. The learning experiences
provided by interactions can be represented in a program as key questions which
encourage a process of enquiry and dialogue and draw explicit connections between
learners own language(s) and culture(s) and experience and the concepts
addressed in the resources provided. Personalised learning means viewing students
as individuals who engage in a dynamic process of knowledge creation and
exploration. Making learning meaningful goes beyond identifying topics of interest
for learning to providing opportunities for learners to make their own connections
with the topic and explore their own ideas, reactions and interests. It means
providing space for developing a personal perspective on what is being learnt,
rather than passively assimilating information. Planning and language
programming involves personalising learning experiences Personalising learning
experiences key idea Programming and Planning 85 Planning a program which
offers personalised learning involves recognising that what individuals currently
know affords and constrains what they can perceive, understand, and learn.
Planning of learning, then, needs to consider what it is that students individually

bring to the learning experience and what they need to use, question and develop
their experiences and knowledge. Personalised learning works best when learners
have opportunities to reflect on what they know, how they know it and what they
need to learn next. Teachers need to plan their teaching approach in ways which are
varied and allow for different configurations of the ways knowledge is imparted and
exchanged: teacher to student, student to teacher, student to student, individual to
individual, individual to group, etc. Planning should not be seen as a finished
process resulting in a finalised program. To be effective, planning has to become a
dialogic process in which the results of planning are questioned and modified as the
result of interactions with colleagues, students and ones own evolving perspectives
as a teacher. Questions for reflection 1 How do you approach planning your longterm and short-term language programs? What are the main things you consider in
your planning? How do you discuss your programs with your students and their
parents? 2 How is conceptual learning integrated into your students learning
experiences? What might you change or add to your program? 3 How do you
determine the scoping and sequencing of your students learning? What
connections are there between the elements that you have in your program
(episodes, units of work, topics, concepts)? 4 What would personalised learning look
like for a particular group of your students? 86 Teaching and Learning Languages: A
Guide Evaluating Language Programs 7 What is language? Evaluation is an
ongoing process of building understanding of professional work Evaluation reflects
the stance of the teacher Evaluation is an integral part of the process of
curriculum renewal Key ideas Evaluation for program renewal 87 Evaluation as an
ongoing process Evaluation involves making considered judgments about a program
to ensure that what is being done in teaching, learning and assessment is
worthwhile, effective and sufficient. The process necessarily reflects our stance as
languages teachers. Its fundamental purpose is to improve the program/curriculum,
teaching, learning and assessment. It involves teachers critically examining what
they do in the light of contemporary developments and thinking. As such,
evaluation is an integral part of the process of curriculum renewal and teacher
professional development. It is an ongoing process of considering and trying out
alternatives, reflecting on the outcomes, and making further refinements as
needed. It is at the core of our work as professionals. Evaluation is a systematic
process which involves gathering information and giving feedback on the way the
program works so that improvements can be made in an ongoing way. Like
assessment, evaluation can be formative and summative. Formative evaluation is
the regular ongoing reflection on how the program is going while summative
evaluation occurs at the end of a program and provides a perspective on the
effectiveness of the program. As educators, we reflect constantly on our daily work,
often in an instinctive manner. While this is useful, the process can be more
effective when it is systematic, explicit and articulated to others. Evaluation is
shaped by, and designed for, the context in which it is undertaken Evaluation is
particularly valuable when it is a participatory process that includes all those
involved Evaluation in context key ideas An evaluation may be carried out internally

or externally depending on the purpose and context. The value of an external

evaluation resides in the fact that it is conducted by someone who is independent
vis--vis the program and, as such, can bring an outsider perspective to the task.
In recent times there has been a move towards evaluation as a participatory
process, one that includes all those involved in the particular context: students,
parents and members of the schools communities. They are the ones most affected
by the findings and, if they are the ones who are to make changes, they need to be
involved from the outset in planning, the processes and in articulating the outcomes
of evaluation. 88 Teaching and Learning Languages: A Guide The purpose of
evaluation is to support long-term improvement in programs with the fundamental
goal of improving student learning. Evaluation provides teachers with information
about the effectiveness of their teaching in relation to students progress. It enables
teachers to think about what they do, how they do it and why, so that they develop
awareness and understanding of the evolving culture of learning that they are
creating. Evaluation becomes the basis for ongoing renewal when teachers
continuously question and evaluate with a view to making explicit to themselves
their
als, processes, attitudes and outcomes. They are then in a position to articulate
what they are doing, how, and why, to their students, colleagues, administrators,
parents and the wider community to whom they are accountable. A range of
dimensions are open to evaluation, as well as the program as a whole. It is
important to begin the process of evaluation with a definition of its focus: identifying
which particular area or issue needs to be investigated. After the identification of
the focus, it will be necessary to plan the processes, implement the plan of action
and gather the necessary information, systematically analyse the information
gained, reflect critically upon it and use the information to plan further action. The
purpose of evaluation is to support improvement in teaching and learning The
scope of evaluation may include particular dimensions and/or the program as a
whole Purpose and scope of evaluation key ideas Context is central to program
evaluation. Lynch (1996) has developed the concept of contextadaptive evaluation
as a set of processes in which the context (or culture) of the program its people,
their roles and relationships, the conditions, its artefacts is taken into account at
every turn: in planning the evaluation, in developing processes and criteria, in
implementing the plan, in articulating the findings. This is in line with the idea that a
program develops in its particular environment and needs to be considered in its
own terms. Evaluating Language Programs 89 Given that any program is dynamic
and ever-evolving, it is essential that teachers continuously evaluate their current
programs. Self-evaluation in dialogue with colleagues or a local adviser (a local
system or university colleague) can provide valuable professional learning for the
teacher(s) involved, as well as a process for ensuring that the program provides
fruitful learning for students. Important questions relate to the extent to which
students are engaged and progressing in their learning. Evaluation in this way is
closely linked to inquiry-based approaches to teaching and the overall stance the

teacher develops. Questions for reflection 1 What role does evaluation currently
play in your own professional program and curriculum renewal? 2 What criteria
would you use to evaluate your own curriculum? Where would these criteria come
from? 3 How might you, and those you work with, take an inquiry stance to your
work? Evaluation involves an ongoing process of inquiry Evaluation as inquiry key
idea Some important questions include the following. What is the goal of the
evaluation? For whom is it being carried out? What criteria will be used for the
evaluation? How will the evaluation take place? What information will be
gathered and how? How will the information be analysed? How will the
information be used? 90 Teaching and Learning Languages: A Guide Developing a
Professional Learning Culture 8 What is language? Effective language teachers are
lifelong learners Involvement in a professional learning culture is a commitment to
develop professionally and personally Key ideas Commitment to growth and
development 91 Lifelong learners A professional learning culture is one in which we,
as educators, are committed to our own growth and development as professionals.
It grows out of our deep professional desire to continue to develop our knowledge
and practice and to maximise opportunities for learning. Such a culture is central to
effective, high quality teaching. It means that, as educators, we see ourselves, and
are seen by others, as lifelong learners both of the languages and cultures we teach
and of teaching itself. As education is a changing field, we need to continue to keep
up to date with new developments. Moreover, our professional drive is to continue
to deepen and broaden our knowledge of our chosen field through ongoing learning
throughout our careers and beyond. A professional learning culture involves
developing a deep and ongoing awareness of the practices and processes of
teaching and learning A professional learning culture is an ongoing process of
learning from, and reflecting on, a personal and professional stance, including
understandings, ideas and experiences Creating a culture of professional learning
key ideas Learning cultures can be considered in a range of ways, including the
following. A learning culture has often been considered in terms of the
environment and experiences created by teachers for students. A learning culture is
one in which experiences are structured in such a way that students have
opportunities to investigate, explore and take risks in developing new ideas and
insights. A professional learning culture has often been thought of as something
that is a feature of schools and of school leadership. In this sense a professional
learning culture is the promotion of professional learning as a normal and valuable
part of teachers work and the collaborative development process and goals for
professional learning. In addition, the culture supports, resources and rewards
professional learning (Crowther, Kaagan, Ferguson & Hann, 2002). 92 Teaching and
Learning Languages: A Guide Effective teaching is informed by personal knowledge,
trial and error, reflection on practice, and conversations with colleagues. To be a
teacher means to observe students and study classroom interactions, to explore a
variety of effective ways of teaching, and to build conceptual frameworks that can
guide ones work. (Fischer, 2001:29) The focus of a learning culture is on learning
in diverse contexts: teacher learning, student learning, community learning

Professional learning happens in a range of different ways Contexts of a professional

learning culture key ideas A professional learning culture is one which engages with
learning in many different contexts. It is not simply the students learning or an
individual teachers learning, but rather it is a commitment to learning as a valued
activity in its own right. Creating a culture of learning for students is an important
part of this work, as is having a supportive environment in which to develop as a
professional, however nothing can create a professional learning culture if this is not
found in the practice of teachers themselves and their disposition to developing
their professional learning. A professional learning culture involves more than
regular participation in organised learning activities, some of which are short, oneoff seminars. It requires active engagement with ideas and issues and critical
reflection of knowledge and practice. In engaging this way, teachers take an active
responsibility to understand, develop and experiment with aspects of their
professional work. Teachers are in this sense observers and analysers of what is
occurring in their schools, classrooms and communities and not just planners and
deliverers of a curriculum. While both of these views have elements of a
professional learning culture they present the learning culture as something that is
(or ought to be) created to support the learning of others. This, however, misses a
crucial point about the nature of cultures, which is that they are something in which
people participate not something which is done to them. Teachers create a culture
of professional learning through their own actions. Developing a Professional
Learning Culture 93 An investigative stance is not something which teachers add to
their practice. It is rather a way of doing what teachers regularly do in more
systematic ways (Liddicoat & Jansen, 1998). In particular, an investigative stance
involves: an orientation to noticing, documenting, and making sense of the actions
of teachers and learners an ongoing interest in using information about the
classroom to develop language teaching and learning practice. Observing and
analysing add a critical dimension to teaching practice which seeks to continually
experiment with and develop what happens in the process of teaching and learning
in order to expand the opportunities for both teacher and learners. This in turn
involves the development of an investigative stance. In discussing the idea of an
investigative stance Crichton notes: Teaching necessarily involves being alert to
what is going on in the classroom, noticing developments and changes, attending to
emergent needs, comparing achievements at one point in time with what has
happened before and what might happen after, reflecting on teaching practice and
assessment, evaluating activities and plans, developing and drawing on
curriculums, and the host of other activities that contribute to effective teaching
practice. Of course these activities do not happen in isolation; they inform each
other through the lesson, the day, the week, and over the longer term,
acknowledging the perspectives and changing needs of students, teachers and
members of the broader school community. (Crichton, 2007:8) 94 Teaching and
Learning Languages: A Guide This means more than keeping up-to-date with
curriculum initiatives and planning units of work. Most teachers devote time to
thinking about and developing their curriculum and many professional learning

activities are focused on developing better understandings of curriculum

documents. These activities focus on the intended curriculum (what is going to be
taught). Less attention is often paid to important aspects of teaching work such as
the implemented curriculum (what teachers actually teach) and to the attained
curriculum (what students learn) (Marzano, 2003). Similarly, less attention is
devoted to the processes of teaching, learning, assessment and evaluation or to
questioning ones understanding of the basic constructs of the discipline, such as
language, culture, learning and the intercultural. As part of a culture of professional
learning, teachers need an ongoing engagement with questions such as the
following. What are my goals and values as a teacher of languages? What do I
want each student to learn? How do I understand the constructs that I am
teaching and how is this reflected in what I teach? How will I develop experiences
and activities which promote this learning? How will I know when each student has
learned it? How will I respond when a student experiences difficulty in learning?
A professional learning culture is based on dialogue with others, including students,
peers, mentors and professional networks Collaborating for a professional learning
culture key idea While a professional learning culture is characterised by the
engagement of individual teachers in an ongoing process of learning, it does not
mean that teachers learn in isolation from others. A culture is a shared enterprise
and professional learning is at its most effective when it is done collaboratively. This
means that a professional learning culture requires a communal dimension in which
professional learning is both a formal and an informal process of sharing expertise
and experiences as a professional learning community. Developing a Professional
Learning Culture 95 A professional learning community involves teachers working
collaboratively together to identify and work with the issues and challenges raised
by teaching and learning in individual or shared contexts. Such collaboration
involves dialogue about issues and problems related to teaching and learning and to
students progress. Language teachers often work in isolation from other teachers of
the same subject, and in some cases in isolation from other teachers in the school.
For this reason, professional learning communities are vital. A professional learning
community means developing a collaborative approach to, and mutual support for,
personal learning by providing opportunities to learn that (involve) collaboration,
dialogue, reflection, inquiry and leadership (Lambert, 1998:xi). For language
teachers, networks are therefore an important part of the professional learning
culture. Such networks can be constructed in various ways, connecting: teachers
within a school community across disciplines teachers of the same language
teachers of diverse languages teachers at different levels of schooling teachers
at the same level of schooling. Each such network allows for different possibilities of
dialogue and collaboration. Networks within a school facilitate dialogue and
exchange about specific groups of learners and the ways in which teaching and
learning happen at other times and in other subjects giving a deeper understanding
of students experiences of schooling. Language specific networks contribute to
professional learning which is focused on the particularities of individual languages.
Such networks are often made up of teachers at different levels of schooling and

facilitate exchange about what happens at different stages in a learners

progression through language learning. Networks among teachers at the same level
of schooling support teachers in working with the cognitive, social and
developmental issues which are relevant to their area of work. Such networks
typically include teachers from different languages and enrich the possible
perspectives that teachers of any particular language bring to their reflection and
investigation. A rich professional learning culture would allow opportunities for
interactions with various different configurations of teachers. Learning communities
can be developed using communication technologies that can include teachers who
are in remote locations, often isolated from others teaching in their language. A
professional learning culture is not, however, simply a set of networks of teachers. It
is fundamentally a dialogue about curriculum, teaching, learning and assessment
which occurs among all educators who professionally contribute to developing
understanding and reflection. A professional learning culture may include a
mentoring relationship between a beginning teacher and a more experienced
teacher. In this case, the relationship is not a simple master-apprentice
relationship, as learning in such contexts is a two-way process in which the
knowledge and 96 Teaching and Learning Languages: A Guide experiences of the
less experienced teacher provide possibilities for learning for the more experienced
teacher as well. A professional learning culture also involves dialogue with students
a process of coming to understand their perspectives on, and experiences of,
education to develop an understanding of their needs, expectations and interests
and of what it is that they bring to their classroom learning. In developing a
professional learning culture it is important to have a clear sense of ones own
learning needs and professional standards, such as the AFMLTAs Professional
standards for accomplished teaching of languages and cultures (AFMLTA, 2005)
which are useful for working towards such a sense. These standards are designed to
describe accomplished teachers of languages and cultures. They reflect an ideal to
which teachers should aspire. Teachers can work with them to understand and to
develop their own professional stance and practices. These standards are intended
to benefit teachers at all levels of schooling as signposts for ongoing professional
learning and as a resource for evaluating their own knowledge and practice as they
reflect on their work as teachers (Liddicoat, 2006). Working with professional
standards enables all of us, as educators, to consider our own practice and
professional capabilities in a critical way. Using such a document can help target
professional learning, identify personal learning goals and develop personalised
learning plans. The AFMLTA standards are accompanied by reflection questions
which are designed for teachers to use in considering how each standard applies to
their own professional context and to identify areas for future learning. They also
have language specific annotations for some of the more commonly taught
languages which can be used for more detailed focus on aspects of professional
knowledge and practice. Questions for reflection 1 How could you increase your
opportunities for involvement in a learning community either within or outside your
school? 2 What issues do you face in your professional practice which an

investigative stance could help you understand and change? 3 How do you involve
parents and members of the school community in developing and monitoring a
learning culture? 4 What do the AFMLTA professional standards for languages
teaching contribute to your understanding of your professional learning needs?
Developing a Professional Learning Culture 97 9 Further Resources Teaching and
Learning Languages: A Guide: DEEWR www.tllg.unisa.edu.au This website includes
examples of teachers work. They are drawn from teacher practice and are included
to exemplify aspects of teaching, learning and assessing languages. The examples
include programs for short and long-term learning in Chinese, French, German,
Indonesian, Italian and Japanese at primary, middle and senior secondary levels, as
well as segments of programs, assessment tasks, descriptions of contexts and
reflection on practice. An Investigation into the State and Nature of Languages in
Australian Schools: DEEWR www.dest.gov.au/sectors/school_education/
publications_resources/profiles/ investigation_languages_in_schools.htm Asian
Languages Professional Learning Project: DEEWR
www.asiaeducation.edu.au/alplp/index.htm Australian Council of State Schools
Organisations (ACSSO) www.acsso.org.au Australian Federation of Modern Language
Teachers Associations www.afmlta.asn.au Australian Parents Council (APC)
www.austparents.edu.au/html/affiliates.html CARLA: Centre for Advanced Research
on Languages Acquisition www.carla.umn.edu/index.html CILT: National Centre for
Languages www.cilt.org.uk Community Languages Australia: Australian Federation
of Ethnic Schools Associations www.communitylanguagesaustralia. org.au Council of
Europe: Common European Framework of Reference for Languages: Learning,
Teaching, Assessment www.coe.int/t/dg4/linguistic/ CADRE_EN.asp Department of
Education, Employment and Workplace Relations (DEEWR): Languages Education
www.deewr.gov.au/languageseducation Federation of Aboriginal and Torres Strait
Islander Languages (FATSIL) www.fatsil.org.au 98 Teaching and Learning Languages:
A Guide Independent Schools Council of Australia (ISCA) www.isca.edu.au National
Catholic Education Commission (NCEC) www.ncec.catholic.edu.au/pages/ index.asp
National Curriculum Board www.ncb.org.au Language Teachers Association of the
Northern Territory www.schools.nt.edu.au/ltant/ Leading Languages Education
Project www.apapdc.edu.au/leadinglanguages/ Modern Language Teachers'
Association of New South Wales www.mltansw.asn.au Modern Language Teachers'
Association of Queensland www.mltaq.asn.au/ Modern Language Teachers
Association of South Australia www.mltasa.asn.au/ Modern Language Teachers'
Association of Tasmania www.education.tas.gov.au/school/educators/
resources/lote/contacts/mltat Modern Language Teachers' Association of Victoria
www.mltav.asn.au Modern Language Teachers Association of Western Australia
www.mltawa.org National Statement and Plan on Languages Education in Australian
Schools www.mceetya.edu.au/mceetya/ default.asp?id=11912 National Statement
for Engaging Young Australians with Asia in Australian Schools: DEEWR.
www.asiaeducation.edu.au/pdf/engaging_ statement.pdf Professional Standards
Project: DEEWR www.pspl.unisa.edu.au Research Centre for Languages and Cultures
(RCLC), University of South Australia www.unisa.edu.au/rclc School Languages

Program: DEEWR www.deewr.gov.au/languageseducation The Adelaide Declaration

on National Goals for Schooling in the Twenty-first Century: DEEWR
www.dest.gov.au/sectors/school_education/
policy_initiatives_reviews/national_goals_for_
schooling_in_the_twenty_first_century.htm The Le@rning Federation
www.thelearningfederation.edu.au/default. asp Further Resources Further Resources
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