Accents Volume 2, Number 1, July 2013

ISSN 2201-3040

Languages in A message from the

President
NSW

Engaging MLTA
Students Student
Through Scholarships
Technology
Integrated
Language MLTA of NSW
Learning in 2013 Annual
Primary Conference
Classrooms Modern
rn Language
Languag
ge Teachers’
Teac
Te a hers’ Association
of New
Ne So
S
South
u h Wale
ut Wales
less

www.mltansw.asn.au
Accents

Table of Contents
Languages in NSW .................................................................................3
President’s Report ................................................................................................3
MLTA of NSW 2013 Annual Conference .......................................................................4
MLTA Student Scholarships ......................................................................................5
Engaging with Contemporary Indonesian Teachers’ Conference ........................................6
2013 Denise Soos Scholarship - Indonesian Continuers ...................................................7
KOMPETISI SISWA - Indonesian Student Competition.......................................................8
A New Book Acknowledging Language Teachers’ Voices...................................................9
Why do pre-service teachers today want to teach a language?........................................10
MLTA NSW 2012 Short Film Competition ....................................................................11
Integrated Language Learning in the Primary Classroom ...............................................12
Languages - sharing the burden of student motivation ..................................................13
Developing our languages resources: Growing Languages ..............................................14
Engaging students through the use of Technology ........................................................16

Languages on the National Scene .............................................................18

ACARA Languages Update ......................................................................................18
Dumping Korean at school ‘blunder’ ........................................................................18
LCNAU Report ....................................................................................................20
Longitudinal Teacher Education Research: Recent Australian Developments.......................21
Educational Leaders’ Roundtable ............................................................................22
MLTAV Dinner Guest Speaker Event..........................................................................24
CLIL Conference Presentation ................................................................................28

Languages on the International Scene .......................................................32

Languages the State of the Nation ...........................................................................32
Sound Infusion ...................................................................................................33
Languages: An Investment .....................................................................................36
One corner of the world: Aboriginal Language Education in Washington State ....................38
Why Learn a Foreign Language ...............................................................................41

A date for your diary!

The 2014 MLTA of NSW Annual Conference

Friday, 7th March, 2014

Venue: Waterview Function centre,

Bicentennial Park, Homebush

Would you like to share your expertise with colleagues and present a session at the conference?

Please contact Fiona at [email protected]

Volume 2 Number 1 Page 2

Accents

Languages in NSW
President’s
a bank of language expertise in schools that is
underutilised. Building on these existing resources
we also have a passionate and inspiring group of

Report
pre-service teachers who share their aims and
ambitions with Dr Ruth Fielding.

Libby Colla from Pymble Ladies College shares

with us her integrated language learning approach


 in primary and Liberty Campbell from St Paul’s
College, Manly, reflects on how to increase
Dear Colleagues, student motivation levels in Languages while
maintaining high academic standards.
Thank you for tuning in to the second edition of
Accents, our journal for MLTANSW members, Also in this edition we have reports on MLTA
focussing on the teaching and learning of initiatives including the 2013 Annual Conference,
Languages at the state, national and international 2012 Film Festival, and 2013 student scholarships,
level . a sampling of engaging apps for language learning
and much more!
Firstly, I would like to thank all the teachers who
have generously contributed articles to this Our new website is continually being populated
edition. Accents is a journal for Languages with updated information so please have a look at
teachers by Languages teachers and so we would it at: http://www.mltansw.asn.au/
welcome your feedback and contributions to
future editions. Please send any research articles As we go to print, consultation has opened for the
or good news stories from your school to: Draft Australian Curriculum: Languages. I do hope
[email protected] teachers have had the opportunity to look at the
Draft Australian Curriculum for their specific
In this edition you will find an article by Associate language and provide feedback to ACARA.
Professor Ken Cruickshank, the keynote speaker at
the MLTA Annual Conference, on the importance of Please enjoy reading Accents!
building on our current Languages resources in
schools. The theme of our conference was Merryl Wahlin
“Growing Languages” and Ken Cruickshank’s President, MLTA NSW
research and data demonstrates that there exists









 






 

 

 

     

Volume 2 Number 1 Page 3
 Accents

MLTA of NSW
• intercultural skills, being global citizens,
understanding and tolerance (57%)
• cognitive skills and metalinguistic awareness

2013 Annual (29%)

• career opportunities (16%).

Conference The data also showed that there was a large

resource bank of staff (other than languages
teachers) who possessed skills in another
 
   language. In view of the argument that there are
insufficient human resources to staff Languages
programs, this is an important finding.


"
The MLTA conference focused on the imperative of The third phase of the research will involve in-
growing languages in our schools and universities depth case studies of approximately 20 individual
in NSW. MLTA of NSW president - Merryl Wahlin schools. The fourth stage in 2014 will involve the
outlined how the conference aimed to: development of detailed language profiles that
will inform assessment frameworks, drawing on
national and international models and linked to
• raise the profile of Languages in our schools and state and national curriculum frameworks.
communities
• increase the number of students studying
Languages at primary level and beyond 100 Following Professor Cruickshank’s presentation, a
hours stimulating discussion was held with a range of
experienced Languages educators including
• stimulate student engagement with language Professor Cruickshank, Howard Jacobs - Inspector
learning of NSW Board of Studies, Evelyn Manson – Head
• expand the number of students studying Teacher Languages, Fort Street High School,
Languages at tertiary level Bronwen Calcraft, Head of Languages –
Ravenswood School for Girls and Liberty Campbell
• build the supply of Languages teachers – Japanese teacher, St Paul’s College, Manly.
• develop our professional expertise Delegates explored solutions on how to increase
the retention of students in Languages classes and
• nurture and extend our professional networks.
improve attitudes within the school and wider
community.
Associate Professor Ken Cruickshank from the
University of Sydney gave an informative
presentation about the importance of building on Lucie Sorenson from ACARA presented delegates
our current resources. with a comprehensive update on the ACARA
curriculum for Languages, outlining the
Communication and Understanding strands and
He presented details of research that involved the commenting on how a national curriculum would
mapping of Languages programs and surveys of positively impact on the status and growth of
language teachers in schools, to gain specific Languages in our schools.
information on contact time, nature of programs
and students. He also gave an overview of a
second stage of the research, which focused on Howard Jacobs - Inspector of NSW Board of
surveys conducted with other school staff. Studies - gave a presentation debunking any myths
Members of staff were surveyed about their about Languages not scaling well at an HSC level.
attitudes to languages and their experience of Howard presented compelling data to show that
language study and contact as well as any skills the study of a Language at an HSC level
they may have in languages and language contributes positively towards a student’s ATAR for
teaching. students who like and are good at Languages.

Overwhelmingly, the school staff surveyed A Mini Teach Meet also provided delegates with a
expressed an interest in learning a language. The range of innovative and inspiring sessions
main choices were French, Italian, Chinese, including using e-portfolios and technology in
Spanish and Japanese. Moreover, 90% of students Languages classes, teaching using a conceptual
agreed that students should study a language. The focus, engaging units of work as well as
main reasons for their choices were: informative reports on the Asia Century White
Paper and the AFMLTA MoRe Leaps project, and
pre-service teacher programs.

Page 4 Volume 2 Number 1

Accents

Evaluations indicated that delegates were very happy with the day. They not only liked the presentations
offered but also enjoyed networking with colleagues and reviewing the new and varied resources made
available by the many book sellers who attended the conference.

Photo: Conference delegates at the

2 0 1 3 M LTA A n n u a l C o n f e r e n c e
“Growing Languages”, 8th March 2013

MLTA Student Scholarships

Scholarships sponsored by the Modern Language Teachers’ Association of NSW will be offered to students
currently in Year 10 to assist them with their language studies in Year 11. Each scholarship will be of $500
value to be used for texts, dictionaries or as a contribution to in-country experience.

2013 MLTA Language scholarship recipients

Recipient’s name School Language course Scholarship name

Stellios Kentzopoulos Blakehurst HS Modern Greek Beginners Denise Soos Scholarship

Jay Edwards Vincentia HS Indonesian Continuers Denise Soos Scholarship

Rachel Widiono Ryde Secondary College Indonesian Heritage Indonesian Scholarship

(NALSSP funded)

David Krippner Byron Bay HS Indonesian Beginners Indonesian Scholarship

(NALSSP funded)

2014 MLTA Language scholarships

Scholarships will be offered to Yr 10 students who intend to undertake the following courses in 2014:
German Beginners – Denise Soos Scholarship
Chinese Continuers – Denise Soos Scholarship
Indonesian Beginners – Indonesian Scholarship (NALSSP funded)
Indonesian Continuers – Indonesian Scholarship (NALSSP funded)
Applications are available on the MLTANSW website: http://www.mltansw.asn.au/

Volume 2 Number 1 Page 5

 Accents

Engaging with
More information about the Lottie Maramis
Indonesian Scholarship and the AIA CommBank
Indonesian Scholarship can be found on the AIA of

Contemporary
NSW website at http://australia-indonesia-
association.com/education-fund/

Following the conference, teachers were able to

Indonesian attend the launch of the new Indonesian text

book, Saling Silang which was co-authored by four
of our very own NSW teachers, Melissa Gould-

Teachers’ Drakeley and Jo Fenton from Macarthur Anglican

School, and Ilian Yang and Ida Harsojo from the
Open High School.

Conference In the evening, teachers were invited to attend

the official launch of the Australia-Indonesia Youth
Association (AIYA) of NSW chapter. This event was
opened by the Indonesian Ambassador, Bapak
by Lyndall Franks Nadjib Riphat Kesoema and included keynote
speeches from Australian newspaper journalist,
On Friday 17 May, over 90 teachers gathered at Bernard Lane and chairperson of the Australia-
the University of Sydney to participate in the 2013 Indonesia Business Council (AIBC) Lydia Santoso as
Indonesian Teachers’ Conference: Engaging with well as dance performances by Suara Indonesia
Contemporary Indonesia. The conference, a Dance group.
collaborative initiative between the NSW
Department of Education and Communities, the This was a huge day for Indonesian in NSW and an
Association of Independent Schools NSW, the excellent example of how working across sectors
Catholic Education Office Sydney and the and organisations can support the amazing work of
University of Sydney, was attended by primary and teachers in our schools and maybe even an
high school teachers from across all school sectors example of gotong-royong in practice!
as well as Indonesian teachers from the ACT,
Queensland, South Australia and Victoria. An article about the conference appeared online
in the Indonesian newspaper Kompas and can be
The conference aimed to deepen the read at http://internasional.kompas.com/read/
participants’ knowledge of contemporary 2 0 1 3 / 0 5 / 2 1 / 1 8 3 2 0 1 7 5 /
Indonesia, to promote the study of Indonesian in Guru.Bahasa.Indonesia.di.Australia.Gelar.Konferen
schools, to extend teachers’ professional networks si.di.Sydney
and to enhance classroom practice. Officially
opened by the Indonesian Consul-General, Bapak
Gary Jusuf, the conference program included talks
by Associate Professor Simon Butt, Dr Novi Djenar
and Associate Professor Lesley Harbon from the
University of Sydney as well as a diverse range of
sessions and workshops from teacher and
university presenters.

Exciting news was also announced at the

conference in the form of four scholarships
available for students of Indonesian in NSW
schools. These include:

• two MLTA NALSSP scholarships ($500 each) for

current Year 10 students who intend on studying
Indonesian in 2014 (one for Beginners and one
for Continuers)

• two scholarships funded by the Australia

Indonesia Association (AIA) of NSW and the Photo: Dr Novi Djenar presenting at the 2013
Indonesian Teachers’ Conference
Commonwealth Bank.

A p p l i c a t i o n s f o r t h e 2 0 1 4 M LTA N A L S S P
scholarships will be open from the beginning of
Term 3 and available for download from the MLTA
NSW website at http://mltansw.afmlta.asn.au/

Page 6 Volume 2 Number 1

Accents

2013 Denise
In Indonesia I had the opportunity to speak with
the local people every day. I studied Indonesian
language at the Cinta Bahasa language in Ubud,

Soos
for fifteen hours. I visited tourist attractions. For
example, Borobudur temple, Prambanan temple
and Mount Merapi near Yogyakarta. Borobudur is

Scholarship -
fantastic and very beautiful also. Next time, I
must visit other regions in Indonesia. Now i will
try and study Indonesian to achieve the highest
scores/marks possible.

Indonesian Thank you very much.

Continuers
Jay Edwards Vincentia High School
In Country Experience

Terima kasih untuk pemberian

beasiswa Denise Soos Continuers.
Saya sangat senang karena telah
memberi saya kesempatan untuk
berjalan-jalan ke Indonesia. Di
liburan sekolah saya pergi ke
Jawa dan Bali di Indonesia. Di
Indonesia saya berkesempatan
berbicara dengan orang asli
setiap hari. Saya belajar bahasa
Indonesia di Sekolah Cinta Bahasa
di Ubud untuk lima belas jam.

Saya mengunjungi obyek wisata

juga. Misalnya Candi Borobudur,
Candi Prambanan dan Gunung
Merapi dekat Jogjakarta. Candi
Borobudur hebat sekali dan indah
juga. Lain kali saja, ya, saya
harus mengunjungi daerah lain di
Indonesia. Sekarang saya akan
coba belajar bahasa Indonesia ke mencapai angka
yang setinggi-tingginya. Terima kasih banyak.

Thank you for awarding me the Denise Soos

Continuers Scholarship. I am very happy because
it has given me the opportunity to visit Indonesia.
In the school holidays I went to Java and Bali in
Indonesia.

Applications for funding

Applications for funding are welcome from colleagues who have been financial members of the
MLTA for the last two years. Funding can be sought for participation in conferences or professional
learning activities. Funding applications can be accessed on the MLTA website under the Member’s
Benefits tab at http://www.mltansw.asn.au/

Please download and return to the Secretary, Fiona Boughey at [email protected]

You will be informed by email if you have been successful in your application.

Volume 2 Number 1 Page 7

 Accents

KOMPETISI
and each Stage group is set a particular topic for
their entries.

Members of the AIA of NSW and the Indonesian

SISWA - Consulate are available to come to your school to

present the awards and certificates at school
assemblies. This is a great way to promote

Indonesian Indonesian in your school and school community.

The entries are judged by a panel consisting of

Student
representatives from the AIA NSW, the MLTA of
NSW and the Indonesian Consulate in July and
winners are announced in August.

Competition The closing date for this year’s competition is

Friday 28 June 2013 (last day of Term 2). For
more information and to download an entry form,
go to http://www.mltansw.asn.au/



The Kompetisi Siswa is an annual Indonesian Ayo ikut Kompetisi Siswa 2013!
writing competition for NSW schools, sponsored by
the Australia Indonesia Association of NSW (AIA
NSW) in conjunction with the Modern Languages
Teachers Association (MLTA) of NSW and the
Indonesian Consulate, Sydney.

The competition is open to all students of

Indonesian from Kindergarten to Year 10. Prizes
for first place, second place and highly
commended are generously donated by the AIA of
NSW and all students receive a certificate of
participation from the MLTA of NSW. In addition,
each participating school receives a certificate of
recognition from the Indonesian Consulate.

Each year we receive many wonderful entries

from students of Indonesian from across the state.
Coffs Harbour Christian Community Secondary School
There are five categories for your students to
enter (K-2, Stage 2, Stage 3, Stage 4 and Stage 5)



 


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Page 8 Volume 2 Number 1

Accents

A New Book
Beattie is interested in narrative and arts-based
approaches to research, pedagogy and curriculum.
Attending the launch too was Professor Robyn
Ewing, Professor in Teacher Education in the

Acknowledging Faculty of Education & Social Work at the

University of Sydney.

Language
The volume has received praise from a number of
scholars. Professor Emeritus Michael Byram , from
the School of Education at the University of
Durham, UK, endorses the book on it’s back cover.

Teachers’ He says,

This is a fascinating book, not least for language

Voices
teachers in Europe. The narratives are both
personal and professional, as teachers tell about
themselves as teachers and as learners and the
links between the two. As one contributor puts it:
‘Looking back, I can see how the varied
experiences in my life have shaped the type of
  
  
language teacher I am today.’

  

  Professor Claire Kramsch from the Department of

German at the University of California Berkeley,
says,
#


'%&(
!
" 

$ This collection of seventeen narratives written by
language teachers is a moving and inspiring
L a n g u a g e Te a c h e r s ’ testimony to the particularly affective bond that
Narratives of Practice is language teachers have to the language they
a collection of teach, and to those who care enough to learn that
seventeen essays that language.
examine personal and
professional stories of, Another endorsement comes from Professor Ofelia
a n d b y, l a n g u a g e Garcia, from The Graduate Center at the City
teachers in diverse University of New York, New York. She says,
Australian contexts.
The voices of twenty- What emerges puts language teachers’ narratives
one Australian language at the center of building the sociolinguistic fabric
teachers in all, describe of society and language classrooms. Through
teachers’ own linguistic teachers’ narratives this book guides language
and cultural, personal teachers in constructing language and cultural
and professional practices appropriate for teaching and learning,
narratives, and how and in shaping their students’ identity formation.
each narrative has informed the construction of
their classroom language teaching practice to suit The teaching of languages in the New South Wales
their teaching contexts. We see how teachers context is well represented. Readers will
make individual responses to emerging recognize a number of the chapters written by
pedagogies, developed through the lens of their colleagues in this state.
personal experience and understanding of
language and culture. In our invitations to these
teachers to contribute chapters to the book, we
have encouraged them to make visible the
diversity within the Australian language teaching
context. This is a new resource for use in a
professional development context, for pre-service
teachers, in-service teachers, tertiary teacher
educators and researchers. This resource will
serve as a practical text for teachers to draw on,
to extend their own professional knowledge and
classroom practice in relevant, useful and diverse
areas. The narratives can be examined as case
studies of teacher identity and life-worlds,
development of pedagogies, intercultural Photo: (L-R) Robyn Moloney, Lesley Harbon, Mary
learning, and the differentiation and adaptation Beattie, Robyn Ewin
needed in particular environments, within a
diverse environment such as Australia.
The volume is able to be ordered at this
The volume was recently launched by Professor website:
Mary Beattie, Professor Emeritus of Education in
the Department of Curriculum, Teaching and http://www.c-s-p.org/Flyers/Language-Teachers--
Learning at OISE/University of Toronto on her
recent visit to The University of Sydney. Professor Narratives-of-Practice1-4438-4257-5.htm

Volume 2 Number 1 Page 9

 Accents

Why do pre-
We can see this student has taken a positive
experience and hopes to emulate this for others.
This notion of helping students become better
world citizens also shows that the future language

service teachers teachers of NSW have an awareness of the broader

educational discussions taking place that influence
how we work and the aims and outcomes we work

today want to towards in guiding our students towards becoming

global citizens.

teach a Another student said:

I want to become a language teacher because I

language?
thought languages was more fun and interesting
than other subjects, since we not only learnt a
new language but also had opportunities to
experience the culture through related activities/
excursions. I would like to be able to do that with
by Ruth Fielding, Faculty of Education and Social my own students in the future, and hopefully
Work, University of Sydney allow them to enjoy the process of learning a new
language.
When I was asked to find out what my current
group of enthusiastic, intelligent and creative This pre-service teacher clearly sees that
students, who are training to become teachers of promoting enjoyment for language learning with
nine different languages, think about their future her future students is a key aim. This is something
career path and what drove them to want to that across the group of pre-service teachers
become a language teacher, I thought I’d hear appears to be a key aim – to assist future students
some interesting and insightful responses. Indeed, to enjoy language in the way that they have
their responses show us that the future of themselves.
language teaching will be in very good hands if
their aims and aspirations are anything to go by. This is summed up by another student who wrote:
Here is one example from the extracts students
wrote about their reasons for becoming a The reason I want to be a language teacher:
language teacher:
I enjoy learning languages as I've found that it is
I want to become a language teacher because I very important in learning more about one's
grew up between languages and cultures. I feel culture(s), other cultures and is worthwhile as
privileged to have been able to get to know Italy there are many facts you may find through
so well and want to share my understanding with original texts and words which can not be
others. I also chose teaching languages as a means interpreted. I would like to be able to teach
to continue learning and living inter-culturally. I others about this richness in language and culture
believe that understanding foreign cultures is of which can enrich a person's mind and place in the
great social importance and the school experience world they live in.
of it is something I strive to improve. Mainly, I
want to teach languages because I feel passionate This student not only values the enjoyment of
about the cultures of my childhood. language learning but shows that the higher order
skills associated with high level language learning
As we can see from this student teacher’s quote, such as metalinguistic understanding and the MLC
their own sense of being and identifying with and MBC outcomes we work towards in NSW are an
languages and cultures is an integral part of some important part of her future aims in languages
of these students’ motivations to teach. The teaching.
intercultural seems to be something these young
teachers are engaging with already at only three I feel privileged to be working with such excellent
weeks into their languages related education pre-service teachers and feel assured that the
units. Indeed this student shows evidence of future of languages teaching is bright with such
engaging with some complex ideas of third space engaged, intelligent young teachers in our
and being between different languages and classrooms.
cultures (Kramsch, 1993).

Another student wrote:

Reference:
Through learning languages myself, international Kramsch, C. (1993). Context and Culture in
opportunities for both professional and personal Language Teaching. Oxford: Oxford University
development was made available to me. I want to Press.
be able to do the same for future students and
help them become global citizens.

Page 10 Volume 2 Number 1

Accents

MLTA NSW 2012

The delight of watching the films was only
surpassed by observing the audience’s reaction to
them. The theme of the films for 2012 was ‘a big
mistake’ and the object to be included in every

Short Film film was a newspaper. Members of the audience,

from the youngest to the oldest, were amazed by
the creativity of the students in incorporating

Competition these elements. They were also clearly impressed

with the performance skills of the students and
their film-making skills, in particular, their use of
digital film-making technologies. From the
surprise, wonder, shock and huge amounts of


 laughter generated by the films, choosing the
People’s Choice award was clearly a difficult task.
2012 was a bigger and better year than ever for
the MLTA NSW’s Short Film Competition. A large Above all, the most impressive aspect of the films
number of films were submitted from students in was the purposeful and creative use of the target
Stages 3, 4 and 5 in both government and non- language to communicate ideas. Film is a
government schools. From the submissions powerful medium which supports even the most
received, 20 films representing Indonesian, limited knowledge of the target language.
Macedonian, French, German, Hebrew, Japanese, Students with all levels of language proficiency
Turkish, Italian and Chinese were short-listed for were able to participate in this competition.
awards.
The behind-the-scenes heroes of the films were
Screening of the short-listed films took place on the languages teachers and their schools. In their
November 9 at NSW Parliament House, and what a acceptance speeches, the prize-winning students
spectacular it was. The audience; comprising the acknowledged the encouragement and support
short-listed students, their fellow students, their given to them in making the films. The time and
teachers and assorted proud parents and relatives, effort donated by teachers was substantial, but
came from far and wide for the event. One the impact on the students—priceless!
parent even commented afterwards that she had
learnt more about other cultures in two hours Margaret Pomeranz and David Stratton eat your
watching the range of short films than she had in heart out. I can’t wait for the 2013 Short Film
her whole life! Competition.

Award School Stage Film Language

Best film Stage 3 Carlton Public School 3 Hari Pertama Indonesian

Best film Stage 4 Sule College 4 Unwanted Mother-in-law Turkish

Best film Stage 5 Tara Anglican School for 5 Hochzeit bei einer Beerdigung German
Girls
Most original screen Carlton Public School 3 Drama Macedonian
play

Best drama Sule College 4 Unfortunate End Turkish

Best comedy Camden Haven High School 5 Hans, du bist der Nächste! German

Best editing Manly Selective Campus 5 Escaped Prisoner French

Best concept Hunter School of Performing 5 Amore alle net Italian

Arts
Highly commended Oxford Falls Grammar 4 A Big Mistake German
School
Community language SSCL Dulwich Centre 5 Son Gulen Turkish

People’s choice Manly Selective Campus 5 The Hitman French

Volume 2 Number 1 Page 11

 Accents

Italian into the domain of Visual Arts. Italian now

not only sits within the framework of HSIE and
Science topics but is also the language of
instruction for selected Visual Arts lessons which
link to aspects of Italian art and culture.

The initiative began with an interactive art

installation representing Venice in flood, known as
Acqua Alta to the locals. As a response to their
exploration of the theme, the students created
artworks of raindrops and a rainy day in Venice
using sgraffito technique to add to the
installation, contributing to their understanding of
the class topic, Wet and Dry Environments. In
their timetabled Italian lessons, the students
enjoyed making the most of a few props to
practise conversations in a ‘Venetian cafe’ setting
and they also learned to talk about the weather.
Photo: MLTA NSW 2012 Short Film Competition
Award Winners Thus time allocated to language learning has been
increased without compromising a busy timetable.
The students’ language-learning experience has
been enriched as their exposure to the language
and culture extends beyond the confines of a

Integrated ‘language lesson’. The challenge to the language

teacher is to maintain the ideal of maximum
target language use while teaching another KLA.

Language
In my experience I have found that this can be
achieved in Visual Arts by selecting realistically
achievable tasks and by providing step-by-step

Learning in the
visual support for instructions. Preparation need
not be hugely time consuming in these days of
easy access to online video tutorials for a
multitude of art activities.

Primary On the basis of this promising start, I would

encourage other Primary language teachers to

Classroom explore the possibilities of integration and begin

the conversation with class teachers.

Elisabeth Colla
Preparatory School Italian teacher
Pymble Ladies’ College





One of the major challenges that language

teachers invariably face in the primary school
setting is developing meaningful learning
experiences within the relatively small amount of
time allocated to LOTE in the school timetable.
Over the years I have sought to ‘value-add’ to the
language-learning experience of my students by
integrating language topics with class HSIE and
Science topics. However the frustration of lack of
time remained. This year, in collaboration with a
supportive group of Year 2 class teachers, we have
taken integration to the next level by extending

Page 12 Volume 2 Number 1

Accents

Languages -
encourages learners to accept responsibility for
their own learning”.

What we realised is that students often had little

sharing the parental support at home regarding our subject

because parents didn’t feel they understood what
we were doing. Parents couldn’t really relate to

burden of the formal reports that seemed to arrive too late

for any positive change that might be made by the
students, to count. We aimed to rectify this with a

student simple email template that would be sent to both

the student and their parent at regular set
intervals of 5 weeks. See the example below.

motivation In Weeks 2-6 of Term 1, Jake has improved his

vocabulary by 71 words since the last report using
Language Perfect. He has a score of 178 indicating
below average use of the site to revise.
by Liberty Campbell
He has completed 1 out of 5 reading
comprehension tasks issued as homestudy. This
As a Languages coordinator, it is often interesting indicates below average commitment to reading
to attend meetings with other subject practice at home.
coordinators and realise how very different our
positions are due to the nature of our faculties. He has passed 3 out of 8 levels test as part of his
Unlike the “core” subjects, Languages is Communication Portfolio assessment task. He
constantly having to fight for the right to exist in should be aiming to pass 10 levels this term.
the curriculum. The Languages faculty does this
by proving that languages are useful for the future During the timed writing in class sessions, he has
aspirations of the students (a question rarely written an average of 100 ji (Japanese letters).
asked of mathematics for example); or by He should be working towards writing 150 ji in
demonstrating that they are more exciting and the 15 minutes sessions.
dynamic than other subjects (notice how quickly

Overall this suggests he is working at a below
language teachers master new technologies and
average level at this stage of the course.
ideas). We exist in the difficult space between the
need to attract students to the subject in order to
This report is not a final assessment or formal
meet the principal’s magic cut-off number for a report but is merely designed to be a guide for
class to run, and the expectation of achieving parents and students to recognise how much work
excellent university entrance marks. We don’t they are doing for the Japanese course at home
have the luxury of turning away students of lesser during any given period of 5 weeks. These will be
ability that seems to be a strategy in other issued twice a term. It is hoped that students will
departments. use these reports to set goals for themselves to
improve areas that they have not concentrated on
Personally I believe there is value in learning
up to date.
languages for every student regardless of “ability”
in the formal exam environment, but this is not a We made several changes to our praxis, but the
view shared by administration in most cases. We most effective one has been this simple email
are told that you “manage what you measure” and template. We wanted to move away from
in NSW, this often means HSC results. spending lots of time chasing home study tasks
and we wanted the boys to be honest with
So how do you maintain student numbers and
themselves and their parents about how much
student marks? This all comes down to student
work they were really doing at home. We told
motivation, and as part of my involvement in the
them the email was coming in Week 5 but just like
MoreLEaps project I realised that this was a
climate change for politicians, no one really
burden that needed to be shared. My staff and I
believes you until the statistics arrive.
cannot do this alone. We need the support of
parents, we need the self-awareness of students I sent the email on a Friday afternoon and the
regarding their real level of effort and we need flurry of activity on Language Perfect that
some aspiring role models to keep everyone’s eye weekend, and the reading comprehensions that
on the prize. The following excerpt from the were miraculously handed in on Monday
professional standards for accomplished teaching encouraged us as a staff that we were on the right
of languages and cultures for Lead Teachers, track. The students and their parents needed
reinforced this idea : more specific goals and more frequent feedback
on those goals than assessment tasks and reports
“They support others in creating a culture of had been providing. The email also allowed
learning in their classrooms/schools that fosters
an interest in and engagement with languages and

Volume 2 Number 1 Page 13

 Accents

parents to be more active partners in the process In the past 40 years there have been 70
through praise or encouragement as needed. government language policies, reports and reviews
in Australia, including the most recent Australia in
Our final tactic in sharing the burden of student the Asian Century white paper and the ACARA
motivation was to enlist the help of young role draft languages curriculum. (lo Bianco &
models who the students were able to relate to Gvodzenko, 2006). The first Asian language report
was in 1970 when the push was for Indonesian.
better than their own teachers. We were The landmark National Policy on Languages in
fortunate in having two excellent role models in 1987 was recognised internationally as a model
the form of past students whom we were able to policy, but the targets set by the subsequent
film talking about the positive influence of National Asian Languages Studies in Australian
language on their lives. We also invite them to Schools Strategy of 60 per cent of year 10
visit the school at times for events, and the students studying an Asian language by 2006 were
energising influence they have on student not met. Despite the $200 million spent between
motivation is amazing. If past students are not 1994 and 2002, language teaching finds itself now
available for such a role, other guest speakers can in a terminal state not able to achieve even some
of the goals Julia Gillard has outlined in the Asian
be enlisted to serve the same purpose. The Century White Paper. In Australia, around 12 per
perspective of Gen Y can offer answers to cent of students take a language in year 12 and in
problems you don’t even realise exist for the NSW the figure is down to 11% from 40% in the
younger generation eg how to use an app on your 1960s.
mobile telephone to look up words discreetly so
that the observer believes you are just texting—an Why has this situation come about? You often hear
issue for a generation used to portraying a stylised the argument that languages are not needed and
version of themselves without faults on social therefore not valued in Australia since English is
media such as Facebook and Instagram. the international language. This is just not true.
Australia stands out amongst English-speaking
countries in the low rates of languages study: 50%
We still have a long way to go to achieving this of students in the U.S. and U.K. take languages in
balance of student motivation, student numbers their final year of secondary school. Australia is
and student marks, but these strategies have at one of the most multilingual countries in the
least reinvigorated the staff’s hope that such a world and yet ….
goal can be achieved one day.
Researchers have given several reasons for the
Liberty Campbell dire state of languages in Australia. The impact of
Languages KLA Leader economic rationalism on education has been that
St Pauls College, Manly languages policies have focused on economic
rationales and short-term economic issues
(Mackenzie, 2004). This narrow focus led to the
decline of Indonesian in schools (Slaughter, 2007).
In Australia the split of education between Federal
and state governments has meant that Federal
government policies and programs have tended to

Developing our
be ‘top down’ and not build on state and local
needs and resources. The NALSAS/ NALSSP failed
in NSW (as compared with Victoria) because it
relied on short-term program funding and did not

languages build on and develop existing resources (Slaughter,

2009, 2011). The third reason has been the lack of
continuing incentives for languages study. In the

resources:
U.K. languages study is mandatory between seven
and 14; in the U.S. 25% of universities require
languages for entry. The Group of Eight (2007),
representing key universities, concluded ‘that if

Growing Australia discovered untapped oil and gas reserves

it would be considered foolish to ignore them yet
the government continues to ignore its language

Languages
resources’.

I want to report on some findings from a study we

have been doing into languages study in Sydney
and Wollongong and how these findings may be
by Ken Cruickshank useful in showing how to bring back languages
study to where it should be. The study is a federal
ARC project Maximising Australia’s Language
When it comes to ‘growing languages’ in Australia, Provisions: Exploring and Developing Language
there is a deep hole between rhetoric and reality Resources across sectors, schools and
and between the allocation of funds and the communities. It has the NSW DEC, CEOSydney and
benefits. We know that parents want languages the Community Relations Commission as partners
taught; we know that teachers see languages as and involves researchers from Sydney University,
important and we also know that young people Wollongong University and UTS. By ‘resources’ we
generally like studying languages. But nothing is mean not only the languages spoken in schools and
happening. communities but teachers’ languages skills, the
attitudes of schools to languages and the role that

Page 14 Volume 2 Number 1

Accents

languages study plays. home language and for the value of home
language but least in support of home language
The first stage has involved a mapping of all study K-6. School admin staff were least
languages programs in Sydney Region and around supportive of languages and most in support of
Wollongong in government and non-government English only
schools K-12. We are presently getting more
information from individual schools. The reason We are presently completing the online survey in
for this step is that there is no consistent and Wollongong and we will also check how
coherent collection of information across systems representative these findings are in case studies
to identify provisions and gaps in provision. How of individual schools. There were three main
can policy be developed without this information? factors in explaining positive staff attitudes:
What our data are showing is that languages study whether staff were working in schools with high
has become somewhat segmented. Some
languages are strong in non-government schools; numbers of LBOTE students; whether they
community languages are strong in government themselves had studied a language other than
English and whether they had a home background
primary schools: languages programs exist in oases in another language. In other words, exposure to
with many deserts in between. and experience of languages/ languages education
was the single most important factor.
The second stage of the project is a study of
resources in terms of teachers: what languages
skills do school staff have? What are the attitudes What do these findings mean? Firstly, there is exist
of school staff to languages study? So far we have strong resources in languages skills in terms of
completed and analysed results from an online school staff: resources which need to be taken
survey of school staff across sectors in Sydney into account in policy development. Secondly,
region with just over 10% of principals, school there is a reserve of positive attitudes to
executive, teachers and support staff responding languages study in schools. Finally, what will
(n= 1260). Just under 50 per cent of school staff happen with policies such as Local Schools, Local
reported speaking a language in addition to Decisions? It is likely that programs will strengthen
English. Now, of course, it would be mainly in some government schools but in many schools
interested teachers responding to this survey but without system-level incentives and policy
the figures are still quite impressive. The main initiatives, languages programs will become even
languages spoken were French (38.2%), Italian more segmented.
(24.2%), Greek (19%), Spanish (11.9%). When you
leave out the languages teachers in the sample,
we found that around 42% of of non-languages We are just starting on the third and final stages
teachers reported speaking a language (n=449). of the project. As part of stage 3, we will be
The main languages were French (32.1%), Italian carrying out ethnographic case studies in
(20.4%), Asian languages (16.1%), and German government, Catholic, independent and
community languages schools with the aim of
(14.4%). Over three quarters of these non- finding out what makes for effective programs and
languages teachers reported speaking the what works against this. We will be talking with
language very well or reasonably well. There were school staff, interviewing students and parents
more staff in secondary schools than primary and observing classes in about 20 primary and
(83.9% vs 70.8%) and languages-speakers were
more concentrated in high LBOTE schools (46.9% secondary schools. The final stage will consist of
vs 31.2%). 34.3% of staff had tertiary study in the the development of ‘profiles’ in a range of
language. languages and the alignment of these with
curriculum and syllabus documents. Our project is
Interest in studying languages was also very high. drawing on developments in the UK and Europe
such as the Passport for Languages and the
Three quarters of all school staff expressed Common European Framework. The idea is that
interest in learning/ improving a language› The with proficiency frameworks and assessment for a
main choices were French (36.4%), Italian (36.3%), range of languages, learners can be credited for
Chinese (34.3%), Spanish (31.3%) and Japanese their language study no matter where they are
(13.7%). The presence of Chinese and Spanish is
interesting, relating to geographic proximity and studying. These outcomes will then provide
opportunities for travel and also perhaps ‘cultural greater motivation for languages study. Of
capital. course, we do not have any illusion that we will
be addressing the issues with languages study in
The attitudes to the study of languages also schools. There need to be a range of initiatives
such as requirements and added incentives for
dispelled many myths. Ninety percent of school languages study for the decline to be reversed. We
staff felt that students should study a language do hope that greater awareness of and building on
other than English at school. The main reasons school languages resources will lead to more
they gave were intercultural skills, being global flexibility in languages provision and also more
citizens, understanding and tolerance (57%).
Second in importance were cognitive skills and accountability in terms of system implementation
metalinguistic awareness (29%)› Career of policies.
opportunities was third main category (16%)These
responses conflict with most policy documents
which often work from trade/ business issues.
Over 80% of teachers said that the curriculum was
For more information please contact
not too crowded to have languages; the vast Ken Cruickshank ([email protected]) or
majority felt that learning an additional language Liam Morgan ([email protected])
did not slow down ESL students’ learning of
English. Principals and executive staff were
strongest in support of school role in developing

Volume 2 Number 1 Page 15

 Accents

Engaging students through the

use of Technology
Our Favourite iPad apps
by Alan Blake, Joanne Fenton, Melissa Gould-Drakeley – Macarthur Anglican School

In the new landscape of digital technology, in which our students have information at their finger tips, it is
essential to teach them a range of creative thinking skills and opportunities to foster deep learning. Here
are our favourite apps that provide students with opportunities to foster a variety of skills identified in
Bloom’s Taxonomy, such as remembering, understanding, summarising, applying, analysing, evaluating and
creating. Many of these apps can also be used on laptops, tablets or other devices. Also see the
‘padagogy’ wheel developed by Allan Carrington from the University of Adelaide which categorises apps
using Blooms Taxonomy of thinking skills http://www.unity.com.au/padwheel/assets/fallback/index.html

App Description Skill

A Padlet is a real time Wiki and works like an Brainstorming
online sheet of paper. It involves emailing a Collaborating
link to your audience (ie staff or students), Creating
who can instantly add a comment to the
Padlet. Once the link opens all you need to do
is double click on the page and leave a brief
comment. You can either leave your name with
your comment or be anonymous. Comments
save automatically. You can follow the progress
of comments by saving the link.
http://padlet.com
Doodle buddy is a free finger-drawing app for Creating
the iPad. Doodle Buddy lets you draw with Remembering
multiple fingers on the iPad's large screen, just Interpreting
like finger-painting. It’s perfect with junior
years for activities such as Pictionary or
drawing vocabulary or drawing barrier games in
pairs. It’s also good for practising word order
https://itunes.apple.com/au/app/ sentence structure.
doodle-buddy-paint-draw-scribble/
id313232441?mt=8
Popplet and Inspiration are free mind mapping Summarising
tools. They are useful for organising ideas for a Analysing
writing text or sequencing lines in an aural or Organising
written conversation.

http://popplet.com

Page 16 Volume 2 Number 1

Accents

Socrative and Nearpod are great apps that Remembering

offer multiple choice and short answer Understanding
quizzes that can test vocabulary and Evaluating
grammatical knowledge as well as check
student perceptions. It also has some fun
team games like ‘space race’. Students
answers in the form of column graphs can be
projected onto the board in real time.
Nearpod also offers a platform for
interactive presentations.
http://www.socrative.com/
http://www.nearpod.com/

They say a photo says a thousand words! Pic Creating

Collage is a user-friendly, fast, fun and free Representing
way of creating cool collages. This app allows
students to create a piece of work that
demonstrates their knowledge about the
topic. Students can insert text and use a
variety of backgrounds, fonts and photos to
decorate their work. Photos can be taken
within the app, or inserted from the photo
gallery or the web. Stickers can also be
added to the collage.

https://itunes.apple.com/au/app/
pic-collage/id448639966?mt=8

A digital postcard. You can use the free app Creating

by Bill Atkinson but there are many similar Applying
apps. With this app students can create a
text, choose a photo from the web or photo
gallery and personalise their card with
stickers. You can even add a voice note if you
want to. This digital postcard can be printed
out or sent to your email.

https://itunes.apple.com/au/app/
bill-atkinson-photocard-postcards/
id333208430?mt=8

A QR code is a type of barcode that can hold Translating

encoded information. Students with iPads and Problem solving
h the right app can simply scan a QR code and Understanding
be swiftly directed to a text, URL or perhaps
a video that you have created or suggested.
You simply create a text or type the URL into
the free app QR Reader and then the app
turns that text/ or URL into a unique code.
Print out that code for students to scan. You
may like to use this activity as a fun
translation and sequencing exercise.

ttps://itunes.apple.com/au/app/qr-
reader-for-iphone/id368494609?
mt=8

Volume 2 Number 1 Page 17

 Accents

Languages on the
National Scene
ACARA
around Australia through May, June and July.
These meetings provide an opportunity for
communities to understand how Aboriginal

Languages
languages and Torres Strait Islander languages are
being addressed in the Australian Curriculum and
invite community feedback on the organising ideas

Update
and the language learner pathways of the draft
Framework. To view the schedule and for more
information, visit the ACARA Languages webpage
at www.acara.edu.au/curriculum/learning_areas/
languages.html

The final Australian Curriculum for those learning

areas that have been developed to-date can be
viewed online on the Australian Curriculum website
(www.australiancurriculum.edu.au/). A mobile
edition of the Australian Curriculum website has
ACARA released the draft Australian Curriculum: also been developed by Education Services
Languages for Arabic, French, German, Australia Ltd.
Indonesian, Japanese, Korean, Modern Greek,
Spanish and Vietnamese, and the draft Framework Information on the development timelines of the
for Aboriginal Languages and Torres Strait Islander Australian Curriculum for all other learning areas
Languages for public consultation in May. The can be found in the Curriculum section of ACARA
release of these drafts follows consultation on the website (www.acara.edu.au/default.asp).
draft Chinese and Italian curricula that took place
from 19 December 2012 – 12 April 2013.

This consultation period provides an opportunity for

Dumping
people with an interest in all languages to provide
feedback on the design of the Languages Learning
Area. It also provides the opportunity for educators Korean at
school
and community members with expertise in these
languages to provide language-specific feedback
on the draft curriculum content.

Consultation can be provided via an online survey

or by written submission until 25 July 2013 and
ACARA encourages all stakeholders with an
‘blunder’
interest in languages to participate. To view or
download the draft curricula and Framework visit by Bernard Lane
the Australian Curriculum consultation website at from: The Australian, June 07, 2013 12:00AM
consultation.australiancurriculum.edu.au/
Reprinted with permission from the Author,
Together with the findings from consultation on the Bernard Lane
draft Chinese and Italian curricula, feedback
provided during this consultation period will be THE abandonment of Korean as a "priority" Asian
used to inform revisions to the draft Australian language for Australia's schools is a blunder,
Curriculum: Languages prior to publication. according to a parliamentary committee looking
into our $32.7 billion trade relationship with
Consultation on the draft Framework for Aboriginal Korea.
Languages and Torres Strait Islander Languages is
being supplemented by a series of face-to-face
community consultation meetings in 18 key sites

Page 18 Volume 2 Number 1

Accents

Last year, Labor's Asian Century white paper

talked up opportunities in China, Japan, Korea, The University of Western Australia's arts dean,
India and Indonesia but bumped Korean for Hindi Krishna Sen, has argued that the choice of Hindi
from a long-established list of four Asian priority was odd, since a marker of the Indian middle class
languages. pursued by the white paper is the ability to speak
English, whereas Australia has a comparative
This was "regrettable", says a new report on trade advantage in Korean studies.
and investment ties with Korea and Japan
released by the cross-party joint standing Cultural exports such as K-pop bands have lifted
committee on foreign affairs, defence and trade. student numbers in Korean language courses at
universities although the language remains on a
For Australians, the Korean language and limited small scale in the education system.
English proficiency in the Korean market are
"impediments to investment", the report says.

It recommends that Korean be a priority language

for schools "in light of the significant relationship
Invitation to
all MLTAV
Australia enjoys with Korea, and its potential
future growth".

John Wotton, executive director of the Australia

Members -
Korea Business Council, said communication
barriers were an obstacle to developing ties with
our No 4 trading partner.

Online Survey
"We've found it extremely difficult -- not so much
for larger companies but for smaller and medium
sized companies, it is holding them back doing
business," Mr Wotton said.

He said key sectors included resources, foodstuffs The MLTAV is very pleased to see that the ACARA
and services, as well as foreign direct investment. second phase draft Australian Curriculum:
Languages curricula are now all open for
The committee was told that despite Korea's consultation. We strongly encourage you to
emergence as an economic "powerhouse" its participate in the consultation process.
importance to Australia was overshadowed by the
rise of China and wider familiarity with Japan. As well as commenting on your particular
Language(s), we hope to involve our members in
The committee said these reports were contributing to an MLTAV response to the general
"disturbing" and urged Australia's government to questions that apply to all Languages. To facilitate
"prioritise and promote (the Korean) relationship this process, members of the MLTAV Committee
more broadly". have worked together with Single Language
Associations to draft responses to Questions 9-30
A spokeswoman for School Education Minister of the ACARA survey.
Peter Garrett said that although Korean was not
one of the four priority tongues, it "remains an Please take the time to complete the MLTAV
important language in our plans. This is reflected survey https://www.surveymonkey.com/s/
in the fact that it was one of the first five MLTAV_Member_Survey_ACARA_Australian_Curricul
languages to be developed under the new national um_Languages, so that we can respond to ACARA
curriculum". on behalf of a large number of our members. The
draft responses may also assist you in thinking
A former ambassador to Korea, Colin Heseltine, generally about the draft curricula.
said Korea was becoming more important
economically, partly through ties between the We urge all Victorian teachers of Languages to
northeast Asian economies. become involved in the development of Australia's
national Curriculum for Languages. Visit the
Under federal policy for schools since the Australian Curriculum, Assessment and Reporting
m i d - 1 9 9 0 s , Ko r e a n , I n d o n e s i a n , C h i n e s e Authority (ACARA) website
www.acara.edu.au to
(Mandarin) and Japanese had been the four Asian subscribe to the email alert list and remain fully
priority languages until the surprise switch from informed, also to contribute your views.
Korean to Hindi in last October's white paper.

The paper said the selection of languages

reflected "those nations where the majority of
opportunities will be available to Australians in
the Asian Century".

Volume 2 Number 1 Page 19

 Accents

LCNAU Report
with no language offerings – (such) universities
don’t appear in national/international rankings”.
LCNAU has been supporting colleagues at UC in
their efforts to demonstrate the viability of their
by 
 
 
 


    programs, so that the planned closures can be
reversed and alternative strategies offered to
grow language enrolments.
The Languages and Cultures Network for
Australian Universities (LCNAU) is committed to its
An ongoing way in which LCNAU provides support
vision of creating a stronger Languages culture in
to language professionals is through its Biennial
higher education in this country. Since its
National Languages Colloquia. At the time of
establishment in 2011, LCNAU has been at the
writing, the 2013 Colloquium – to be held at the
forefront of dialogue with universities,
ANU, 3-5 July – has attracted a large number of
government, and the media on language issues,
registrations from across the country. Plenary
and has been able to bring research-based
speakers include Claire Kramsch (University of
expertise to the discussions.
California), Allen Clark (University of Mississippi)
and Gilly Salmon (Swinburne University of
This year, LCNAU’s advocacy role has been
Technology); the public lecture will be given by
particularly vital. The 2012 release of the White
Kent Anderson (University of Adelaide). The
Paper Australia in the Asian Century, with its series
Colloquium will feature presentations on a number
of ambitious language-related goals, has created
of themes across a range of formats. As with the
new opportunities for LCNAU to highlight the
2011 Colloquium, it is expected that a selection
value of learning Languages – both Asian and non-
of these presentations will be included in the
Asian. While LCNAU applauds the dedicated
referred proceedings planned for publication in
support promised to the four priority Languages –
2014. (The proceedings of the 2011 Colloquium

Chinese, Hindi, Indonesian and Japanese - at are available for download (individual chapters
every level of the education cycle, time and only) or purchase from our website – see
experience have shown that the success of any www.lcnau.org/proceedings.) We look forward to
one language is dependent upon the extent to reporting on the success of this year’s colloquium
which all Languages are supported. in a later issue of Languages Victoria.

In the language-positive context of the White Finally, LCNAU’s commitment to advocacy and
Paper, it is alarming then that Languages – independent support has been given a significant
including Asian Languages - are still so frequently boost by its establishment in June 2013 as an
under threat at Australian universities. We are incorporated association. LCNAU is grateful to the
relieved that a recent threat to Japanese and expertise offered pro bono by our legal team,
Chinese majors at Curtin University has been which enabled this process to progress so quickly
averted (though the Asian Studies major will and smoothly. Your support – by becoming a
unfortunately still be phased out). We are greatly member – will ensure that LCNAU can continue to
concerned however by the news that the work on behalf of all Languages in the sector.
University of Canberra is intending with little Membership details are available on our website –
forewarning or discussion to close its Chinese, www.lcnau.org.
Japanese and Spanish programs due to a claimed
lack of viability. This move would leave UC
without its own Language programs. In a
statement to The Australian, “Doubling language Dr. Anya Woods, Professor John Hajek and
students not enough, says University of Honorary Professorial Fellow Colin Nettelbeck
Canberra” (June 4, 2013), LCNAU’s leader John
Hajek points out that “UC will, if it proceeds, be
one of a small number of Australian universities

Page 20 Volume 2 Number 1

Accents

suggests teacher education falls short in preparing

Longitudinal graduates for the challenges of teaching. This

project brings together key stakeholders with a
range of perspectives in order to build knowledge

Teacher
regarding the preparation, induction and retention
of quality teachers in diverse settings.

The project uses school-based case studies and

Education
teacher and principal surveys to inform policy
development, program accreditation and design
and delivery of teacher education programs in
Australian universities.

Research: The following research questions are being

addressed:

Recent • How well equipped are teacher education

graduates to meet the requirements of the
diverse settings in which they are employed?

Australian • What characteristics of teacher education

programs are most effective in preparing
teachers to work in a variety of school settings?

Developments • How does the teacher education course

attended impact on graduate employment
destination, pathways and retention within the
profession?
New teachers are joining with a Deakin University-
led research team to investigate effectiveness of Over 4,000 graduate teachers and 600 principals
teacher education. The project known as SETE in Queensland and Victoria have already joined
(Studying the Effectiveness of Teacher Education) with the research team to start this work.
focuses on how best to prepare teachers who
demonstrate the knowledge and skills for teaching The three year SETE study runs concurrently with
students in diverse settings. the national Longitudinal Teacher Education
Workforce Study (LTEWS). The SETE project is
Focusing on early career teachers in Victoria and supported by Australian Research Council funding
Queensland, a partnership between Deakin and contributions from each industry partner.
University, the Victorian Department of Education LTEWS is funded through the Teacher Quality
and Early Childhood Development, Victorian National Partnership and managed by the National
Institute of Teaching, Griffith University, the Teacher Workforce Data Set Working Group,
Queensland Department of Education and Training chaired by the Victorian Department of Education
and the Queensland College of Teachers is and Early Childhood Development.
examining the effectiveness of teacher education
in equipping early career teachers to meet the For more information about SETE contact
learning needs of young people in a range of [email protected] or visit
schools. www.deakin.edu.au/arts-ed/research/projects/
sete.php
The quality of teacher education is a matter of
concern in Australia where popular perception

Volume 2 Number 1 Page 21

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Educational Leaders’ Roundtable

Email Exchange between Judith Timbs, Member of the Intercultural
Programs Australia, AFS, Board of Directors / Member of the Interim
Executive Committee of the Education Leaders Roundtable and Andrew
Ferguson, President, MLTAV

On 02/06/2013, Judith Timbs [Member of the Intercultural Programs Australia,

AFS, Board of Directors] wrote:

Hi All,
I'm writing to you as a valued past participant in the Educational Leaders
Roundtables on the topics of Intercultural Understanding and Language
education. Our third Roundtable was held in Melbourne and addressed by Hon.
Minister Peter Garrett on Feb 28th 2013. Planning commenced for a 4th Roundtable
to be held in June with Minister Christopher Pyne as the guest speaker.
Unfortunately Minister Pyne has advised that he is unable to attend but invited
us to meet with him in Canberra. Representatives from the Interim Executive
Group of the Roundtable will attend this meeting. Ms Kelly O'Dwyer , Federal
member for Higgins will also join the Minister.

The representatives would like to hear your key messages from your perspective
and also any questions that you would like us to ask the Minister and Ms
O'Dwyer.

Please respond by COB Friday 7th June next in order that your viewpoints are
collated in time for the meeting.

Many thanks in anticipation.

Judith Timbs
on behalf of the Interim Executive Committee comprising:- Kathe Kirby - CEO,
Asia Education Foundation, Professor. Christine Halse - Chair of Education,
Deakin University; Ms Sheree Vertigan - President, National Association for
Principals of Government Secondary Schools; Ms Lynn Redley - Curriculum Manager,
Australian Curriculum, Assessment and Reporting Authority, Matthew Absalom –
President, Australian Federation of Modern Languages Associations , Judith Timbs
- Board member AFS Intercultural programs.

From: Andrew Ferguson [President, MLTAV]

Subject: Your input into a meeting with Minister Pyne on the
subjects of Intercultural Understanding and Languages education.
Date: 6 June 2013
To: Judith Timbs
Cc: Matthew Absalom [President, AFMLTA]

Dear Judith,
Many thanks for the opportunity to have input into the meeting. The MLTAV
Committee met last Monday and we have come up with the following suggestions to
further the cause of Languages education in Australia:

1. We recommend that work be undertaken to develop a National Languages Policy

and Implementation Plan; the most recent document of this nature, the 'National
Statement and National Plan for Languages Education 2005-2008' is now very
outdated. We would expect a commitment from the Federal Government to fund
initiatives identified in the Implementation Plan, especially around support for
professional learning for aspiring/training and existing teachers of Languages.

Page 22 Volume 2 Number 1

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2. In order to facilitate work on the above, we recommend that the Federal

Government set up and fund a National Languages Centre, based on the UK model
'CiLT' http://www.cilt.org.uk/home.aspx. Functions of this organisation could
include: advising Government through facilitating an expert 'think tank';
advocating for Languages through a united, national voice; providing a central
portal for access to existing resources and professional learning for Languages
students, programs and educators and leading further development of such
resources and professional learning.

3. We recommend that the Federal Government develop an Australian Curriculum:

Languages Implementation Strategy and fund an associated Action Plan. The MLTAV
and other Languages professional teaching associations have already contributed
greatly to the development of the draft curricula through involvement in the
consultation processes. This work has largely been undertaken on a voluntary
basis. We would be very willing to lead further work on implementation, but
cannot see us carrying out this work with our current, limited resources.

4. We recommend that the Liberal Party revise its thinking around the
measurement of success of Languages education in Australia: "under the next
Coalition government, within a decade, 40 per cent of students would complete
high school studying a foreign language" (White Paper Must Include New Colombo
Plan, More Foreign Language Study, 26/10/12).

Firstly, we would advise that this target is unrealistic (cf Victorian

Government's Vision for Languages Education, target of 25% of all students to
include a Language in their senior secondary program of study by 2025
http://www.education.vic.gov.au/about/department/pages/languagevision.aspx?
Redirect=1).

Secondly, we would recommend the adoption of a Languages 'Passport' model, a

portfolio of achievements in Languages education, as a better way of measuring
and recording success of Languages education. The portfolio could include
documentation of the following: formal Languages study at all levels, e.g.
involvement in a pre-school program, meeting= Achievement Standards under the
Australia Curriculum, senior-secondary qualifications including VET
certification, tertiary and other qualifications; languages background/identity
(i.e. recognising the nations’ very strong existing multilingual and
intercultural capacity); involvement in partner school and exchange programs;
documentation of other immersion experiences.

We recommend that the Australian Languages 'Passport' be modeled on the well-

established Europass, http://www.europass.ie/europass/euro_lan.html and that
international recognition of the Australian Passport be negotiated through the
new Australian National Languages Centre.

5. We recommend that the Federal Government support AITSL to align its work
around teacher standards with the existing AFMLTA Standards for Languages
teachers http://afmlta.asn.au/professional-standards. In this process, we would
also recommend that State and Territory member associations of AFMLTA, and the
AFMLTA itself, be supported financially to revise and further their important
work in this area.

Andrew Ferguson
MLTAV President
www.mltav.asn.au

Volume 2 Number 1 Page 23

 Accents

MLTAV Dinner
there has been what I think is a really deserved
buzz. But I also want to make sure that I don’t
only focus on these ideas at an abstract or

Guest
theoretical level, but also the very concrete steps
we’ve actually been taking to help realise these
ideas in practice, in our own local Victorian

Speaker
schools.

So—at the level of theory just to kick things off,

what is CLIL?

Event As the name suggests, it is teaching with an

integrated focus on both language and content.
The MLTAV is pleased to have hosted a Dinner Coyle (2008, p. 97) describes it as an “an umbrella
Guest Speaker Event on 3 June, 2013 at the term which refers to ‘any dual focussed
Graduate House, Carlton. The Languages educational context in which an additional
Professionals who attended would agree that the language, thus not usually the first ... language of
night was an outstanding success with Russell the learners involved, is used as a medium in the
Cross, Melbourne Graduate School of Education, teaching and learning of non-language
providing topical and valuable insights through his content’” (citing Marsh, 2002). Significantly, there
speech, Next Steps in CLIL (Content Language isn’t just one theory or model of CLIL, but it’s a
Integrated Learning). Russell also ran a very dynamic pedagogical approach underpinned by
interesting, informative and well-attended session two important frameworks. First, the “four Cs”
on CLIL at the recent MLTAV 2013 Annual framework—comprising an interrelated focus on
Conference, held on 10 May. This session communication, culture, cognition, and culture—
Teachers’ Perspective on the Potential of CLIL in guided by six pedagogical principles for practice
Victorian Schools focused on the classroom (Coyle, 2008).
experience of teachers as a panel-based session
presenting outcomes of a recent trial and It’s not the time or place to go into detail about
evaluation of the CLIL in Victorian schools. theory here, but in terms of bringing these
Beginning with a brief overview of CLIL, by frameworks to life in the classroom and helping
Russell, three teachers involved with the trial, teachers to use them, that is something to which I
who applied the CLIL framework in three quite do now want to turn.
different settings, according to level/sector,
language and content focus, then presented their An important part of this story has been
learning stories. The MLTAV is very pleased to be partnerships.
able to share with those unable to attend the
dinner and/or the Conference, Russell’s speech This has included the Victorian government, the
from the dinner event on 3 June, as well as the Catholic Education Commission, the independent
PowerPoint presentation from his 100 minute schools sector, universities, and the incredible
session at the Conference. efforts of the MLTAV, which always seems to be
there to support whatever is going on: everything
from teacher mentor programs that have not
by Russell Cross simply been a process of putting teachers in touch
with each other, but developing structured
Andrew, thank you for such a kind welcome. programs of reflection that have really led to
productive outcomes and professional learning so
It really is a genuine pleasure to be invited to critical for early career teachers—not just in their
speak tonight. first years of teaching, but encouragement to stay
in Languages for the long term. And we see the
The topic is Next Steps in CLIL, and when I was same commitment replicated across other highly
considering what to talk about, I realised I’m in successful projects such as LanguagesHAT, the
the fortunate position of being asked to speak at a FUSE multimedia teaching modules, and the list
time when there’s already growing interest in just seems to go on and on.
CLIL, so a lot of you might already be familiar
with the approach and have heard some of the The good news story about CLIL, and where it will
core ideas before. On the flip side, though, continue to go in the future, is not just about the
because it is a new approach, I’m also conscious effectiveness of the approach itself. It is one
that some of what I have to say might be about an incredible network of different groups
unfamiliar, and indeed, that’s precisely why that have managed to forge a highly productive
you’ve decided to come—not to learn more, but to relationship around some truly visionary thinking—
find out what all the buzz is about in the first and a lot of initiative at bureaucratic and
place! professional levels. It has meant working together
to reach these goals—as well as with schools, and
So, on that note, I do want to ensure I share with now principals—to help and support teachers to
you some background about what CLIL is, and why realise better, more effective programs and

Page 24 Volume 2 Number 1

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outcomes for young Victorians as they encounter

Languages in and across the curriculum. I think Even the bilingual programs we’ve recognised as
this really needs to be noted. being successful here in Victoria haven’t been
able to fully replicate the immersion model,
My job as an academic is to dream—or at least which by international standards, requires at least
that’s an important part of it. That’s our tag line 50% of the full curriculum to be delivered in an
at the University of Melbourne—“Dream Large”— additional language (Freeman, 2007). That’s not
and it’s been more recently extended to the to suggest for a moment these local programs
University’s current philanthropic campaign: haven’t been successful in their own right. Their
“Believe”. So—dreaming and believing—it sounds student outcomes are often phenomenal not only
like a pretty wonderful job I have there up in compared to regular Languages programs, but also
Level 2 of the Melbourne Graduate School of across the other curriculum domains upon which
Education just down the road. And it is an they are based (Sarwo Rini, 2011).
awesome job; I love my work.
But relying on the immersion model alone is still
But as an academic, we’ve known for years that limiting. Even for targeted schools, they still can’t
content and language integration just works. reach at least 50% of total curriculum exposure to
There’s a video that’s a staple in language teacher the target language. This demonstrates that it’s
education programs, A Child’s Guide to Languages simply not an option for the mainstream, or
(Palfreman, 1983), and even though it is now having possibilities for being scaled up further.
about 30 years old, we still show it by demand. For what it’s worth, Gladstone Park Secondary
The reason for its popularity is that the message is College—which started a CLIL program only 3 years
powerful and simple. As Krashen argues in the ago under the leadership of a former MGSE
video: “Subject matter teaching, when it’s made ProfCertEd(CLIL) student, Mr Max Tossi, and his
comprehensible, is language team at the College—now offers close to
teaching”. Indeed, around the same 45% of the curriculum to some student
period in a synthesis of 20 years’
An important streams through Italian. And it’s also
research into immersion at that part of this story important to consider that this is not one
time, Krashen (1984, p. 61, has been of our most elite or best resourced
emphasis added) concluded: partnerships. schools when we think of conventional
measures for assessing SES or advantage.
Canadian immersion is not simply
another successful language teaching program—it This is a testament of just what can be done in
may be the most successful program ever terms of future steps.
recorded in the professional language-teaching
literature. No program has been as thoroughly And this is where CLIL makes a difference. It
studied and documented, and no program, to my distills the best of what we know of the immersion
knowledge, has done as well. approach, and makes it doable across a range of
different contexts. It was Europe’s response to a
But immersion, as wonderful as it is, is also recognition that “subject matter teaching, when
problematic. It works so well in Canada because, it’s made comprehensible, is language teaching”—
like anything that thrives within an ecosystem, which the Canadians have demonstrated so well—
the Canadian social, cultural, political system of but in a way that could work across such varied
education is its natural home. educational jurisdictions and territories making up
the European Union.
It’s difficult to replicate the original immersion
model outside its native environment. In fact, It took exceptional vision and courage, but CLIL is
when we do, it can have disastrous consequences now the backbone of the entire EU Languages
if not done well. Canadian immersion is famed for framework. As Andrew mentioned from his
its capacity to build bilingualism—it is an additive experience at the recent MLTAV conference,
bilingual model (Baker, 2011). Students go in Europe has begun to just accept CLIL as a default
speaking one language, and come out speaking way of thinking out languages in the curriculum.
two. But when the exact same classroom
instructional strategies are applied south of the But importantly, this hasn’t happened by accident,
Canadian border, we can see the exact opposite and it’s not just the way things have always been—
outcome—submersion, or what is now often despite the EU always having had a strongly
referred to as sheltered immersion—with kids multilingual profile.
leaving bilingual classrooms only able to speak one
language: English (Baker, 2011). As a framework for pedagogy and curriculum, it is
there by design. It is well researched, it is robust,
There are also highly successful additive bilingual and it is informed by best practice and principles.
immersion programs in the US (Fortune & Tedick,
2003), but it’s so critical to evaluate and
understand the context when introducing what
might be apparently similar classroom strategies
to avoid maligning the original intent.

Volume 2 Number 1 Page 25

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We’ve known for more than 30-40 years the best That’s not to say that there aren’t other programs
way of teaching languages, but CLIL provides us out there, and Community Languages Australia,
with a way to move beyond just having dreams the Victorian School of Languages, and a number
and beliefs, to accessing new tools and of other resources are exceptional in the quality
frameworks that can help us to actually realise of instruction they provide.
those goals in classroom practice across new
contexts and educational settings. But that’s part of the problem—they are
exceptional, and outside of the core educational
That next step will ultimately continue to take system and experience.
further vision and courage. The Victorian
Government has really been remarkable in its So then, who is getting quality bilingual
support of CLIL. The leadership by Languages Unit programs?
Managers Dina Guest and more recently Therese It’s the other extreme... the elite schools with the
Mercader, as well as their Director for Priority resources and capacity to risk something other
Programs, Chris Thompson, has been pivotal. than the mantra of literacy as the basic minimum
Australia struggles with an identity between requirement of schooling. The dominant,
claims of being multicultural and having a rich pervasive, and prevailing Australian discourse
linguistic and cultural diversity, while at the same around literacy is the assumption that literacy
time often denying the place and value of somehow means, by unquestioned default, English
Languages within the mainstream. (Cross, 2011a, 2011b; Lu & Cross, 2012). These
schools recognise that a quality education is far
I’ve written out strongly against the mentality more than a focus on literacy alone, and the total
that frames so much of the English as an educational experience is enriched by an
Additional Language (EAL) discourse in Australia understanding of one’s world. At secondary level,
(Cross, 2012), where we treat one of our richest the only established bilingual programs in Victoria
human resources—our bilingual students—as if are those offered within the private system. The
they have an educational disadvantage by having a others—especially those characterised as
language other than English, arguing: “it is ironic ‘disadvantaged’ on measures of NAPLAN and
that the Australian school system is often literacy—direct their attention to ‘the basics’, and
critiqued for its poor bilingual outcomes (e.g., meeting ‘minimal’ benchmarking standards upon
Macgibbon, 2011; Group of Eight, 2007) yet it does which they measured and compared, where
an excellent job of assimilating students who are Languages have languished as a luxury and add-on
bilingual into pathways of monolingualism” (p. 7, (Cross, 2009).
emphasis in original).
CLIL takes Languages back to the mainstream. It
Under the national Literacy for All framework, for offers new ways of thinking about not only
example, a language background other than exceptionally effective ways of teaching
English is characterised as a distinct educational Languages for communicative proficiency and
disadvantage (DEETYA, 1998). As archaic as that intellectual awareness, but also cognitive and
sounds, and as old as that policy seems to be, it critical thinking skills, as well as understanding
remains the only Commonwealth Literacy policy in content and subject-matter. And it also offers a
place, and its impact continues to be realised new way of thinking about where languages sit
through what was initially nationalised benchmark within our lives: not as an addition, add on, or
testing—now known as NAPLAN, which remains luxury, but simply as a way of making meaning,
with us today. being, relating, and understanding which is part of
who we all are as humans living with each other.
So this is the other key area that I think CLIL has
much to offer, and one that I think I’ll be turning So, where to from here?
my academic focus to next: democratising Well—to recap, the Melbourne Graduate School of
Language education. Education, working the Department, have
invested in a series of sponsored cohorts to
Bilingual education is something that in Australia introduce teachers to the CLIL method as a
we typically do at the extremes. To make matters foundation. Not all of these teachers will go on to
worse, depending on what end of the extremity become CLIL practitioners themselves—at least
you’re at, the outcomes and experience will be not immediately—but that isn’t the point. What
entirely different. does matter is there is a growing critical mass of
teachers with a collective, shared understanding
On the one hand, we have masses upon masses of of the framework, who can, for those who do take
immigrants, recent arrivals, new Australians, and it up, then support each other and grow programs
others who enter our schools with rich as they work through initial implementation.
sociolinguistic profiles in Languages Other Than
English, directed into programs that do a To again take Gladstone Park as an example, Max
wonderful job at assisting these students to build recently described his first year of teaching in the
English proficiency, but at the same time losing program at the MLTAV conference as being plagued
the skills that they posses in their mother tongue. with a number of early teething problems.
Similarly, when the Melbourne Graduate School of

Page 26 Volume 2 Number 1

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Education first did a pilot with Xavier College in how it be refined or adapted to help teachers
2010 with their Japanese Coordinator Gwyn better “fit” the approach more readily into their
McClelland—which turned out to be highly local schools. Secondly, for teacher education and
successful and continues to this day—I can professional learning, we’re looking at what are
honestly say I remember sitting in the back of a the strategies and ideas we already see working
very early lesson wondering whether it was best in local schools that we can tell other
necessary to have a complete rethink. teachers about immediately to help them get
started with new programs. Thirdly, from a
What made a difference is that those teachers, systems point of view, we’re working to
first and foremost, had commitment to see it understand the concerns, caveats, and challenges
through. But second, they had support to enable that remain which need working through
that to happen. It didn’t require the principal structurally to better enable and equip teachers
changing everything in the school, but having their working in their own classrooms, that they’re
principal’s full trust and support to let them do unable to change for themselves.
their work.
So in moving forward from here, the newest
Having a critical mass of teachers understand the addition to the CLIL initiative is the CLIL Teacher
approach and be able to talk to one another is Network which will be a key resource to compile
what will result in quality long-term professional the growing knowledge that we have about CLIL
learning, far beyond what any single introductory not only internationally, but also now locally
36 hour course alone can provide. within Victoria.

Similarly, without a greater shared understanding This includes not only the outcomes and findings
of CLIL, one of my biggest fears is that the from research, but even more importantly—and I
approach mutates in a way that cripples the can’t stress this enough—the growing body of
efforts of those teachers who are putting in the professional knowledge we now have amongst
hard work to do it properly and are realising its teachers themselves. Both from those going
gains. through the Melbourne Graduate School of
Education program as they
It’s often easier to do something That next step will develop new units of work and
wrong, than it is to make sure material, as well as those moving
you’re doing it right, and doing it ultimately continue to from the program back into their
well. take further vision and own classrooms, and trialling
courage. their own ideas and lessons that
If we do have a lot of teachers they can share with others.
doing the wrong thing, then the
passion that excited them in the first place will The future is exciting.
soon understandably dissipate. In moving ahead Academics like me have an important job to do
with CLIL, we acknowledge as researchers and with our dreams and beliefs, but making them a
educators—and with the government and reality has taken a lot of courage, effort, and
professional associations, including the Catholic plain hard work from those working together who
sector, ISV, DEECD and MLTAV—that teachers need include visionaries in the department, leaders of
support beyond initial training. our professional organisations, and of course
teachers who have been willing to put in the hard
Second, MGSE and DEECD have invested research yards to take these ideas into their own
into better understanding the implementation classrooms.
process of CLIL in the Victorian context.
The point that I’ll finish on is that in the recent
Our aim is threefold. I don’t think for a moment trial that we did, all of the teachers would
that we’ll ever eradicate all of the bumps that are mention frequently throughout each of the post-
part of the natural course with the introduction of lesson interviews that doing CLIL was a lot of hard
any new approach, especially one as ambitious as work. But during the anonymous end of trial
CLIL. But we can ameliorate the implementation survey when asked would they be willing to do it
process so that there are less of those moments again compared with a conventional LOTE
where one just thinks perhaps it’s time to pull the program, the answer for a preference towards
plug. CLIL was a resounding and unanimous “yes” by all
of the teachers involved.
Firstly, with respect to the framework itself—the 4
Cs and the 6 Principles—we’re trying to identify

References
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Buffalo, NY: Multilingual
Matters.
Coyle, D. (2008). CLIL - a pedagogical approach from the European perspective. In N. Van Deusen-Scholl &
N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Vol. 4: Second and
Foreign Language Education, pp. 97-111). New York, NY: Springer.

Volume 2 Number 1 Page 27

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References (cont.)
Cross, R. (2009). Literacy for all: Quality language education for few. Language and Education, 23(6),
509-522.
Cross, R. (2011a). Troubling literacy: Monolingual assumptions, multilingual contexts, and language
teacher expertise. Teachers and Teaching: Theory and practice, 17(4), 467–478.
Cross, R. (2011b). Monolingual curriculum frameworks, multilingual literacy development: ESL teachers’
beliefs. Australian Journal of Language and Literacy, 34(2), 166-180.
Cross, R. (2012). Reclaiming the territory: Understanding the specialist knowledge of ESL education for
literacy, curriculum, and multilingual learners. TESOL in Context, 22(1), 4-17.
Department of Employment, Education, Training and Youth Affairs. (1998). Literacy for all Australian
Schooling Monograph Series (Vol. 1). Canberra, ACT: Author.
Fortune, T. W., & Tedick, D. J. (2003). What parents want to know about foreign language immersion
programs. ERIC Digest. Retrieved from http://www.cal.org/resources/digest/0304fortune.html
Johnstone, R. (2006). Characterisitics of immersion programs. In O. García & C. Baker (Eds.), Bilingual
education: An introductory reader (pp. 19-32). Clevedon, England: Multilingual Matters.
Lu, W., & Cross, R. (2012). Literacy and the Australian curriculum: Mixed messages, but ones that are
hard to shake. Refereed paper presented at the the Joint Australian Association for Research in
Education (AARE) and and the Asia Pacific Educational Research Association (APERA), Sydney,
Australia, December 2-6.
Palfreman, J. (Writer). (1983). A child’s guide to languages [Horizon]. In. J. Pelfreman (Producer). London,
England: BBC.
Sarwo Rini, K. (2011). Bilingual programs in Victorian government schools. Paper presented at the Modern
Langauge Teachers' Association of Victoria Annual Conference, Melbourne, Australia.

CLIL Conference Presentation

Overview

• Drawing together teacher perspectives on the implementation of

Teachers’ perspectives on the CLIL within various Victorian school contexts
− DEECD Trial and Evaluation of CLIL in Victorian Schools
potential of CLIL in Victorian schools
• A preface ... the ‘why’ of CLIL
− Russell Cross (Advantages and benefits)
Featuring: Chris Thompson, DEECD − Chris Thompson (CLIL within DEECD’s Languages Vision)
Nicholas Creed, Mt Waverley Secondary College • The nuts and bolts ... the ‘how’ of CLIL
Gwyn McClelland, Xavier College, Kew − Gwyn McClelland (Secondary Geography/Japanese)
Anne Santamaria, Carrum Primary School − Anne Santamaria (Primary Science/German)
Max Tosi, Gladstone Park Secondary College − Max Tosi (Secondary Humanities/Italian)
− Nicholas Creed (Secondary Humanities/Japanese)
Russell Cross & Margaret Gearon
• Summing up ... the ‘what’ of CLIL
MLATV Conference, 10 May 2013
− Margaret Gearon (Implications and conclusions about its use)

Language vs Content Content and Language

Teaching Integration

• OBJECT (LANGUAGE ):
Teacher teaches traditional “LOTE”
− Teacher Talk is about the language
(e.g., grammar, communication, expressions etc)

• MEDIUM (CONTENT): (Medium) (Object)

Teacher teaches a subject area
− Teacher Talk is about subject matter
(e.g., geography, maths, technology)
CLIL
Content and Language Integrated Learning

Page 28 Volume 2 Number 1

Accents

Advantages of Strong Forms

of Bilingual Education CLIL

• Allows for two or more languages to develop

• Developed in Europe in the 1990s
• Broadens intercultural competence
• Basis for biliteracy • Multitude of different educational, social,
• Contributes to cognitive development cultural, and political contexts and settings
• Contributes to enhancing self-esteem for language teaching
• Contributes to academic achievement
• Contributes to a sense of self-identity • “There is no single blueprint that can be
• Economic benefits applied in the same way in different
(Baker & Jones, 1998 in Baker, 2001) countries” (Coyle, 2008, p. 99)

Basic principles of
CLIL
CLIL: A strategy to improve
the quality of languages programs
and learning in Victorian schools
• Whereas the “immersion model” is rather
defined, “there is neither one CLIL approach,
not one theory of CLIL” (Coyle, 2008, p. 101)

• The basic underlying and guiding principle:

− “It does not give emphasis to either language teaching
or learning, or to content teaching and learning,
but sees both as integral parts of the whole.”
(Marsh, 2002 in Coyle, 2008, p. 99)

• The Victorian Government’s Vision for Languages • Languages - expanding your world: Plan to implement the
Education Vision for Languages
- Released in November 2011 Recognises the importance of:
- Languages education is a central Government priority - building demand for languages;
- developing our language workforce; and
• Languages - expanding your world: Plan to implement the - strengthening language teaching, resources and partnerships
Vision for Languages
- Developed following extensive consultation and in conjunction
with the Ministerial Advisory Council for a Multilingual and
• CLIL is a key initiative to help enhance the quality of
Multicultural Victoria languages teaching and learning.
- Launched in Education Week, Thursday 23 May.

DEECD support of CLIL

• CLIL workshops provided for principals to support schools
• Department has supported CLIL courses at Melbourne choosing to implement a CLIL approach.
Graduate School of Education since 2011.
• Principals of participating teachers invited to participate in
the final day of the course.
• CLIL courses have been delivered to approximately 90
teachers from all sectors since 2011. • CLIL Principals Network - Explore strategies and issues
relating to the implementation of a CLIL approach within
their school.
• In 2013, 31 teachers across sectors have been selected
to participate in the next CLIL course - commencing 17 • CLIL Teachers Network – MLTAV funded to support a
May. CLIL Teachers Network.

Volume 2 Number 1 Page 29

 Accents

CLIL Modules https://fuse.education.vic.gov.au/pages/

Teacher.aspx

CLIL IN THE CLASSROOM

(EXPERIENCES WITH CLIL, 2010-2013)

Gwyn McClelland,
Japanese and
Geography teacher

EXPERIENCES WITH PLANNING A MODULE…NB:

CLIL AT XAVIER COLLEGE RESOURCES

Drama and CLIL at Kostka Hall, 2012

2010 pilot course, Geography through Japanese, Xavier College, Senior Campus.
2012 Year 10, Geography through Japanese, Semester 1 and 2; Year 5, Drama,
Kostka Hall.
2013 Year 10, Geography through Japanese
Semester 1.

CLIL at Carrum PS Planning Our CLIL Project

Built a CLIL team

Scheduled CLIL time in the timetable for the
staff involved

Employed
p y the services of a native German
speaker
p ((working
g at a bilingual
g school) – she
provided a link with this school also

Investigated
g & purchased
p resources to
support the project

We refined the original
g CLIL unit &
Hatch ‘n’ Scratch Program generated resources for CLIL lessons
Grade 3/4

  

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Page 30 Volume 2 Number 1

Accents


 
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particular topic being taught through the additional language.
• 


  

 


2. The benefits of teachers planning together (language and content
  

  teachers; language and classroom teachers; language teachers
delivering the content planning with peers from other schools).
• 






3. The need to establish and maintain links between teachers involved
in trialling a CLIL program or approach (Coyle et al., 2010, p. 70 -
LOCIT (Lesson Observation and Critical Incident Technique) as one
example of teachers supporting each other in CLIL).

What we have learned so What we have learned so far

about implementing a CLIL
far about implementing a approach
CLIL approach
5. The need for a realistic time frame for preparation of units of work
4. As demonstrated by the research in Llinares, Morton & Whittaker (modules), resources, lesson plans, assessment tasks. And a
(2012), teachers in a CLIL program or approach need to be aware of realistic view of how long it will take to convey the content to the
the kinds of teacher discourse needed. This will differ from typical students; at the start, this is longer than if the material were
teaching in the target language discourse of a regular language delivered through English.
class, because there is the necessity to convey the specific
knowledge and skills of the content area in the additional language. 6. Essential that teachers looking to implement CLIL undertake
specialist training in both the theoretical and pedagogical
A move towards a more dialogic approach to teaching is a key principles. This can be attending CLIL workshops or participating
element of a CLIL lesson; the teacher needs a broad range of in a Post-Graduate Education qualification.
strategies for both management of students and their interactions
with the content in the target language, and for building the 7. The need for targeted funding to develop resources because all
students’ knowledge and skills. Particularly important are the ways languages are starting from scratch and native speaking language
in which learning is scaffolded through both direct teacher aides are required to identify resources from target language
instruction and student-centred activities. countries’ educational resources, websites, and to adapt these to
the needs of Australian students.

References

Coyle, D. Hood, P., & Marsh, D. (2010). CLIL- Content and Language Integrated
Learning. Cambridge, England: Cambridge University Press.

Dale, R., & Tanner, L. (2012). CLIL Activities: A resource for subject and
language teachers. Cambridge, England: Cambridge University Press.

Llinares, A., Morton, T., & Whittaker, R. (2012). The Roles of Language in CLIL.
Cambridge, England: Cambridge University Press.

Mehisto, P., Marsh, D., & Frigols, M-J. (2008). Uncovering CLIL. Oxford,
England: Macmillan.

Mehisto, P. (2012). Excellence in Bilingual Education: A Guide for School

Principals. Cambridge, England: Cambridge University Press.

Volume 2 Number 1 Page 31

 Accents

Languages on the
International Scene
Languages again is a huge pool of latent or future demand,
expressed in terms of aspiration: ‘we want to

the State of
expand our business overseas’, ‘we want to
exploit our international connections’, ‘we want
to be sure we don’t lose out when our

the Nation
multinational company restructures’. In
researching the report I found a telling example of
this in Scotland, where a petrochemical company
by Terese Tinsley
had merged with a bigger company and found that
it could not bid to host the sales operation in
Foreign Languages are in use in absolutely every Scotland because it simply did not have the
sector of the British economy. That’s just one of necessary language skills. The loss to Scotland’s
the headline findings of the State of the Nation economy was reckoned to be £4 million per year.
report published by the British Academy earlier
this year. From legal services to the cosmetics There are many misconceptions about the
industry, from the charity sector to banking, there Languages which are most needed by employers.
is a place – and sometimes actually a pressing A classic example of this is the myth that French
need - for speakers of Languages Other Than and German – the Languages traditionally taught
English. in British schools and universities - are out, and
that it’s Chinese and other world Languages that
But the supply of people with language skills we now need to be learning. The report looked at
emerging from UK schools and universities is a a range of sources of evidence and found a very
long way from matching up to what employers different picture. The story is not so much that
need, and there are some key messages emerging other Languages are needed instead of those
for politicians, for course providers and for traditionally taught in schools, but that new and
individuals wanting to make informed decisions upcoming Languages linked to high growth
about their future careers. economies are needed in addition to a greater
supply of the Languages we already teach.
The report was designed to bring together all the Although the evidence is not conclusive, there are
available sources of information on supply and clear indications that the Finance and IT
demand for language skills in the economy, and i n d u s t r i e s , Tr a n s p o r t , s t o r a g e a n d
also to carry out some fresh research to plug some communications, and the Hotel and Catering
of the many gaps that still exist. sector are the industries in which the need for
language skills is greatest.
In relation to the demand for language skills, the
report found that the jobs market for languages is Another misconception is that Languages are only
much bigger but also more complex than is often needed at a professional or managerial level, that
thought. Only a very small proportion of it people who are going to be working at other levels
represents the sort of jobs we typically think of in the workforce will never need Languages. Well
linguists doing – the translators, the interpreters, this too is disproved by the evidence. There are
the teachers, the trainers. Beneath this is a much certainly skills shortages in Languages amongst
larger pool of jobs which require Languages for the professional cadres, but some of the biggest
the performance of other (non linguistic) gaps in language skills appear amongst
professional roles. Thirdly there are jobs for which administrative and clerical workers and
Languages are a desirable extra. This may be elementary staff.
made explicit at the point the job is advertised,
or it may simply work in the candidate’s favour at In a survey of employers carried out with the help
job interview. Below this there is another level of of Rosetta Stone, respondents were asked which
implicit demand – the demand employers express tasks staff needed to perform in the foreign
so strongly for international experience, for the Language, and whether this was different in the
ability to work across cultures, for a global case of senior managers, middle managers or
mindset - all attributes which are acquired those working at an operational level. The
through having learned a language. And below this responses showed that, in general, all grades of

Page 32 Volume 2 Number 1

Accents

Sound
staff needed to carry out the same balance of
tasks, with telephone and email coming top in
each case. There is food for thought here in terms

Infusion
of the types of activities which learners will
typically need to practise in order to prepare
themselves to use a Language at work. It’s
significant that, with the growth of email, there is
as much need to be able to read and write the Engaging students with cultural
Language as to speak it. learning, increasing interest in
All this of course has huge implications for Languages and more.....
language provision in schools, colleges and
universities. The report is available to download Recently receiving the Intercultural Innovation
a t h t t p : / / w w w. b r i t a c . a c . u k / p o l i c y / Award from the United Nations for their ground-
State_of_the_Nation_2013.cfm breaking application, ‘Sound Infusion’, the
Cultural Infusion team is gaining national and
international recognition for its commitment to
Languages the State of the programs that celebrate cultural diversity.

Nation Sound Infusion is a web-based application that

directly promotes cultural understanding and
engagement through an interactive music-editing
Demand and Supply of Language software program.
Skills in the UK
By creating and sharing world music, consisting of
The British Academy has launched the Languages: traditional music samples drawn from a vast audio
The State of the Nation report. This publication library, students can increase their cultural
establishes baseline data on foreign language use awareness and look beyond the surface of the
and deficits in the UK in order to deepen complex cultural makeup of Australia.
understanding of these issues and identify key
priorities for action to address them. A culture embraces many aspects; some may
associate it with religion or history, others
Two new pieces of research were specially immediately think of food, music or even customs.
commissioned to inform the report. These include An undeniable aspect at the core of any culture is
a survey of UK employers conducted in the Languages that keep it alive. Different
conjunction with Rosetta Stone and up-to-date Languages represent a main characteristic of each
language-focussed Labour Market Intelligence. culture.
These are combined with a wide-ranging appraisal
of the language policies across England, Northern Cultural Infusion is working hard to introduce
Ireland, Scotland and Wales and a synthesis of Sound Infusion as a fun and valid activity that ties
existing evidence on language skills. in with the course material of various humanities
subjects, including Language classes. The
Languages: The State of the Nation presents both program’s appeal to students lies in its
a longitudinal perspective on the UK’s supply of interactive, easy to use interface that uses music
graduates with high language competencies into as a gateway to the traditional cultures of the
the labour market and future-scoping of emerging world.
strategic needs. It highlights a ‘vicious cycle of
monolingualism’, which in turn is causing market What exactly is Sound Infusion?
failure in the demand and supply of skilled
linguists across all sectors of the UK economy.

The report calls for concerted and joined-up

efforts across government, education providers,
employers, language learners and the wider
community to ensure that language policies
respond to new economic realities. It spells out
the strategic need to further diversify, rather than
replace, existing language provision and stresses
the requirement for more applied and inclusive Sound Infusion is an innovative digital learning
language courses at all levels. Demand within platform which utilises music from all over the
employers must be stimulated and support should world to build intercultural understanding.
be provided in the management of Through a substantial library of audio samples,
multilingualism. These actions will support the students can listen, drag and drop audio segments
UK’s aspirations for growth and global influence. into a sequencer to create their own intercultural
Teresa Tinsley songs and melodies. The samples have been
Alcantara Communications gathered from all around the world and range
www.alcantaracoms.com from an Afghan tabla to the Australian didgeridoo.

Volume 2 Number 1 Page 33

 Accents

When students are using Sound Infusion, they are Other Than English in younger students will lead
provided with additional information about not to a stronger commitment to the learning of
only the instrument but also the culture the Languages throughout Australia.
instrument relates to. This prompts an increase in
cultural awareness through an engaging and
entertaining program, leading the next generation Sound Infusion – Simple teacher
to a better future of understanding, respect and training
the social embrace of cultural diversity.
Sound Infusion provides general classroom
Sound Infusion is fully interactive and gives users activities as well as ICT, LOTE and Music lesson
the power to create completely unique musical plans. The application comes with dedicated
works and follow the connections they want to Teacher Resource Notes to assist in lesson
follow to further cultural information. An easy to planning, as well as a detailed User Manual to
use interface and a substantial audio library, along guide teachers in the allocation and management
with extensive cultural information, allow each of student projects. While the application is
user to receive the full benefit of the program student-driven, Sound Infusion’s interface makes
with minimal hassle. it easy for teachers to monitor and control the
Teachers are provided with resource notes and individual student projects within their class.
lesson plans that outline educational activities
and structures that centre on Sound Infusion.
These documents can be used as part of a school VELS Areas: Civics and Citizenship, Arts,
curriculum and can be modified to suit varying age Humanities, Communication, Creativity
groups and social backgrounds. a n d Te c h n o l o g y, I n f o r m a t i o n a n d
Communications Technology and Thinking
With Sound Infusion, students are learning whilst Processes.
engaged with a fun, interactive tool. It works on
an intrinsic level, with a user able to literally Curriculum Areas: Music, LOTE, Studies of
convey a musical message of understanding and Society and Environment (SOSE), English,
cultural harmony, through his or her involvement Arts, ICT, Humanities.
in the learning process. National Curriculum: Civic knowledge and
Users don’t need to be able to read music or understanding, Community engagement,
have any detailed musical knowledge. intercultural understanding.
Everything is available, including a user manual,
on the website, which allows any user to work
their way through the program from any location What’s next?
with internet access. To emphasise both the interactivity and the
educational purpose of the project, the Sound
Infusion team is allocating their time and
Sound Infusion encourages the discovery of
resources to develop the program as a tablet and
foreign Languages. smartphone application.
Sound Infusion is not only an interactive music This new version of Sound Infusion will contain a
creation application that assists both teachers and greater database of intercultural audio samples
students into increasing cultural awareness; the and cultural pages to expand the student’s
award winning program also triggers a curiosity in knowledge and complement existing teacher
other countries, nationalities and ways of life. resource notes.
The program grabs a student’s attention through a For further information about Sound Infusion or
fun and interactive application featuring a to discuss a program for your school, please
multitude of traditional instruments from around phone Cultural Infusion on 03 9412 6666, email
the globe. This inevitably prompts an interest [email protected], or visit
towards the instrument in question and generates www.culturalinfusion. org.au.
an excitement to explore the culture it belongs
to. An integral part of any culture is the language Please also visit culturalinfusion.org.au/
in which it communicates and studying the soundinfusion to discover all about the
language is always more appealing once the more application.
interesting details of the culture are discovered. Sound Infusion Web:
Sound Infusion is simple and fun for students of all www.culturalinfusion.org.au/soundinfusion/
ages and has the ability to prompt an interest in The Intercultural Innovation Award:
foreign cultures within young school-aged interculturalinnovation.org/
students. With interest in culture come interest in
Language and a bolstering of interest in Languages

Page 34 Volume 2 Number 1

Accents

Volume 2 Number 1 Page 35

 Accents

learn these Languages, if you wanted to win a war

Languages: An in Indochina. That made perfect sense ….. but

English and German…. I still could not see the
point! Nonsense! Mind you, I never asked myself

Investment
whether the Germans would have won the Second
World War had they studied French before crossing
the frontier!!

I loved going through my uncle’s notebooks when

by Frederick C. Bethry visiting my grandparents’ home near Le Bourget
airport, where I spent most of my time watching
Frederick taught in Australia, was a VCE Assessor, planes…. So here I was dreaming about faraway
and is currently an IB Assessor-Moderator for places where people spoke and wrote in a really
French S. In 1998 he became a full-time airline different way, and even looked different! I loved
pilot in the USA, by 2006 he was flying for Netjets watching the crews stepping out of their old DC3s,
Europe with the rank of Captain. He has dual Boeing 707s, DC8s and walking across the tarmac
nationality - French and Australian, and owes his to the terminal in their exotic uniforms!
success to Language learning, as recounted in this
article. Back in the classroom on Monday morning, despite
my good week-end resolutions, just the thought of
I asked myself this question on numerous having to learn irregular verbs and German
occasions…. There is no excuse today for not declensions was enough to nauseate me for the
knowing how important Languages are ….but if week… Three agonising years of learning German
you were born into an Anglo-Saxon world maybe … as a first foreign language (Y 7 & 8) and English as
and yet again it would be short-sighted. The world a second foreign language from Y9! Sinecure and
has shrunk, thanks to modern means of torture went hand in hand! Then one day, I was on
communication and media. We live in a world of the suburban train from Paris to La Défense where
“the immediate”, “the now”…. The future seems we lived (new 21st district, west of Paris) when an
already in the past. A hundred years ago, when event triggered off something in my mind.
travelling by train from Paris to Orleans (100 kms),
it seemed to be a journey of a lifetime, when only I had opened a book in an attempt to learn my
the wealthy could afford a train ride! Who needed German lesson (test the next day) when a very old
to speak another language? The difficulty was passenger (I was 15, he must have been 30!) spoke
more about speaking the national language rather to me in what was supposed to be German … I
than a dialect or a local patois ….so another freaked out … not solely on the sound heard so
language was something unheard of … at least for unexpectedly but how could it be possible? When I
the plebs! got up I realised the man was Chinese! This was all
wrong! I responded (in French) that “I was forced
Now, picture yourself in the France of the 1970’s to do my homework, that it was boring, difficult
where vacations were synonymous with the French and inhumane”, well all the classroom excuses....
Riviera, the Alps, the Atlantic coast and all the He was old so I had to show some respect.
nice sites in-between, in a cosy environment
where everybody spoke French … maybe for the The guy proceeded to lecture me in the nicest
most adventurous, Club Med in Ibiza! Why on possible way, something no one had ever done
earth would you need to learn a foreign language? before. He was a perfect stranger and my
Choice was limited …. German if you were a good upbringing prevented me from telling him to buzz
student …. the language of the “invaders” as my off and mind his own business. I don’t know why
paternal grand-mother put it, (a mere 25 years he told me about himself and his family. In a
after the end of the war!) or English (mon Dieu, nutshell he was a refugee, had arrived in
those Barbarians who had burnt Joan of Arc like a Germany, stayed there some time, long enough to
steak….). To what point? I could not understand learn the language and had moved on to France,
and no one could give me a logical explanation, where he had had to learn the language in a hurry
besides the eternal “do as you’re told”. It was the … He spoke perfect French. I would have never
same with spinach: “it is good for you”…. Not very guessed he was Chinese. Mind you I had never
convincing in my book but we knew we had to spoken to a Chinese person before but I seemed to
shut up and put up with it … that was education! remember a program on one of the 2 TV channels
Yet, something in the back of my mind always from the seventies, where Chinese people spoke
made me wonder … An uncle of mine whom I had French in a funny way, but this was not so in this
never met, since he had died in the mid-fifties in case. In his entire lecture, the only part I was
one of the numerous war-type conflicts in France, really interested in, was the first language he had
had apparently been attracted by language mastered: Chinese. In my book it qualified as a
learning…and I mean really “foreign” as he had foreign language! It did not take him long to
self-taught notions in Arabic, Chinese, Japanese … demonstrate on a piece of paper and I vividly
At the age of 10 I thought this was serious stuff … remember the elegance of his hand’s movement
much more serious than blathering three words of as the pen glided down the page drawing beautiful
English. Yet again, I believed it was necessary to things that I could not understand. I was truly

Page 36 Volume 2 Number 1

Accents

fascinated, besotted with the idea of being idea, I had to accept that English would probably
transported into a different world. open more doors for me than French! A wonderful
teacher, lots of patience (on both sides) and
From that instant, whatever argument this perfect persistence did the rest … I ended up loving the
stranger put forward, became almost sacrosanct. I language, playing with words, reading newspapers
had the feeling he might just have had the (yes, in the seventies the Internet and computers
answers to my questions on the life of a high did not exist and were not even in the dictionary!)
school student, forced to study a stupid subject
…. When we reached the station I was supposed to At the end of Year 9, my parents met a Welsh
get off but 15 minutes later, we were still talking. family in the local market in the Dordogne region,
He invited me to have a drink in the station café, where many Brits spent their vacation in the
which I accepted and I kept on listening for seventies. My mother volunteered me to help
another half an hour as he told me about Asia, the these people, who could not understand our
beauty and benefits of speaking another language, cheese vendor. I was not impressed by my
how it gave him new opportunities in life etc. mother’s initiative, but soon I became both
petrified and thrilled to be able to play with this
A few days later I grasped the important message language outside the classroom - a language I had
in the personal story of this refugee, and spent so much energy disliking. It was probably
understood his determination to learn one, then monkey English but it seemed to work, and was
two foreign languages and how this had changed even fun. English was no longer a subject, it was
his life. Could it be the answer? Would my life also something live. The next thing I knew, my mother
change if I started to study properly? I thought I being her kind and caring self, invited the whole
had nothing to lose if I tried….for a start, it would Welsh family for afternoon tea, when I told her
get my teachers and parents off my back if I got they were staying close by. They quickly became
better marks! It was worth a try! friends with my parents and invited me for a week
to Wales. I spent the next six months, counting
That night I came home later than allowed, I had weeks, days, learning my lessons as never before
been alone in a café for the first time in my life just to be ready for the day when I would set foot
(without the family), I had accepted a drink from in Dover in this foreign land all alone. The UK was
a stranger… I had contravened quite a few rules not as exotic as China but it would surely be my
set by my parents. Of course I blamed the SNCF first step into some kind of independence … if not
for being late, an excuse my parents did not a legal independence in the eyes of the law, as I
readily buy and I was punished …. Since German was only 15, it was some kind of linguistic
and English were not subjects in which I excelled, independence. I had the strong feeling it would
my father gave me heaps of extra homework to help me do things other people were not inclined
do… It was probably the first time in my student to do in France ... like travelling overseas. The
life I enjoyed this! French did not export themselves readily 30 years
ago!
It was certainly from that day that I started to
consider foreign languages as something probably After my first short stay in Wales, I knew the
useful, rather than a boring subject imposed by importance of learning languages. I tried to
adults, by a system I could not totally embrace. persuade numerous mates at school. It was a huge
task, and only a handful believed me. For most it
The following year I was lucky and had good was not worth the effort. I knew how fortunate I
teachers who caused me to like my subjects. I was had been to meet the right people at the right
uncertain whether I would ever travel and use time. I would spend most of my free time working
these languages, as I considered Paris and to a odd jobs to finance my next potential trip to the
greater extent France, to be the centre of the UK … lots of planning, lots of time dreaming, lots
universe, but at least it provided the material for of time spent listening to the BBC, reading
dreams. The sky was the limit…and after all my anything I could find in English and believe me it
late uncle had travelled half way across the world was hard in the late seventies, early eighties to
in the fifties … why couldn’t I follow in his have access to such material….
footsteps without having to fight a faraway war?
There was no war to fight anyway! I had seen the The next few years proved me right. Being able to
pictures he had taken and the notebooks, in which speak English, albeit not like a native speaker,
he had written things in foreign languages. Maybe gave me the opportunity to get better jobs, to
I might travel one day and if not, what a travel farther and farther way…to Australia….and
wonderful thing to look at encyclopaedias and even to change a profession where English was
dream of visiting these places one day. mandatory even in a non-Anglo-Saxon
environment! Is the learning of foreign languages
The more I travelled in my encyclopaedias, the important?
more I realised that French might not be enough
as a means of verbal communication to discover YOU be the judge!
the world, despite the numerous colonies the
French Government was trying to cling to. As by Frederick C. Bethry
devastating as it was to come to terms with this

Volume 2 Number 1 Page 37

 Accents

One corner of
factors that might influence the likelihood of a
program existing, e.g. available resources,
attitudes and opinions educators held in regard to

the world:
Indigenous Language education through a survey,
finally a review of some efforts in the State to
support education via resource development and

Aboriginal
technology.

Historical Context

Language When contact between Europeans and the

Indigenous peoples first occurred in the late 18th

Education in
century (Gunther, 1972), there were 24 Indigenous
Languages spoken within the current borders of
the Washington State. Figure 1, below, shows the

Washington
areas in which these Languages were likely
spoken. 2

State Figure 1: Map of Indigenous Languages spoken in

Washington state at time of contact (the 1700s)
(from (Suttles & Suttles, 1985))

by Russell Hugo

Introduction

“I think it [learning an indigenous language] is

very important for all people. As oppressed
people, Native American Indian people have been
immersed in English because of assimilation
policies. And did not have a choice to preserve
and retain our languages. And now we have a
choice and responsibility to learn our indigenous
languages. I feel that by leaning [sic] a World
language everyone has a chance to experience a
‘World View’ that can't be translated to English.” –
Washington State Aboriginal Language Educator Until the late 20th century, U.S. federal and state
policies, both unintentionally and intentionally,
Content led to the eradication of many Indigenous
This article provides a snapshot of Indigenous Languages and cultures (de Leon, 1997; House,
language education efforts in the northwest 2002; Krauss, 1998, 2000; Sims, 1998). Often
corner of the contiguous United States, focusing these efforts were motivated by assimilationist
on those for Washington State1 . A brief linguistic goals and attitudes akin to “White Man’s
history is followed by an introduction to the Burden” (Mitchell & Dartmouth, 1997, p. 95).
language education policy of Washington State. Children were forcibly removed from their homes
There were two specific goals: firstly to learn and communities and sent to boarding schools
which Indigenous Languages were being taught, where speaking their native Languages could
what those Language learning programs looked result in corporal punishment and other
like, and secondly, to unearth the underlying repercussions. As a result, many Indigenous

1 Thanks goes out to the survey respondents, as well as to Michele Anciaux Aoki, Denny Hurtado, Sharon Hargus,

Betsy Evans, Tanya Matthews, Karma Hugo, Cathy Seymour, Galen Basse, John Lyon, Paul Aoki, Amy Ohta, Adrienne
Horrigan, Kathleen Hugo, Hillary Fazzari and the UW Socio Brownbag group.

2 Names in ALLCAPS are languages, and other standard-cased names within a particular boundary are dialects of that
language. The shading represents the phyla to which the surrounding language belongs.

Page 38 Volume 2 Number 1

Accents

Languages were eradicated or severely completed at least two years of world Language
endangered. courses prior to admission. As Indigenous
Languages are clearly not “foreign” Languages
Although Ethnologue has some data on native (geographically), this change of terminology to
speakers and Languages collected prior to the “world” Languages seems to have increased the
year 2000 (Lewis, 2009), current robust statistics options for educators and administrators as well
on the status and native speaker counts of as to improve the status of the Languages for
Wa s h i n g t o n ’s I n d i g e n o u s L a n g u a g e s a r e some students. Additional legislation (i.e., House
unavailable. A precursory glance at the vitality of Bill 1495-2005-2006) mandated the instruction of
Indigenous Languages throughout the rest of the Indigenous (tribal) history in public schools, and in
U.S. does not engender much more optimism (Lee 2007, the restrictions on Language teacher
& McLaughlin, 2001; Tongues, 2007). Of the certification for “first peoples” Languages were
original 300 or so Languages in existence prior to loosened (Senate Bill 5269).
European contact, only 155 were still believed to
be spoken in 1998 with 70% of their speakers being State School system and MELL
from the grandparent generation or older, leaving
these Languages severely endangered3. By 2010, it
The Mapping and Enhancing Language Learning in
is predicted at only 100 Indigenous Languages will Washington state project (MELL, based at
have native speakers, and that by 2060, only 20 of University of Washington in Seattle) was launched
those 100 Languages will remain. Hinton (1998) in 2006 to research and collect information on all
notes that of the 98 Languages once spoken in the Languages taught in the state’s public schools..
state of California, by the 20th century next to The project’s goal is to create complete maps of
none had native speakers remaining and those where these Language courses are offered by
that did were not used in daily communication. county and for each year of the study, allowing
This form and rate of extinction has no historical the data to be analysed for trends. In its 2009
precedence and parallels cultural diversity loss report, MELL surveyed 396 high schools, and of
(Crawford, 2000; FPHLCC, 2010; Hale, et al., those schools, seven5 reported offering courses in
1992; Sachdev, 1995). Indigenous Language study (MELL, 2009b).
Similar statistics in Washington State leave the
outlook for Indigenous Languages in the region Study
looking bleak. The Yakama (or Yakima) dialect of
Sahaptin, which is spoken in the Yakima Valley in In 2010, a follow up study for the MELL project
eastern Washington, had roughly 3000 speakers in was conducted specifically targeting Indigenous
1977 (Lewis, 2009). The most current estimate Language education. Schools with at least 30
places the number of native speakers around students who were members of an Indigenous
fifteen4 . nation or tribe enrolled were contacted. To
provide some background, Washington state has
Washington State Legislation 295 school districts, and among them there exist
2339 schools (OPSI, 2010) 6. The student population
of these schools averaged at 143 students per
In Washington State, there have been three major school, of which 3.36 (or 2% of the average total
recent legislative developments influencing student population) were Indigenous students
Indigenous Language education. In 2003, the State (OSPI, 2009a, 2009b). 56 of these identified
Board of Education enacted WAC 181-78A-700, districts and 258 of their faculty, staff, and
which created a system for Indigenous Language administrators were invited to complete an online
Instructor Certification, intended to create a questionnaire, which received a response rate of
localised partnership between individual tribes/ roughly 15%.
nations and the State.
By coupling this questionnaire with the 2009
The year 2005 saw the passage of Senate Bill survey, a total of 17 Washington schools were
5269, which encouraged higher education offering at least one Indigenous Language course.
institutions to grant Indigenous Languages equal A map showing the locations of these schools is
credit value to more commonly-taught “foreign” included below (Figure 2). Except for the schools
and “world” Languages, as many universities and in Yakima County, all are located in the northern
colleges required incoming freshmen to have

3 A 1992 article by Krauss reported that 80% of the languages were believed to be moribund at that time (Hale, et al.,
1992).
4 Joana Jansen (personal communication to Sharon Hargus, 2008)
5The total may in fact be 5 or 6, as one of these has been confirmed not to have offered the language and was
misreported, while another likely - does not.
6The Washington State Office of Superintendent of Public Instruction, or OSPI, is the government agency that oversees
public education for the State.

Volume 2 Number 1 Page 39

 Accents

half of the state. While future research is needed In the 1960-80s, the U.S. Federal government
to understand the nature of this northern began providing intermittent financial support to
distribution trend, it is possible most of the Indigenous Language education (Spolsky, 1977),
languages in ‘the southern region of the and by the 1990s funding had become more
northwest’ (i.e., the northwest coast region) were available still (Hinton, 1998). Consistency in the
already extinct by the late 20 th century amount of funding, though, was still an issue, and
(Thompson & Kinkade, 1990). Another explanation this lack of stability forced many programs to
may be the state’s proximity to Canada (especially either shut down or drastically reduce their scope,
British Columbia), which has a comparatively more leading to a general lack of trust in the
active formal education policy for Indigenous government’s funding policies (Fishman, 2001).
Languages (FPHLCC, 2010).
Most of the concerns of low demand and
Only six of the 24 Languages spoken in the 18th restricted resources will continue in the near
century (Figure 1) are known to have programs future, and additionally, there are few Indigenous
now, those remaining languages including Language learning options for students at the
Lushootseed, Makah, Okanagan, Quileute, post-secondary level. The University of
Sahaptin, and Straits Salish. Washington (UW), which is the largest university in
the State, does not formally offer Indigenous
Language courses, and although interest in such
Figure 2: Map of public schools offering an courses exists, resources are scarce. Much can be
indigenous language class (Hugo, 2010) done to support Indigenous Language educators,
and there is currently a pilot project being
conducted by the UW’s Language Learning Center
(LLC) to utilise a centralised online learning
management system to facilitate collaborative
resource development to share remote Language
learning programs, by community members and
specialists throughout the State. Once courses for
Indigenous Languages have been developed, these
should be accessible to learners throughout the
world, thus alleviating the geographical and
demand barriers that had previously barred such
developments. The current LLC pilot builds on
previous LLC projects for other less commonly-
taught Languages, including work undertaken by
the Center for American Indian Languages at the
University of Utah, which developed an online
course for Xinkan, an Indigenous Language of
Guatemala.

“I think we really need to keep our language

program and place it in highest priority, because
A lack of programs along with the history and culture of our people
that is how we are going to preserve who we
MELL’s 2009 survey showed that while Indigenous are.” – Washington State Aboriginal Language
Languages are offered in as many schools as less Educator
commonly-taught Languages, such as Latin,
Russian or Arabic, the total number of Indigenous For these Languages and cultures to survive,
programs is less than one tenth of the total acceptance and respect are crucial and must be
programs offered for the next most commonly- inculcated from the earliest years, for the
taught Language (American Sign Language) (MELL, benefit of all people, Indigenous and Non-
2009a). In Washington State, official classes in indigenous.
minority Languages, not just in Indigenous
Languages, are fairly rare (MELL, 2009b). Reference list available on request:
[email protected]
This is partially due to a lack of basic resources,
an absence of reliable funding, and the low Russell Hugo
demand for and (economic) status of the University of Washington, Seattle
Languages. Most of these factors are compounded
by geographical and social barriers present within
the state—barriers which can limit access to the
Language learning programs.

Page 40 Volume 2 Number 1

Accents

Why Learn a
REASONS FOR LEARNING A FOREIGN LANGUAGE

Given all this, why then would a reasonable

person conclude that learning a foreign language

Foreign remains a worthwhile undertaking, not just for the

learner, but for American society? The following
are seven of my reasons.

Language Not everyone knows English

When you travel as an English-only speaker, it’s

likely that the only people you’ll meet will know
by Ruth H. Sanders, Miami University of Ohio English. That’s not because everyone knows
Published by: IEEE Computer Society, April 2013 English, but because those who don’t won’t talk
to you—how could they? Even in English-heavy
Reprinted with permission from IEEE Germany and Scandinavia, many people either
don’t know English, studied English in high school
Everyone wants to know a foreign language, but and can manage only a small amount of it, or are
no one wants to learn one: that’s where we in the embarrassed to have you hear their mistakes.
US have been for some time, and that’s where we
are now. As in the not quite identical, but similar, No one can always know everyone’s language, of
case of heaven—where everyone wants to go, but course, but it’s a mistake to conclude that
not right now—this leaves language-speaker knowledge of any foreign language is pointless.
wannabes with a tough choice: if you don’t learn Being a tourist in a country where you’re
it, you won’t know it. As the world gets notionally dependent on English speakers can be enjoyable;
smaller and even, by some people’s estimate, doing business or politics under this circumstance
flatter, knowledge of a foreign language should be can be disastrous.
more valued than ever. Yet quite a few Americans
appear to have concluded that foreign language Even a relatively small amount of language
learning isn’t worth the effort. knowledge is worth having
I don’t agree. Knowing a language well enough provides many
rewards—and is easily within reach for those who
DON’T GIVE UP study one for three or four semesters. Well
enough for what? For example,
We are a nation of people who well enough for reading a
have become fairly successful at newspaper or a specialized
doing what we want when we The more languages you article (even if they don’t
want to do it, and expecting the study, the more you’ll be understand every word),
desired result. We want to think able to observe and listening to a news report or a
it should be possible to learn a understand language itself conference presentation (even if
language both well and quickly, they miss some details), telling
and we don’t like the as a system. a new colleague they’re pleased
disappointment of finding that it to meet him or her (even if their
doesn’t happen that way. accent isn’t perfect), or writing
a few words to thank someone
As a language professional, I’m not here to (even if they make a mistake or two).
intensify that disappointment by telling you that
you’ll have to eat your vegetables—learn those The four skills of language include reading,
verbs—or you can’t have your dessert: delighting listening, speaking, and writing. The first two are
the Parisians, and your spouse, with your much easier than the last two, but college foreign
sophisticated command of French. You probably language courses give students practice in all four.
already know that. Nevertheless, there are good Knowing a language nearly as well as an educated
reasons why we as a nation shouldn’t give up on native speaker is an unrealistic goal for all but the
learning a foreign language. specialist, but that hardly means it’s pointless to
get started.
We’ve become accustomed to believing that
everyone knows English. That’s easy to do when Language learning is a process, not a result: as
the rest of the world—or at the very least, the with chemistry, math, computer science, or
part we want to visit—seems to have accepted the engineering, a couple of courses won’t make
assignment that they learn English so we can see anyone an expert. And, as with these other
their part of the world in comfort while speaking disciplines, taking one course for three or four
English, read about their scientific breakthroughs semesters doesn’t really take years, even though
in English, and perhaps visit their universities and years pass while you’re doing it. If there’s a long
globalized firms to tell them about ours, also in time between the study and the need, you can
English. search out some language books or find some
Furthermore, even after we study very hard and online practice sessions. For German, for
make As or at least Bs in our language courses for example, try “Slow German” (www.slowgerman.
a couple of years, we’re still likely to find that com)—it’s free and has listening and reading links
just a few years later, we can’t read the menu in for absolute beginners through intermediate
France, ask the waiter what’s in the bouillabaisse learners.
—let alone understand the answer—or, most
difficult, carry on a conversation with that nice Language is a system
person sitting next to us on the train to Lyons.

Volume 2 Number 1 Page 41

 Accents

As an engineering or computer professional, you you’ll need to deal with them while you’re in that
know about systems, but you might never have culture. While you’ll certainly forget many of the
considered the fact that language is also a system. details you learned, you won’t forget that people
Because everything we know, think we know, or from other cultures are both the same and
want to know can be expressed and described different, and you’ll have some idea of the scale
with language, it’s very likely the most complex and nature of those similarities and differences.
and interesting system we humans can access and
observe easily—samples are practically This will stand you in good stead when you travel
everywhere, and there aren’t any user fees. If you and find that the American concept of service in
know only your native language, you don’t know commercial establishments is not replicated in
half of that system even if you’re a heavy user. foreign countries, or that shoes have a symbolic
meaning in Arabic culture far beyond being a foot
Without knowledge of a foreign language, you’re covering, or that saying no to a second helping in
like a fish trying to explain water. And the more certain cultures doesn’t prevent you from getting
languages you study, especially if you learn one or one. In other words, you’ll expect to be surprised.
more that are very unlike English—for example,
Finnish, Pashto, or any American Indian language— Likewise, if you become the mentor to a new
the more you’ll be able to observe and understand foreign colleague in your workplace, you’ll
language itself as a system. understand that some things we take for granted
in the US will not only need to be spelled out but
Language learning is like riding a bicycle: you also explained in detail, and you’ll be able to do
never really forget it this graciously.
You might think that after 10 years or more have People who are “good enough” in at least one
passed since your last language final exam, you foreign language are good for America
don’t remember a thing, but that’s not really
true. The brain cells you activated long ago by Every country needs some actual experts in
consciously learning a foreign language haven’t foreign language—this is as true for the US as it is
dried up, but rather are still available, waiting for for other countries. But we need to educate many
a new assignment. people in numerous foreign languages to produce
the small number who will become experts.
Even if the Spanish verb system now seems like a
haze, learning it back then changed you for good. Our national interest in language competence
The shock of discovering the subjunctive happens presents a moving target: world events are
only once; after that, you’ll start to understand it constantly making different areas of the globe hot
as one tool in a culture’s toolbox for solving spots or zones of economic interest. Unlike “good
universal human communication problems. enough” skills you can acquire relatively quickly,
the acquisition of professional-level skills,
The more languages you learn, the easier it particularly in languages very different from
becomes English, takes intensive schooling and, often, long-
term residence in a foreign land.
Believe it or not, if you’ve studied a foreign
language to the intermediate level at college, In recent years, our national discourse about
you’ll be in a pretty good position to move ahead education has focused on vocational, professional,
quickly on another language, even if that or specialized training to the exclusion of other
language, say, Russian, Chinese, or Arabic, is quite disciplines. Yet, for numerous reasons, neglect of
different from what you learned previously. You general education or liberal arts is a mistake for
might even find yourself reacting to the new us as individuals and as a nation.
language by thinking, “So that’s how they do
that.” Foreign language can be viewed either as a liberal
arts discipline or as a skill, and, in either case, it
Simply by having learned the sounds and grammar might be short-changed because its monetary
rules of one foreign language, your brain has value to the learner seems minimal. However,
become more flexible and is primed to learn learning a foreign language improves our ability to
another. This will be helpful if you unexpectedly understand other people as well as systems on
find that your profession will take you to a foreign many levels. Even when the learner doesn’t reach
land and that some language knowledge will be expert levels, the value of studying a language
needed—a situation that’s becoming increasingly should not be underestimated.
common in the US as more businesses and
educational institutions internationalize. Ruth H. Sanders, professor emerita of German Studies
at Miami University of Ohio, taught Swedish and
Learning what makes other people tick is never German language, culture, and linguistics before
a waste of time retiring in 2011. She is the author of German:
Biography of a Language (Oxford University Press,
2010). Contact her at sanderrh@ miamioh.edu.
For quite a few years now, foreign language
courses have aimed to teach students not only the
four basic skills but also to convey knowledge and editor: Ann e.K. Sobel, Department of computer
understanding of the culture or cultures of the Science and Software engineering, miami
language’s speakers. In addition to knowledge university; [email protected]
about their best writers, musicians, and scientists,
this includes their traditions, values, religions,
dress codes, and how they spend their holidays.
You’ll also understand that, even if you don’t
particularly like or admire some of these customs,

Page 42 Volume 2 Number 1

Accents

 

 
















































  





































  

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Volume 2 Number 1 Page 43

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