2Making your school Languages Program work: models of provision for engaging students Andrew Ferguson (President, MLTAV)
3The Role of TeachersResearch into effective Languages programs clearly indicates the critical role that the teacher plays in motivating students and ensuring quality outcomes. As professionals in our field, we know how to deliver quality programs; first and foremost, any school Languages Program should empower us to do just this.Most Languages teachers have worked for too long under circumstances that hinder the delivery of quality programs.
4‘Quality’ ProgramsHigh quality programs must be properly resourced. Resources include adequate time with students.The Victorian Department of Education and Early Childhood Development (DEECD) expects that schools provide Languages other than English (LOTE) from Prep to Year 10.According to the DEECD, a ‘quality’ program also offers classes for 150 minutes per week taught by a qualified LOTE teacher.
5‘Quality’ Programs (cont.) Additionally, the MLTAV believes that a quality program:is delivered often and regularly, in a physical environment conducive to teaching and learning; andhas support from school leaders who are actively involved in promoting the school’s Languages program.Coordination of programs between Primary and Secondary schools is desirable. Languages teachers should also be supported through appropriate employment conditions, quality Professional Learning and extensive career opportunities.
6‘Quality’ Programs (cont.) Finally, quality Languages programs should develop proficiency in the use of Languages.Learning about Languages systems and intercultural understanding are essential components of any Languages program, but these aspects are learnt through the acquisition of a means of communication.
7‘Quality’ Programs (cont.) Finally, quality Languages programs should develop proficiency in the use of Languages.Learning about Languages systems and intercultural understanding are essential components of any Languages program, but these aspects are learnt through the acquisition of a means of communication.
8Models of provision for engaging students in LOTE The following models and resources give examples of programs which have been successful under varying conditions and for various reasons:Montrose Primary School‘Models of provision in Primary Schools’ BookletMill Park Secondary CollegeBendigo South East 7-10 CollegeCaulfield Grammar School‘Talking About Languages’ DVD
9Models of provision for engaging students – Montrose Primary School LOTE (Program Contact – Kari OGorman:Session length: 40 minutes per weekLanguage: GermanNumber of students: 430Number of classes: 19Ages: 5 years to 12 yearsNumber of teachers: 1Set-up: 1 dedicated classroom equipped with ample books, posters and stationery
10Models of provision for engaging students – Montrose Primary School LOTE 2010 Program Highlights:Prep & Grade 1 - Evening German Winter Lantern Walk: songs in German & home-made soup involving 120 familiesGrade 2 - Hexenrap: Performance of a famous German poem sung as a rap songMonster Body Parts labeling and design: Body part memory game design; skipping and hopscotch for number learningGrade 3 & 4 - Orienteering Treasure Hunt: 2 parts blindfolded orienteering around chairs & reading directions to places around the school, searching for clues. Students created maps in the target language for this exercise
11Models of provision for engaging students – Montrose Primary School LOTE 2010 Program Highlights (cont.):Grade 3 & 4: Clothing - Youtube quiz on clothing played weekly for 3 weeks. Fashion from Germany compared with fashion from Australia. Dress-up races: 2 students listening to instructions given by another student in the target language. Racing each other to dress in the clothing items named. Class ran entirely in the target languageGrade 5 & 6: Poster design - “What is Germany famous for?” including brand names, dog breeds, inventions, music plus more
12Models of provision for engaging students – Montrose Primary School LOTE 2010 Program Highlights (cont.):Grade 5 & 6 - Animal Rap song challenge: Students chose a level of challenge from Basic (nouns with article), Medium (translating a poem and rapping), to Super (create entire rap song in target language). Using computer software (Garage band) to record and create a beat, students created a CD to be distributed to all class members.
13Models of provision for engaging students – Primary Schools Teaching Languages in the Primary School: Examples from current practice
14Teaching Languages in the Primary School: Examples from current practice
15Teaching Languages in the Primary School: Examples from current practice
16Models of provision for engaging students – Mill Park Secondary College LOTE (Program Contact – Jaclyn Curnow:Mill Park Secondary College encourages all students to create their future.LOTE plays an important role as students learn about cultures and language.Students are offered the choice between two European languages: German and Italian. Students learn one language during Years 7 and 8. There are elective classes at Years 9 and 10 and VCE classes.LOTE is timetabled for 6 x 49 minutes over a fortnight for Years 7 and 8. For Senior classes there are 8 sessions.
17Models of provision for engaging students – Mill Park Secondary College LOTE Timetable:Mill Park Secondary College operates on a 10 day timetable to allow greater flexibility of subjects for students.Students alternate between a yellow week timetable and a green week timetable.
18Models of provision for engaging students – Mill Park Secondary College Timetable Year 7Year 8Year 9Year 10SubjectSessions per fortnightSessionsper fortnightEnglish10MathsHumanities678ElectiveSciencePELOTEVisual Art/Dance and DramaVisual Arts/ MusicIT/ Material TechnologyFabric Technology/Food TechnologyPastoral42HomegroupEvery morning
19Models of provision for engaging students – Mill Park Secondary College LOTE LOTE staff use a range of e-Learning resources to engage students and improve learning outcomes. One favourite for students is Languages Online, as it allows students to progress through levels at their own pace and receive immediate feedback.A highlight for the College is LOTE Week. Students participate at lunchtime and recess in games and competitions which celebrate languages and cultures.Students enjoy participating in activities organised by the Single Language Associations AGTV and VATI. The staff attend PD provided by these Associations to extend their pedagogy and teaching resources.
20Models of provision for engaging students – Bendigo South East 7-10 College LOTE (Program Contact - Belinda Flint:General facts about LOTE program:4 languages: Auslan, Chinese, German and Indonesian.Students joining the College choose which language they want to study and continue to study that language for at least two years.From 2011 all LOTE classes will run twice a week for 90 minutes (180 minutes of language learning per week)
21Models of provision for engaging students – Bendigo South East 7-10 College LOTE Measures put in place to support and complement students’ language learning:All students who choose to do LOTE in Years 9 & 10 are guaranteed their place in a class.LOTE is not timetabled against VCE Maths etc.When LOTE enrolment numbers have been low, classes have still run (e.g. in 2010 an Indonesian class of 10 students).
22Models of provision for engaging students – Bendigo South East 7-10 College LOTE Measures put in place to support and complement students’ language learning (cont.):BSE Virtual and BSE Learning: very strong use of ICT
23Models of provision for engaging students – Bendigo South East 7-10 College LOTE Exchange, competition, festival and excursion opportunities for LOTE students:Students are encouraged to perform in the Loddon Mallee Region’s ‘Students Celebrating LOTE Festival’ each year.The College is part of the Australia-Indonesia Bridge Program through which there are strong ties with schools in Indonesia for collaborative projects.Annual 6-week German Sister School Exchange for Year 10 German studentsBiennial study tours to China and Malaysia for Year 10 Chinese and Indonesian studentsParticipation in the annual Goethe-Institut German and Loddon Mallee Region LOTE Film FestivalsGerman students attend the annual Goethe-Institut/AGTV German Day Out in Melbourne and participate in the annual AGTV Poetry CompetitionGerman teachers organise and run local language trails for the Year 9 and 10 German students.
24Models of provision for engaging students – Bendigo South East 7-10 College LOTE Strategies to promote LOTE to the wider community:Regular articles posted on the College website to keep College community informed of the many LOTE eventsLanguage evenings for parents, including a restaurant evening run by language studentsLocal media kept informed of activities, such as exchange programs and any awards that students winPosting of ‘exemplary’ student work on College websiteWork with primary schools to promote languages, e.g. older language students prepare lessons to teach to a group of primary school students.
25Models of provision for engaging students – Caulfield Grammar School (Program Contact - Andrew Blumbergs:Curriculum Review Undertaken to:Address issue of student uptake of language beyond compulsory years.Introduce a new approach to language instruction that is not linear and thematic in approach.Integrate language learning with content learning (i.e. Content-Based languages learning).Address student perception questioning relevance of learning European languages (i.e. Asian focus).
26Models of provision for engaging students – Caulfield Grammar School Why this Approach:Holistic language teaching and learning approachInterdisciplinaryIncorporates high degree of Multimedia and ICT in UnitsFocus on student engagementAlternative approach to a traditional textbook approachAddresses a concern with student continuation of language learningCommon Assessment FrameworkLinks with Senior and VCE German
27Models of provision for engaging students – Caulfield Grammar School Outcomes:Fourfold increase in continuation of German language studies after introduction in first year from Compulsory Language Learning Years to Elective Language Studies from Year 8 into Year 9.
28Models of provision for engaging students – Caulfield Grammar School German Studies Middle School 2010 – Course Features – Year 7:Using a Content-based language Approach.Interdisciplinary Focus.High use of ICT – particularly creative endeavours such as making films, creating expressionist artwork, planning healthy living.Year 7 - Semester 1: Alles über mich! and ExpressionismusYear 7 - Semester 2: Germanen and Gesundes Leben
29Models of provision for engaging students – Caulfield Grammar School Year 7 Sample Unit Overviews: The Ancient Germans – Introducing Odaker & Life in the Iron AgeUses Content Based Language Instruction with a Strong Interdisciplinary Focus.Teaches Life back then vs. today – Fictional Story.Develops language, linguistic & historical competencies.Develops Text-Type and ICT competencies.Grade: Year 7; Periods: 2 x 65 Minutes per week; Term: 3; Duration: 8 – 10 Weeks.
30Models of provision for engaging students – Caulfield Grammar School The Ancient Germans – Introducing Odaker & Life in the Iron Age – Unit OverviewFocus:Holistic Language Teaching & Strong Interdisciplinary Focus.Using Multimedia Resources; ICT in Language Learning.Students using IWB.Strong emphasis on communicating in LOTE - German.The Other – Germanic Society and Culture in the Iron Age.On extending vocabulary & using a Common Assessment Framework.
31Models of provision for engaging students – Caulfield Grammar School Year 7 -Sample Unit Overviews: German ExpressionismTeaches through Art, Society & Culture, focusing on the Expressionist Art Movement of the Early C20.Grade: Year 7; Term: 2; Duration: 8 – 10 Weeks.Common Assessment/Framework Criteria: Vocabulary Recognition Tests; Reading Comprehension Task; Listening Comprehension Task; Language Assignments; Major Creative Artwork with Oral Presentation using ICT.
32Models of provision for engaging students – Caulfield Grammar School German Studies Middle School 2010 – Course Features – Year 8:Using a Content-based language Approach.Interdisciplinary Focus.High use of ICT – particularly digital film/green screen in creative endeavours such as making VODCASTS.Year 8 - Semester 1: Jobs, Leben und Tod im Mittelalter.Year 8 - Semester 2: Der blaue Planet und Naturkatastrophen.
33Models of provision for engaging students – Caulfield Grammar School Year 8 -Sample Unit Overview: Der Blaue Planet und NaturkatastrophenTeaches Geography, expanding student understanding of world around us and Natural Disasters caused by Plate Tectonics; duration 8 – 10 weeks.Common Assessment/Framework Criteria: Vocabulary Recognition Tests; Reading Comprehension Task; Listening Comprehension Task; Language Assignments; Major Creative Oral VODCAST with ICT.
34German Language Program @ Caulfield Grammar School Future PathwaysVET Certificate II in GermanModuleApproachYear 9@Art and Earth SciencesSenior Exchange-International Baccalaureate (IB)?German Language Caulfield Grammar School
35Talking About Languages DVD For school leaders, teachers and school communities:A summary of conversations, discussions, observation and interviews on the topic of language acquisition:Interviews with academics in Victoria and SA with a focus on different elements related to language acquisition.Interviews with principals, who discuss Languages programs in their schools, their beliefs, their experiences.Interviews with Teachers on Languages, cultural knowledge, technology, etc.Footage of class activities in Languages programs, in a variety of schools in Victoria, at all levels.Footage of immersion teaching from a bilingual program.
36Talking About Languages DVD DVD for the PrincipalsWhy?The role of principals is shifting from administrators of resources in schools to curriculum experts.In Languages programs, it is important that principals understand the importance of language acquisition in the modern curriculum in Australia and that they are able to assess the validity of a LOTE program.
37Talking About Languages DVD DVD for the TeachersWhy?They are incredibly motivated and dedicated and deserve much more exposure in what they do.Will profit from listening to the academics in matters of pedagogy and methodology, especially Dr John Lando and Dr Margaret Gearon.Will be able to use segments of the DVD to promote Languages programs in their schools.Will be able to use suggestions and strategies from DVD.Will be better able to comprehend the vision of principals.
38Talking About Languages DVD DVD for the School CommunityWhy?Presents overwhelming evidence to support why it is essential for Australian students to study additional languages (interviews with Professors Michael Clyne and Joe Lo Bianco).Highlights the essential link between cognitive development and literacy and languages (interview with Associate Prof. Angela Scarino).
39Talking About Languages DVD DVD Distribution (Contact Viviana Golding:All schools in the BSW Region and Loddon Mallee Region will receive a copy, free of cost.Schools outside these two regions are invited to purchase copies through the BSW and Loddon Mallee Regional Offices.The complete series of interviews with the academics will be available as addenda at a cost per CD (there may be a possibility of releasing the interviews on YouTube).