A crowded curriculum: language teacher education to build caring educators Dr Robyn Moloney Macquarie University School of Education, Faculty of Human Sciences

The provision, Macquarie University BA Dip Ed 3 rd 4 th year: 104 hours workshops, 60 days prac Grad Dip Ed (1 year): 90 hours workshops, 60 days prac. All generic teaching across languages, in English - limitations Achieving both breadth and depth

Who will I be? My Professional Standards for Accomplished teaching of languages and cultures(AFMLTA, 2005) Activating my personal identity as an interculturally aware multilingual leader in the Australian context Activating my perception of my language from the Australian learner’s perspective Lifelong learning: The need to extend my knowledge of language(s) and culture (s)

What will I teach ? My local syllabuses K-10, Conceptual understanding of how language learning works, objectives and outcomes Content, language skills, topics, vocab and structures Intercultural enquiry learning through language understanding of learners aged 5-18 Responsibilities, HSC

How will I teach it? Lesson planning Sequencing over lesson and unit Development and use of resources Use of ICTs to support learning and innovation Assessment for learning Reflective practice

Why do we teach it that way? Theoretical understanding, background to changing pedagogies, influences, research- based. Relationship to whole curriculum and whole child development

Student perceptions (26), Macquarie University, University of Sydney What do you perceive your professional needs to be ? To keep up to date with subject area. To be passionate, critical and reflective of our teaching 1 strongly disagree- 5 strongly agree Adequately covers practical skills for classroom I would benefit from specific training in my lang pedagogy

Linking our endeavours: Language education as a career pathway Posted on MQ International Studies Blackboards: Have you considered teaching as a career pathway using your language studies? We recognise today that language learning changes kids’ lives, their view of the world, and their critical thinking. Intercultural understanding is considered essential for both kids and teachers across the curriculum. There are strong leadership pathways and opportunities for teachers.