1. Signing on at last: The development and implementation of a formal Auslan curriculum in WA schools Dr Karen Bontempo Shenton College Deaf Education Centre

3. Overview Auslan program as an action research project Initiating the project Curriculum development Resourcing the project Implementation Evaluation and feedback Where to from here?

4. “Were we to defer decisions and actions until we were certain we were right because of massive evidence, little would get done. Consequently, we do our best, considering as many factors as we can think of at the time.” (Corey, 1949: 147)

5. An action research approach Identification of a problem or issue Extensive consultation and review of the literature to explore possible solutions Development of a solution Monitoring of the solution Ongoing consultation and input from stakeholders Evaluation of solution Continuous improvement Action research is a –Cyclical, reflective process –Common approach in educational research, often resulting in educational change

6. Let’s start at the very beginning A conversation A meeting A decision An addition An agreement Collaboration & consultation The challenges Risk management plan

8. The linchpin CRITICAL Delivery by native Deaf signer as primary language model and educator Requirements: Fluency, presence, capacity to command the classroom, qualifications, experience, team worker Partnership with WADS Auslan-proficient team teacher

9. Curriculum development Discussion with ACARA Extensive review of the research literature and existing curricular material (including ASL, BSL, other spoken language LOTE programs etc) Revise / adapt / create Development of Auslan curriculum for WA program – years 5 to 10 Term topic organisers, scope and sequence Review and consultation - stakeholders Preparation for implementation

10. Pedagogical approach / philosophy Treated as regular LOTE on timetable grid – competitive: Promoting REAL inclusion Immersion model Focus on communicative competency and functional grammar approach (Richards & Rogers, 2001) Culturally appropriate behaviours are modelled and emphasised Integration of Deaf Studies objectives Role of English in the LOTE class Skilled and fluent teachers absolutely crucial to the success of an Auslan-only LOTE classroom Valued role for Deaf students, CODAs, SODAs etc

12. Resources Creation and development of own language activity resources, vocab lists, assessments Hadfield books Bilby teaching materials ESL materials Spoken language teaching resources ASL resources Signbank Internet sites - various Moodle (SC) Deaf Studies – Griffith University kit

13. Term by term Lesson development in detail –Warm up / review –Introduce –Practice –Evaluate –Wrap up –Homework Teaching team preparation and post- class review and reflection Assessment schedule Authentic & meaningful exposure – SC, BCC & MP settings – Deaf cohort

14. Sample materials

17. Investment Year of development - 2014 SCDEC – quarantined staff Expenses related to partnership and development – contributions from parties End of 2014: Full program and detailed lesson plans for years 5, 6 & 8 Entering 2015: Need to develop 7 & 9 From 2016 onwards: Year 10? Years 11 & 12 – WACE or VET? Investment is ongoing – gathering evidence as we go, making revisions, learning and adapting!

18. Data collection Assessment results Formal evaluation Correspondence with parents (SC) Unsolicited approaches from parents Informal feedback from students Limited implementation to date School / staff feedback – cross- fertilisation in languages department Staff and students accessing external studies Media interest Political attention

19. Feedback from students From hearing year 8 students: “I like that we play games to practice our vocab so we have these signs burned into our brains and we won’t forget them” “I love being able to communicate with the deaf students” “I like that most things are interactive” “Classes are fun” “It’s hard sometimes because we aren’t allowed to talk!” “The games are engaging” “I like being able to do something different” From a Deaf student “I like helping people with what the sign means. Because you can make friendships” From a hearing signer (friend of Deaf student) “I love how my teachers are pacing themselves at a speed good for ALL students” From a sibling of a Deaf child “I find that because of my background knowledge I am grasping much more than most other people and as a result I am learning much more”

20. Feedback from parents “I have to say, once again, how wonderful this course has been for X. She is so enthusiastic about Auslan and will definitely want to continue into next year. I am really hoping there are plans to continue this as a year 12 LOTE subject. There is a real chance for these students to become proficient in Auslan with the opportunities available for them to practice and use it in real situations at school, something other LOTE languages don't really have.” “Our son X has really enjoyed being in this class and all aspects of learning a new way of communicating. He has told us it's his favourite subject and he would like to be an Auslan teacher.” “Thank you for an amazing program. X has really enjoyed Auslan like never before, which is very helpful indeed and we can see a big difference in his signing at home. Thank you!!” I would like to take this opportunity to let you know that X's favourite class at school is Auslan! X is enjoying your class very much and it is so wonderful to see how enthusiastic and keen she is to show her family all she is learning. X talks very fondly of the friends she is making with some of the deaf students which will ultimately enrich her learning experience and enhance their friendships. What a great thing! I feel very fortunate that X has the opportunity to learn Auslan. I am very excited to see how the class will evolve over the coming years and look forward to the journey. You are doing a wonderful job, the children are responding so positively.

21. What does the future hold? ACARA developments from 1 July 2014 Commitment from existing schools linked with program? Support arrangements / collaboration in the future? Concerns: What about other WA schools? Do we share the curriculum – statewide?Nationally? Work with ACARA? How do we resource increased demand? How do we ensure ongoing quality re: delivery? How do we maintain some control?

22. Continuing the action research cycle Sensing (identifying the problem) Reading (investigating the problem) Matching (linking a solution to the problem) Acting (implementing the solution) (Scott,1999) Systematic reflection = Improved instruction and educational practice. Model program at Shenton College (REACH observations)

24. In closing… Questions? Thanks for the opportunity to share some details re: the Auslan program For more information: –karen.bontempo@education.wa.edu.aukaren.bontempo@education.wa.edu.au –Tel: 0414 801 717