languages discussion paper december 2009

8/14/2019 Languages Discussion Paper December 2009

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Contents

Parliamentary Secretarys Message 3

Introduction 4

Overview of languages education in Victoria 6

Our proposed vision: what we aspire to achieve 8

Proposed directions: quality languages education 9

1. Enhancing teaching and learning 10

2. Strengthening teaching capacity 13

3. Improving continuity and pathways 15

4. Stronger partnerships with community, business andoverseas governments 18

5. Improving support for rural Victoria 20

6. Embracing Koorie languages 21

How to contribute to the consultation process 22


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3Victorian Languages Strategy Discussion Paper

Parliamentary Secretarys Message

In a rapidly changing world, we need to equip our children and young people for life in the21 st century. Globalisation, international mobility and the pace of technological changemake it even more important for children and young people to develop the knowledgeand understanding of other languages and cultures. It is a critical factor for young peoplein Australia in competing successfully in the global economy.Importantly, learning a second language is valuable not only to communicate with othersbut also to understand the world around us. It builds important literacy skills and enrichesus intellectually.Victoria is rich in linguistic and multicultural history, which began with Aboriginallanguages, the languages of Australias original inhabitants.Today our population is made up of people who speak 180 languages and dialects.In this context, we are now developing a new Languages Strategy for Victoria, a key

commitment of the Blueprint for Education and Early Childhood Development 2008 . Toassist us to develop the Languages Strategy, we are releasing this Victorian Languages Strategy Discussion Paper 2009. This paper outlines Victorias achievements inlanguages education as well as a number of key issues and reform areas forconsideration.This discussion paper proposes a focus on improving the provision of quality languageseducation for every young Victorian, so that a greater number of students continue tostudy languages to the Victorian Certificate of Education (VCE) level and develop higherlevel language and intercultural skills.A renewed focus on languages at both the Commonwealth and state levels, digitallearning technologies and the enhanced collaborative structure of regions and networksfor government schools mean that there is now an opportunity to strengthen languages

education in Victoria.We are seeking your feedback on this discussion paper to guide future decision makingso that the new Languages Strategy will best meet the needs of all children and youngpeople.I am confident that you will find this paper a useful resource for stimulating discussion. Ilook forward to receiving your submission.

Steve Herbert MPParliamentary Secretary for Education


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Introduction

Purpose of the discussion paperWe are developing a new Languages Strategy for Victoria to be released in 2010. Thisdiscussion paper is the basis for consultation with stakeholders in the languageseducation sector and informs interested members of the Victorian community as we workto develop the Languages Strategy.This paper includes an overview of languages education in Victoria, examines a numberof key issues and sets out reform areas for consideration. It also includes focus questionsfor consideration. It is important to emphasise that the possible directions do notrepresent final Victorian Government policy and are intended to be a stimulus fordiscussion only.

Why are we developing a Languages Strategy?The Languages Strategy is a key commitment of the 2008 Blueprint for Education and Early Childhood Development the Victorian Governments comprehensive five yearreform agenda to improve outcomes for all young Victorians. The development of a newLanguages Strategy for Victoria reaffirms the importance the Victorian Governmentplaces on languages education and its value in our curriculum.There is much momentum for the development of the new Languages Strategy. Globalintegration, international mobility and technological advancements have heightened theneed to develop active and informed citizens. More than ever before our young peopleneed to have the skills to relate and engage within and across cultures at local, regionaland global levels. The 2008 Melbourne Declaration on Educational Goals for Young Australians , to which all Australian governments are signatories, makes a commitment tolearning languages as part of world-class curriculum.We know that learning a second language has many benefits: It enriches young people intellectually and educationally . Learning a second

language helps young people to think critically and analytically and to solve problemsand make connections in their learning. It also assists in the development of literacyskills in the first language.

It enhances cultural and social understandings and intercultural skills. Learninganother language provides young people with the skills and competencies they need tounderstand other cultures, people and humanity in a broad sense. It helps to developcitizens who are interculturally aware and have a better understanding and appreciationof social diversity.

It develops linguistic and cultural resources in the community. Learning the

language of their family heritage can strengthen a young persons relationships withinthe family and community and give them an appreciation of their own history andculture.

It contributes to the nations economic and strategic development. Language skillsand intercultural understanding are central to diplomacy and national security andoperating in a global economy.

It improves individual employment and career prospects. English speaking skillsare becoming more common around the world. Victorians now compete for jobs withthose who not only speak fluent English, but also one or more other languages.


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Victoria has a diverse range of languages in our curriculum that reflects and builds on ourhistory and multicultural heritage, beginning with the Koorie people. 1 We recognise thediversity of our linguistic history, which began with a significant number of Aboriginallanguages.

We also have the highest participation rates in languages other than English (LOTE)relative to other Australian states and territories. We have a strong model of provision,with languages education in schools and the Victorian School of Languages (VSL)complemented by Community Language Schools (CLS).Nonetheless, Australian students spend less time learning a second language than theircounterparts in other OECD countries (Group of Eight 2007) . The greater majority ofVictorian students do not study a language through to VCE . The new Languages Strategy must be informed by previous experiences in Victoria, inother states and territories and in other countries. We need to understand what we cando differently to improve the language learning experience of our young people so thatthey are engaged, motivated and inspired to learn another language.Currently at Commonwealth Government level there are a number of opportunities thatthe Strategy could build on: Significant investment over three years provided through Building the Education

Revolution (BER) is establishing 40 new Language Centres in Victorian schools. The National Asian Languages and Studies in Schools Program (NALSSP) commits

$10.7 million to Victoria over 20089 to 201011 to increase opportunities for studentsto become familiar with the languages and cultures of our Asian neighbours: China,Indonesia, Japan and Korea.

The second phase of the national curriculum development involves establishing aLanguages curriculum.

Similar opportunities exist in Victoria: The new regional network structure provides opportunities to coordinate languages

education better across schools and complementary providers. The Victorian Curriculum and Assessment Authority (VCAA) is reviewing VCE levels

and assessment, providing an opportunity for new approaches to teaching languages. The introduction of VCE study Indigenous Languages of Victoria: Revival and

Reclamation in 2004 has strengthened the presence of Koorie languages in Victoria. In2009, a new set of standards and protocols has been released to provide greatersupport and guidance for these studies from Prep to Year 10.

The establishment in August 2009 of the Chinese Teacher Training Centre, funded inpartnership with the Chinese Government, provides specialist teacher professionallearning opportunities that may provide a model suitable to other languages.

The Education for Global and Multicultural Citizenship Strategy 2009 links to and

supports the provision of languages education in Victoria.

Focus questions:

Which elements of Victorias current approach to languages education should bemaintained or strengthened?Which elements should be changed? How would this further enhance Victorias futuredirection?

1

In Victoria, the term Koorie is used to identify Victorian Indigenous people. In using this terminology we areembracing all Aboriginal and Torres Strait Islander peoples living in Victoria


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Overview of languages education in Victoria

Victoria has much to be proud of in languages education. The new Languages Strategyshould recognise and build on our strengths to date.

Curriculum and policy settings The teaching of languages is part of eight compulsory discipline-based domains of

learning in the Victorian Essential Learning Standards (VELS), with clear expectationsthat schools will provide languages other than English from Prep to Year 10.

The Department of Education and Early Childhood Development (DEECD) outlines therequirements of a quality languages program as being a minimum of 150 minutes perweek of instruction taught by a qualified language teacher.

In Victoria, all government schools receive funding for languages as a discipline-basedlearning area in the Student Resource Package (SRP). Prior to the SRP in 2006,government schools received LOTE funding through the School Global Budget.

The VELS set clear guidelines around the levels of achievement. Since 2008 schoolshave been required to report student achievement against the VELS from Levels 4 to 6(Years 5 to 10). Progression points have been developed to assist teachers to assessand report effectively on student achievement prior to Level 4 (Prep to Year 4).

The flexible nature of the Victorian curriculum allows students to complete a Unit 3 and4 language study at an earlier year level before Year 12.

Our curriculum includes a diverse range of languages with 46 languages available atVCE level. This reflects and builds on our strong multicultural and multilingual heritage.An estimated 44% of the people in Victoria were born overseas or have a parent whowas born overseas. In government schools the most commonly taught languages, in

order, are: Italian, Indonesian, Japanese, French, German and Chinese.2

Achievements Victorias participation rates in languages education in school are the highest in

Australia. Victoria has a successful, well-established model of provision in both schools and the

VSL. The VSL offers out-of-school-hours, face-to-face and distance education in 47

languages to over 16,000 students from government and non-government schools. Themost commonly taught are, in order: Chinese, Vietnamese, Turkish, Greek, Japaneseand French. The VSL continues to include new languages in 2008, Auslan, Dinka,

Pushto, Romanian and Somali were all offered for the first time. The VSL plays an important role in supporting students to learn a language that may

not be available at their school through to VCE level. The VSL distance education program offers ten languages to students across Victoria

from Years 6 to 12. Victoria has a unique network of dedicated Regional Project Officers (RPOs) and

Language Advisers who support the delivery of languages education. RPOs play acritical role across each of the nine regions in professional learning forums, advocacy,network support and development, personal support for teachers and sharinginformation about good practice.

2 Chinese in this paper refers to Mandarin


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Our proposed vision: what we aspire to achieve

Our visionAll Victorian students will receive a quality languages education that promotes high levelcognitive and first-language literacy skills and develops the knowledge and understandingto engage and confidently communicate with others.

Our objectives: all students will receive a quality languages education delivered by a high quality

workforce. more students will engage in language learning through to VCE to develop higher level

language and intercultural skills. students and communities are supported and guided effectively in the study of

Indigenous Languages of Victoria: Revival and Reclamation.

A longer-term approach will be required to achieve these objectives. It is proposed thatthe Languages Strategy will adopt a timeframe to 2020 with a phased implementationduring these years.Given that the VCE students of 2020 are now in the early years of primary school, thereis a need for long-term, sustained efforts to ensure that the objectives are met.


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Proposed directions: quality languages education

Our vision and objectives are designed to improve the quality of languages education forall students in Victoria. A quality languages education involves developing competence inspeaking, listening, reading and writing. This is best achieved through regular andfrequent lessons as well as opportunities for intense periods of learning.We know that the very best quality language programs involve: explicit teaching of the language use of the language as the medium for exploring a given subject area or theme use of the language in real contexts.

Achieving Victorias vision for quality languages education will require action in six areas:1. enhancing teaching and learning providing adequate time allocations, frequent

and intensive lessons, engaging content, genuine opportunities to communicate inthe language, as well as utilising flexible and innovative delivery modes to engagestudents and cater to their needs.

2. strengthening teaching capacity ensuring that language teachers have acommand of the target language, a base of knowledge and skill in language teachingmethods and opportunities to continuously improve their capacity.

3. improving continuity and pathways ensuring program structures are flexible andinnovative to give students access to continuous pathways in languages, whilstmaintaining a diverse range of languages.

4. strengthening partnerships with community, business and overseasgovernments ensuring that there are close links between languages in schoolsand languages in communities, and utilising the expertise of business and thecommunity.

5. improving support for rural Victoria ensuring that students in rural areas havethe same opportunities as those in metropolitan areas to access high qualitylanguages education, a choice of languages and continuous pathways.

6. embracing Koorie languages working closely with Koorie communities in Victoriato teach revival and reclamation of Victorian Koorie languages.

These six areas form the basis for the reform areas for consideration in the remainingsections of this discussion paper.

Focus questions:

Are our vision and objectives appropriate and relevant?

Is our description of quality languages education right?


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1. Enhancing teaching and learning

Enriching the learning experienceKey issuesResearch shows that, to be effective, language learning requires sufficient timeallocations, frequent and regular lessons, communicative approaches and intensive useof the target language during learning. Students are more engaged where learning haspractical relevance and there are opportunities to use the target language in real worldcontexts.DEECD recommends that students undertake language study for 150 minutes per week,but we know that many schools face challenges in meeting this time allocation.

Reform areas for consideration: further explore the use of immersion education which involves particular subjects being

studied using a second language. Immersion focuses the language teaching onconcepts of another subject. It is known to improve student proficiency in the language,general cognitive functioning and overall academic achievement.Immersion may involve students studying one or two particular subjects through asecond language, for example science or history, or typically half the curriculum (partialimmersion), or the entire curriculum, apart from first language literacy (total immersion).In Victoria, a number of schools have implemented bilingual programs involving aminimum of 7.5 hours of teaching in and through the target language. There are anumber of successful international models of immersion, including:

Content and Language Integrated Learning (CLIL) a model that has beensuccessful in many European countries where subjects are studied through themedium of the target language. This allows students more time with the targetlanguage and to learn content through a different perspective.

European School Model (ESM) an approach where the target language is taughtformally as a subject, prior to it being used as a medium of instruction. This enablesstudents to learn about the language before they begin learning in the language.

consider ways to give students more real-world language experiences outside theclassroom, e.g. through day trips, excursions, weekend camps and in-countryexperiences. These intensive periods of time using the target language and increasedpersonal interaction make the language more real. Community groups andorganisations may assist in supporting real-world language experiences andinteractions with native speakers.

enhance the use of digital learning technologies, such as online and multimediamaterials, to engage students and increase time with the target language. DEECD and

the VSL have been active in developing a number of online language courses andresources in recent years. During 2009 a new NALSSP funded initiative was developedto provide a language learning website offering resources in Chinese, Indonesian andJapanese to students in Years 7 - 12 to create effective courses for learning.

examine ways to make use of the Ultranet, an online learning and information-sharingenvironment that supports high quality learning in Victorian government schools, to berolled out in 2010. It is expected to facilitate student level assessment and effectivedata at the classroom level to support teaching and learning. The Ultranet will be avaluable resource giving teachers the opportunity to share information about innovativepractice.


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Increased time allocations and intensity in language programsKey issuesSome languages, particularly those that are character based, are more time-intensive to

learn than others. The recommended 150 minutes does not differentiate betweenlanguages. It is important that students experience progress in developing language skillsin order to feel motivated and challenged to continue learning.Another key issue is whether language learning for concentrated, intense periods is moreeffective than the frequent, short and low intensity lessons commonly provided now inschools. For example, it may be more beneficial to begin learning a language in a highlyintensive, concentrated language program in Year 9 rather than starting earlier in Year 7in low intensity, short classes.

Reform areas for consideration: explore ways to increase allocated time for those languages that require a greater

number of hours to achieve proficiency. This could be undertaken through extensionactivities in-school as well as real world language experiences. It could also involve

opportunities for increased time through more collaborative arrangements with the VSLthat build on or support specific language programs in schools. Additional learning atthe VSL may help to increase time on task without increasing pressure on timetabling inschools.

examine opportunities for programs that promote intense and concentrated periods oflanguage learning.

Ensuring every child can make progressKey issuesEvery student is unique. We must strengthen our focus on the needs and progress ofeach individual and provide teaching and learning experiences that allow each student toreach their full potential in their chosen language.Background or first language speakers often have a high level of familiarity andcompetence, although there is still diversity within this cohort. While the curriculumcurrently allows background speakers to progress more rapidly through some aspects ofthe standards, there is still a need for provision in Victoria to better accommodate bothbackground and non-background language speakers and ensure they are motivated andchallenged. In Victoria, we already have separate VCE study designs for Chinese,Indonesian, Japanese and Korean that cater to differing student capabilities. Howeverthere are challenges in providing fair, appropriately challenging and comparableassessments for all students, regardless of their background or previous experience withthe language.Another issue is whether language programs sufficiently engage boys in languagelearning. In our schools, the number of boys undertaking language study declinesdramatically in comparison to girls from Year 9 onwards. While there may be variousreasons for boys disengaging from learning a language (for example, personal or familialaspirations), one possible factor is whether programs sufficiently cater to their differingdevelopmental needs and preferred modes of learning.

Reform areas for consideration: explore ways to modify programs to cater to different students needs, motivations and

familiarity with the language. This may involve a more diversified curriculum withopportunities for accelerated learning provided for those who benefit from greaterchallenges and increased support provided for identified students.

increase the use of digital learning technologies to strengthen students connections totheir learning. Online programs can allow for more personalised learning as studentscan access resources and materials to meet their individual learning needs.


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continue to support separate study designs and examinations in languages wherestudents have a wide range of skills and familiarity with the language, and strengthenthe current arrangements to ensure that they remain fair and appropriate.

explore ways to better cater to the needs of boys in languages education.

Whole school commitment to languages educationKey issuesA quality language program requires strong commitment from the whole schoolcommunity, including students, school leaders, teachers, parents and the broadercommunity. Research in Victoria shows that schools with high quality language programshave tended to demonstrate a positive attitude towards languages both in the school andthe community (Department of Education and Training 2002). School leadership andcommunity commitment is important to enable timetabling that provides adequate timeallocation for language programs in schools.

Reform areas for consideration: strengthen understanding of the benefits of learning languages and raise the profile of

language learning in the community. This may involve, for example, identifying highprofile personalities as champions to promote the benefits of their languageexperiences.

encourage and support schools that offer high quality programs to share theirexperience with other schools and communities across Victoria, for example, via theUltranet.

Summary of reform areas for consideration: support increased immersion education programs and schools across Victoria,

including bilingual programs and exploration of the feasibility of CLIL explore opportunities for real-world language experiences (e.g. day camps, exchanges)

and strengthen partnerships with community groups and organisations to enrichlanguage learning in schools

enhance the use of digital learning technologies, such as online and multimediamaterials, to engage students and increase time with the target language

explore increased time allocations for certain languages, through in-school extensionactivities and improved collaboration between schools and the VSL

support ways to ensure that students make good progress in language learning bydiversifying the curriculum and program design and utilising digital learningtechnologies to cater to different learner needs, motivations and familiarity with thelanguage

promote the benefits of language learning to develop a whole community commitmentto language learning

support the sharing of knowledge between teachers and/or school leaders with highquality programs, for example via the Ultranet.

Focus questions:

Is the focus of the reform areas for consideration appropriate?Are there other possible reform areas that should be considered?What should the priorities be for reform?


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2. Strengthening teaching capacity

Recruitment and retentionKey issuesResearch clearly indicates that good teaching is critical to student achievement. We alsoknow that recruiting and retaining suitably qualified teachers is one of the greatestchallenges facing schools, at a national and state level. This is also true for languageseducation. Between 2003 and 2006, over 100 Australian schools discontinued theirlanguage programs due to lack of a suitable teacher (Lo Bianco 2009 p. 43) .In Australia, the ease of recruiting language teachers varies across geographic regions,cities and towns, with difficulties in recruiting in some areas and not others. It is especiallydifficult within primary schools. It is hard to attract people to train as language teachersbecause many positions are fractional and offer short-term contracts. Language teachersoften experience difficulties in establishing a career pathway and promotional

opportunities.Reform areas for consideration: explore innovative ways to recruit quality teachers. For example, Teach for Australia is

a world-class program that encourages high performing graduates from other fields toenter teaching and this could be suitable for recruiting language teachers. We couldexplore ways to attract undergraduates studying language majors into languageteaching, as well as initiatives that recruit local community members proficient inlanguages and/or native speakers. We could investigate opportunities for qualitylanguage teachers to have recognition of overseas qualifications fast-tracked toincrease teacher supply.

support quality teaching by expanding the wider workforce in the field of languages,including recruiting assistants and paraprofessionals from overseas as well as our ownlocal communities. Language assistants and paraprofessionals provide teachers withvaluable support in the classroom as well as enhancing communication opportunities inthe target language by exposing students to native speakers.

Professional development to support quality teachingKey issuesProviding enhanced opportunities for language teachers to participate in qualityprofessional learning programs is critical to building teaching capacity. While teacherscurrently have access to a number of opportunities for participation in language specificprofessional development they could benefit from further opportunities in this area. Wemust enhance the linguistic and cultural proficiencies of our teachers as well as theirknowledge and skills in teaching methods. We know that language teaching is moreeffective when teaching methods take into account the specific characteristics of thetarget language. It is also important to skill language teachers in using multimediatechnology to enhance the delivery of languages education.Essential to quality language teaching is the preparation of pre-service teachers throughspecialist training. Pre-service training is often generic with little instruction on how toapproach the teaching of a specific language and its culture. There is also a gap betweentertiary students formal study of a language and teacher pre-service training; few teachereducation programs run language programs concurrently.

Reform areas for consideration: develop and enhance the skills of our language teachers. We will explore ways to better

support opportunities for participation in structured, ongoing professional developmentactivities that will enhance teachers knowledge of how best to teach a language as well


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as their own linguistic and technological skills. Further research could be undertaken todetermine which are the most effective models of professional learning (i.e. one-offworkshops, mentoring/coaching opportunities, in-country training).

explore opportunities for more language-specific training and professional development,

such as that to be provided by the recently established Chinese Teacher TrainingCentre. continue to work with universities to ensure that language teacher pre-service training

better prepares teachers as specialists in their target language able to design andimplement quality programs.

Summary of reform areas for consideration: encourage quality teachers into language teaching through a variety of innovative

initiatives and explore opportunities for increasing language assistants in the classroom support opportunities to participate in structured and ongoing professional development

programs that are known to be effective for language teachers explore ways to provide more language-specific training and professional development,

for example through the establishment of language specialist centres continue to work with universities to ensure that pre-service training prepares teachers

as specialists in the target language, able to design and implement quality programs.

Focus questions:



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3. Improving continuity and pathways

Key issuesLearning a language requires sustained effort over a long period of time. A commonscenario that students experience is being unable to continue the language they studiedat primary school when they transition to Year 7. There are also issues with the continuityof languages from Year 7 to 12. A language may not be offered continuously in theseyears if there are insufficient numbers of students or difficulties recruiting qualifiedteachers in specific languages.Opportunities for continuous language learning are important for student motivation andachievement. While in some cases change in the language learned does not detract fromstudent motivation or achievement, in most cases a lack of continuity prevents studentsfrom achieving the progress in language skills gained by learning a language over aperiod of time.

Reform areas for consideration: improve opportunities for continuous learning by enhancing regional network planning.

The establishment of collaborative school networks in 2008 provides an unprecedentedopportunity for network planning. Network planning could explore ways to provideclearer pathways for students who wish to continue with a given language throughouttheir schooling, either through school or other delivery options. Through networkplanning, we could explore opportunities to share resources and workforce to helpsupport the strong and continuous provision of languages. Planning could encouragethe shared use of physical infrastructure to support provision, such as the new BERLanguage Centres that provide world-class education facilities. Through networkplanning BER Language Centres could potentially provide hubs for the shared provisionof language programs and professional development opportunities within schoolnetworks and/or regions.

increase the use of innovative and flexible delivery modes, such as digital learning andblended learning, to give students access to language programs not offered at theirschool. Blended learning involves a mix of e-learning and face-to-face learning to givestudents an optimal learning experience. There is an innovative blended learningcurriculum in the Virtual Schools Project in the Wimmera in Victoria (see 3.1 below).We could investigate ways to enhance support for such programs within networks.

strengthen the flexible delivery of language programs, in particular, enhancing the roleof the VSL and strengthening links between schools and the VSL. For example, theVSL could provide outreach services to work in schools, either during or outside regularschool hours. We could also expand support for distance education through the VSL.

Box 3.1Wimmera Blended Learning Virtual Schools Project

Sustaining the provision of language programs is a challenge in the Wimmera. Evenwhen schools work in a cluster there are still difficulties in generating the studentnumbers needed to sustain a full-time position for a language teacher. This is acommon challenge across a number of subject areas, not only language programs.The Wimmera Virtual School model overcomes some of these issues through aBlended Learning model of provision. As part of this pilot project, 11 secondary collegescollaborate to provide VCE students with access to Japanese and German languageprograms, with a Chinese program under development. Students are taught usingvideo-conferencing technologies, online content, digital recorded content, personalonline communication tools and also face-to-face teaching.


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consider focusing support on a specific group of languages in schools to increaseopportunities for students to continue study in those languages throughout their schoolyears. Focusing support on specific languages would mean that, in time, there is a

critical mass of available and qualified teachers of each language. This qualityworkforce would provide students access to a base of quality languages education inschool, more opportunities for continuous learning in these languages and a greaterdesire to continue language study.

The specific languages being considered include Italian, Japanese, Indonesian,French, German and Chinese. These are already studied by over 90% of students inVictorian schools and have a strong history of provision. Other languages, such asSpanish and Arabic, may also be considered given their rising importance as worldlanguages. We would continue to offer strong additional support for the languagessupported by the Commonwealths NALSSP initiative as well as Australian SignLanguage (Auslan) and the revival and reclamation of Koorie languages.

Focusing support on specific languages in schools would not interfere with schoolsability to choose which language is offered at a local level from the diverse range oflanguages in our curriculum. Schools are best placed to decide which language isoffered to deliver a quality program, taking into account strong trade links, localcommunity needs and support and the availability of trained specialist teachers.

Building on prior language learningKey issuesA key issue in the transition of students from primary to secondary school is whether theirprior language learning is recognised at the secondary school. Students who arecontinuing with their language study frequently share classes with beginning students andoften have to start their language learning again with little recognition of prior learning.This can negatively impact on student motivation and attitudes to language learning.Reform areas for consideration: improve the recognition of prior learning from primary school by exploring ways to

strengthen documentation of earlier learning. support teachers through professional development opportunities in differentiated

teaching methods so that all teachers are well placed to help each individual to reachtheir potential, regardless of differing levels of exposure to languages. The Ultranetcould help to facilitate this.

Links with early childhood and youth transitionsKey issuesResearch indicates that early childhood is a good time for introducing a second language.At this age children are open to learning languages and have a disposition to the newsounds and activities that language learning requires.Research also indicates that for children from language backgrounds other than English,maintaining the language or languages of the home is important to support both cognitivedevelopment and childrens sense of identity.In Victoria, the Victorian Early Years Learning and Development Framework 2009encourages the development of both English and languages other than English,especially mother-tongue languages.Victoria has approximately 100 well established bilingual playgroups which cater for

established and new migrant communities. A number of local governments have also


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4. Stronger partnerships with community,business and overseas governments

Community partnershipsKey issuesCultural and community organisations play an important role in developing languagecapabilities in the community and maintaining linguistic diversity. It is important tocontinue to support and recognise this language learning in the school curriculum. Thereare strong VCE assessment structures in place with CLS to provide recognition of thisimportant learning.Effective partnerships between schools and community organisations can enrich thelearning in schools by providing additional language skills and expertise beyond what theschool could provide. This may include real world immersion experiences that offer

increased personal interaction with native speakers and opportunities to use thelanguage in a real and meaningful way. Students could, for example, participate inweekend immersion camps, overseas exchanges and other activities offered by languageteacher associations and cultural or community organisations.Teachers also benefit from language-specific professional development opportunities andother resources offered through language teacher associations, for example the ModernLanguage Teachers' Association of Victoria (MLTAV). The provision of quality languageseducation can also be enhanced by joint professional development opportunities. Theshared use of physical infrastructure provides an opportunity to build trust, understandingand relationships that can evolve into effective partnerships.

Reform areas for consideration: maintain and strengthen our support for partnerships between school and cultural and

other community organisations. Such partnerships are critical for cultivating existinglanguage capabilities in the community and enriching student learning in schools.

Business partnershipsKey issuesThere is already a broad range of business and education partnership and engagementactivity in Victoria. There are opportunities to build on that relationship and take a morestrategic and coordinated approach in the development and provision of languageseducation.The Business Working with Education: Statement of Priorities 2009 being developed as

part of the Blueprint identifies ways in which business can engage with Victorias learningand development system and identifies a possible range of areas for engagement.Partnerships between schools and business can provide opportunities for business toassist in enhancing the quality of language learning and teaching in Victoria. Forexample, businesses might work with schools to create immersion activities or work morebroadly across the education sector in the development of digital technologies to enhancethe delivery of languages. Business partnerships might also help to raise the profile oflanguage learning in the broader community for example, through use of businesschampions or ambassadors.

Reform areas for consideration: strengthen support for business and school partnerships in languages education

through the Business Working with Education: Statement of Priorities 2009 .


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undertake research into models of effective collaboration for the establishment oflanguages education partnerships and ways to increase the sharing of informationbetween government, schools, within regional networks and business.

Partnerships with overseas governmentsKey issuesPartnerships with overseas governments can enrich our understanding of otherlanguages and cultures and provide opportunities for activities that enhance the teachingand learning of languages. This includes overseas exchanges for students which caninspire and motivate and give them real-world experiences. Overseas training andexchange for teachers can enhance linguistic capabilities, cultural understanding andteaching methods.Victoria has successful partnerships with overseas governments for teacher professionaldevelopment including Japan, France, Greece, China, Germany and Spain. We havemore recently established a partnership with the Chinese Government through the

Chinese Teacher Training Centre that provides specialised teacher professionaldevelopment opportunities.Victoria also has a number of successful collaborative arrangements with French,German, Italian, Japanese, Greek and Chinese governments that place internationallanguage assistants in our classrooms. Overseas governments can provide uniquesupport for the placement of overseas teachers, paraprofessionals and assistants inschools through the promotion and recruitment of quality candidates and support whilecandidates are living and working in Australia

Reform areas for consideration: explore further overseas government partnerships to strengthen the provision of

languages education, in particular overseas training and exchanges for our teachersand students, collaborative arrangements for teacher training as well as placements oflanguage teachers and assistants.

Summary of reform areas for consideration: strengthen support for partnerships between schools and CLS, societies and

associations to enrich the learning experience in schools increase school-business partnerships to enhance the quality of language provision in

Victoria in concert with Business Working with Education: Statement of Priorities 2009 explore opportunities to develop existing and new overseas government partnerships,

in particular, to build the capacity and supply of our workforce.

Focus questions:



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5. Improving support for rural Victoria

Key issuesThere are particular challenges for languages education in Victorias rural and regionalschools compared with metropolitan schools. In general, they have greater difficulties in: achieving appropriate time allocations for language learning maintaining participation rates in languages education accessing a wide range of languages recruiting and retaining teachers, which means schools often change languages or

discontinue programs for a period of time accessing local professional development opportunities and supporting teachers to

attend metropolitan activities.Victoria has a strong model of flexible delivery of languages education which helps to

address some of these challenges. The VSL already plays an important role in providingdistance education to students in rural areas. The development of digital technologies,multimedia and online approaches within schools are critical in rural areas, providingaccess to a range of languages and quality languages education.

Summary of reform areas for consideration provide additional, differentiated support to students in rural Victoria to overcome some

of their challenges in providing quality languages education strengthen our existing model of flexible delivery. This may involve enhancing the role

of the VSL in distance education as well as expanding opportunities for digital learningand blended learning. We propose to strengthen the links between schools in ruralareas with schools in metropolitan areas, enhancing the quality of language programsfor all students

explore opportunities to strengthen the skills of language teachers in the use of digitaltechnologies, especially using the Ultranet

explore initiatives to recruit teachers to rural areas and provide incentives to retain themthere. This could include a focus on retention over the longer term by recruiting existingcommunity members with linguistic capabilities or who are native speakers and who arelikely to work and live in these areas for some time.

Focus questions:



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6. Embracing Koorie languages

Key issuesWhile more than 250 Aboriginal languages flourished across Australia prior tocolonisation, most Aboriginal languages are no longer in common use today byAustralias Indigenous people. Many communities are now working hard to maintain,revive or reclaim their languages. Traditional Owners maintain a strong sense of pride inthe preservation of cultural identity that comes from the use of, and knowledge about,their languages.

In Victoria schools can play an important role in the revival and reclamation of thelanguages of the Koorie people. In 2008 the Victorian Government released Wannik: Learning TogetherJourney to our Future: Education Strategy for Koorie Students (Wannik) which sets as a key outcome creating an environment that respects,recognises and celebrates cultural identity through practice and curriculum. Language isinextricably linked to culture, and supporting the revival and reclamation of Koorielanguages is important in celebrating and reflecting Koorie cultures in our schoolcurriculum and communities.

The VCAA works in partnership with the Victorian Aboriginal Corporation for Languages(VACL) and the Victorian Aboriginal Education Association Incorporated (VAEAI) toimplement the VCE Study Indigenous Languages of Victoria: Revival and Reclamation .This study enables students to participate in the linguistic process of reviving andreclaiming a Koorie language. In addition to the VCE study, standards and protocols forteaching Koorie languages, culture and reclamation in years Prep-10 have now beendeveloped. An extensive consultation process with Koorie communities has informed thedevelopment of these standards and protocols when released it will offer guidance toschools on beginning and sustaining a Koorie language program.

Preliminary discussions have begun between DEECD and several Victorian governmentschools that are interested in fostering awareness of local Koorie cultures andcommunities through the establishment of locally appropriate language programs. This isconsistent with a key action area of Wannik to encourage the engagement of youngpeople, parents and communities, through the implementation of culturally inclusivecurriculum.

Summary of areas for consideration draw on existing work and established partnerships and collaborate with VACL as the

peak body for Koorie languages in Victoria to ensure that the work of the Strategystrengthens Victorias approach to celebrating, reviving and reclaiming Koorielanguages

undertake ongoing engagement with VACL, peak bodies and Koorie community peopleto ensure a culturally appropriate and successful Koorie language program.

Focus question:How can we support schools to engage with Koorie communities in establishing andsustaining successful Koorie language programs?What further considerations should be taken into account in relation to Koorielanguage programs?


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How to contribute to the consultation process

Throughout this discussion paper we have raised a number of focus questions. Weencourage you to respond with your views. Your ideas and comments will help shape thefuture development of languages education in Victoria. The consultation will inform thedevelopment of the Languages Strategy which will be released in 2010.There are a number of ways you or your organisation can contribute to the consultationprocess. Information on how to contribute, including how to lodge a written submission orparticipate in presentations to a panel chaired by the Parliamentary Secretary forEducation can be found at the Department of Education and Early ChildhoodDevelopments website http://www.education.vic.gov.au/about/consultation/.Written submissions will be accepted until 26 March 2010.


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References

Commission of the European Communities 2004 Promoting Language Learning and Linguistic Diversity: Action Plan 2004-06 , Brussels .

Department of Education & Training 2002 Languages for Victorias Future: An Analysis of Languages in Government Schools , Melbourne.

Department of Education 2007 Languages Other Than English in Victorian Government Schools, Melbourne.

Department of Education and Early Childhood and Development 2008 Teaching and Learning Languages Other Than English in Victorian Schools , Paper No.14, Melbourne.

Department of Education and Early Childhood and Development 2007 Teacher Supply and Demand Report, Melbourne.

Group of Eight 2007 Languages in Crisis, A Rescue Plan for Australia , Canberra.

Kleinhenz, E., Wilkinson, J., Gearon, M., Fernandes, S., Ingvarson, L. 2007 The Review of Teacher Education for Languages Teachers Final Report, report for the Department of Education, Employment and Workplace Relations, Australian Council of EducationResearch , Canberra.

Liddicoat, A., Scarino, A., Curnow, T., Kohler, M., Scrimgeour, A., Morgano, A., 2007 An Investigation of the State and Nature of Languages in Australian Schools, report for the Department of Education, Employment and Workplace Relations , Canberra.

Lo Bianco, J. 2009, Second Languages and Australian Schooling, Australian Education Review , no. 54, pp. 168.

Orton, J., 2008 Chinese Language Education in Australian Schools, The University ofMelbourne, Melbourne.

Purdie, N., Frigo, T., Ozolins, C., Noblett, G., Thieberger, N., Sharp, J. 2008 Indigenous Language Programmes in Australian Schools: A Way Forward, report for Department of Education, Employment and Workplace Relations, Australian Council of EducationResearch, Melbourne.

The Council of the European Union 2008 European Strategy for Multilingualism, CouncilResolution of 21 November 2008.

UK Department for Education and Skills 2002 Languages for All: Languages for Life ,Nottingham, DFES.

Victorian Curriculum and Assessment Authority (VCAA) 2008 Victorian Essential Learning Standards, Languages Other Than English, Melbourne.

Victorian Curriculum and Assessment Authority (VCAA) 2009 Aboriginal Languages,cultures and reclamation in Victorian Schools: standards p-10 and protocols, Melbourne.

languages discussion paper december 2009

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