the education show 2010 modern language teachers association of victoria index index

The Education Show 2010Modern Language Teachers’ Association of Victoria

index www.mltav.asn.au



Making your schoolMaking your schoolLanguages Program work: Languages Program work: models of provision formodels of provision forengaging studentsengaging students

Andrew Ferguson (President, MLTAV)Andrew Ferguson (President, MLTAV)



The Role of TeachersThe 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.



‘‘Quality’ ProgramsQuality’ 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.



‘‘Quality’ Programs (cont.)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; and• has 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.



‘‘Quality’ Programs (cont.)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.



Models of provision for engaging students in LOTEModels 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’ Booklet• Mill Park Secondary College• Bendigo South East 7-10 College• Caulfield Grammar School• ‘Talking About Languages’ DVD



Models of provision for engaging students – Models of provision for engaging students – Montrose Primary School LOTEMontrose Primary School LOTE

(Program Contact – Kari OGorman: [email protected])

• Session length: 40 minutes per week• Language: German• Number of students: 430• Number of classes: 19• Ages: 5 years to 12 years• Number of teachers: 1• Set-up: 1 dedicated classroom equipped with ample books,

posters and stationery




2010 Program Highlights:• Prep & Grade 1 - Evening German Winter Lantern Walk:

songs in German & home-made soup involving 120 families• Grade 2 - Hexenrap: Performance of a famous German

poem sung as a rap song• Monster Body Parts labeling and design: Body part memory

game design; skipping and hopscotch for number learning • Grade 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




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 language

• Grade 5 & 6: Poster design - “What is Germany famous for?” including brand names, dog breeds, inventions, music plus more




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.



Models of provision for engaging Models of provision for engaging students – Primary Schoolsstudents – Primary Schools

Teaching Languages in the Primary School: Examples from current

practice

www.asiaeducation.edu.au/resource



Teaching Languages in the Primary

School: Examples from current

practice

www.asiaeducation.edu.au/resource



Models of provision for engaging students –Models of provision for engaging students –Mill Park Secondary College LOTEMill Park Secondary College LOTE

(Program Contact – Jaclyn Curnow: [email protected])

• 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.




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.



Models of provision for engaging students –Models of provision for engaging students –Mill Park Secondary College TimetableMill Park Secondary College Timetable

Year 7 Year 8 Year 9 Year 10

Subject Sessions per fortnight




English 10 English 10 English 10 English 10

Maths 10 Maths 10 Maths 10 Maths 10

Humanities 6 Humanities 7 Humanities 8 Elective 10

Science 6 Science 7 Science 8 Elective 10

PE 6 PE 6 PE 6 Elective 10

LOTE 6 LOTE 6 Elective 8 Elective 10

Visual Art/Dance and Drama

6 Visual Arts/ Music 6 Elective 8

IT/ Material Technology

6 Fabric Technology/Food Technology

6

Pastoral 4 Pastoral 2 Pastoral 2 Pastoral 2

Homegroup Every morning Homegroup Every morning Homegroup Every morning




• 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.



Models of provision for engaging students –Models of provision for engaging students –Bendigo South EastBendigo South East7-10 College LOTE7-10 College LOTE

(Program Contact - Belinda Flint:[email protected])

General facts about LOTE program:General facts about LOTE program:• 4 languages: Auslan, Chinese,4 languages: Auslan, Chinese,

German and Indonesian.German and Indonesian.• Students joining the College choose which language they Students joining the College choose which language they

want to study and continue to study that language for at want to study and continue to study that language for at least two years.least two years.

• From 2011 all LOTE classes will run twice a week for 90 From 2011 all LOTE classes will run twice a week for 90 minutes (180 minutes of language learning per week)minutes (180 minutes of language learning per week)



Models of provision for engaging students –Models of provision for engaging students –Bendigo South East 7-10 College LOTEBendigo South East 7-10 College LOTE

Measures put in place to support and complement students’ Measures put in place to support and complement students’ language learning:language learning:

• All students who chooseAll students who chooseto do LOTE in Years 9 &to do LOTE in Years 9 &10 are guaranteed their10 are guaranteed theirplace in a class.place in a class.

• LOTE is not timetabledLOTE is not timetabledagainst VCE Maths etc.against VCE Maths etc.

• When LOTE enrolmentWhen LOTE enrolmentnumbers have been low,numbers have been low,classes have still runclasses have still run(e.g. in 2010 an Indonesian class of 10 students).(e.g. in 2010 an Indonesian class of 10 students).




Measures put in place to support and complement students’ Measures put in place to support and complement students’ language learning (cont.):language learning (cont.):

• BSE Virtual and BSE Learning: very strong use of ICTBSE Virtual and BSE Learning: very strong use of ICT




Exchange, competition, festival and excursion opportunities for LOTE students:Exchange, competition, festival and excursion opportunities for LOTE students:• Students are encouraged to perform in the Loddon Mallee Region’s ‘Students Students are encouraged to perform in the Loddon Mallee Region’s ‘Students

Celebrating LOTE Festival’ each year.Celebrating LOTE Festival’ each year.• The College is part of the Australia-Indonesia Bridge Program through which The College is part of the Australia-Indonesia Bridge Program through which

there are strong ties with schools in Indonesia for collaborative projects.there are strong ties with schools in Indonesia for collaborative projects.• Annual 6-week German Sister School Exchange for Year 10 German studentsAnnual 6-week German Sister School Exchange for Year 10 German students• Biennial study tours to China and Malaysia for Year 10 Chinese and Indonesian Biennial study tours to China and Malaysia for Year 10 Chinese and Indonesian

studentsstudents• Participation in the annual Goethe-Institut German and Loddon Mallee Region Participation in the annual Goethe-Institut German and Loddon Mallee Region

LOTE Film FestivalsLOTE Film Festivals• German students attend the annual Goethe-Institut/AGTV German Day Out in German students attend the annual Goethe-Institut/AGTV German Day Out in

Melbourne and participate in the annual AGTV Poetry CompetitionMelbourne and participate in the annual AGTV Poetry Competition• German teachers organise and run local language trails for the Year 9 and 10 German teachers organise and run local language trails for the Year 9 and 10

German students.German students.




Strategies to promote LOTE to the wider community:Strategies to promote LOTE to the wider community:• Regular articles posted on the College website to keep Regular articles posted on the College website to keep

College community informed of the many LOTE eventsCollege community informed of the many LOTE events• Language evenings for parents, including a restaurant Language evenings for parents, including a restaurant

evening run by language studentsevening run by language students• Local media kept informed of activities, such as exchange Local media kept informed of activities, such as exchange

programs and any awards that students winprograms and any awards that students win• Posting of ‘exemplary’ student work on College websitePosting of ‘exemplary’ student work on College website• Work with primary schools to promote languages, e.g. older Work with primary schools to promote languages, e.g. older

language students prepare lessons to teach to a group of language students prepare lessons to teach to a group of primary school students.primary school students.



Models of provision for engaging students –Models of provision for engaging students –Caulfield Grammar SchoolCaulfield Grammar School

(Program Contact - Andrew Blumbergs: [email protected])

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).




Why this Approach:• Holistic language teaching and learning approach• Interdisciplinary• Incorporates high degree of Multimedia and ICT in Units• Focus on student engagement • Alternative approach to a traditional textbook approach • Addresses a concern with student continuation of language

learning • Common Assessment Framework • Links with Senior and VCE German




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.




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 Expressionismus• Year 7 - Semester 2: Germanen and Gesundes Leben




Year 7 Sample Unit Overviews: The Ancient Germans – Introducing Odaker & Life in the Iron Age

• Uses 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.




The Ancient Germans – Introducing Odaker & Life in the Iron Age – Unit Overview

Focus:• 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.




Year 7 - Sample Unit Overviews: German Expressionism• Teaches 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.




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.




Year 8 - Sample Unit Overview: Der Blaue Planet und

Naturkatastrophen• Teaches 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.



German Language Program @ German Language Program @ Caulfield Grammar SchoolCaulfield Grammar School



Talking About Languages DVDTalking 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.




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.




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.




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).




DVD Distribution (Contact Viviana Golding: [email protected])

• 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).

the education show 2010 modern language teachers association of victoria index index

Documents

languages teachers

quality languages programs

schools languages program

languages dvdtalking

effective languages

languages systems

use of languages

languages dvd slide