Transcript Document
Perceiving Change in Languages Education as Opportunity Plenary Address MLTAQ Annual Conference Shifting Gears and Years: a Time of Transition Brisbane, October 2-3, 2014 Jane Orton, PhD The University of Melbourne Facing Change • I have believed for as long as I can remember in an afterlife within my own life – a calm, stable state to be reached after a time of troubles. When I was a child, that afterlife was Being Grown Up. As I have grown older, its content has become more nebulous, but the image of it stubbornly persists. (Beyond the Stable State, Donald A. Schön, NY: Norton, 1973, p. 1) System Changes in Queensland • A National Curriculum for Languages • Starting languages in Grade 5 • Shifting Grade 7 into the secondary school Change as Opportunity • Four matters giving us in languages education just what we have wanted for ages • Understanding the opportunities • Planning to minimise loss and maximise gain from these changes 1. Bilingual is Normal, Bilingual is Valuable • Recognition that most of the people on Earth have been through the process of learning a second language + • Understanding that the process of language learning is an educational process, one that develops very worthwhile capacities in the learner Language Learning is Educational • Language lessons are about language learning, not just language study • The benefits are brought about by activities which are mentally and affectively engaging. • A confidence that language acquisition will be a natural by-product of students engaging today and tomorrow in meaningful activities. Benefits of Being Bilingual Bilingual adults have been shown to – tolerate ambiguity – respond quickly to change – expect and seek other solutions when failing – recognise equivalents as OK + develop communicative capabilities + fulfill personal goals Second Significant Change The Australian Curriculum for Languages is learner centred. It aims to develop the knowledge, understanding and skills to ensure students: – Communicate in the target language – Understand language, culture and learning and their relationship, and thereby develop an intercultural capability in communication – Understand themselves as communicators. Learner Scope • The National Curriculum for Languages endorses 3 separate streams of language study – L1, L2, and in between, the Background Language Learner (or Heritage learner) course • It is understood from linguistic research that L2s are not just further back on the Backgrounders’ track and the Backgrounders just a bit further back down the line on the L1 track, but that each group is on a whole other track from the others. Third Significant Change: ICT • Politicians and bureaucrats want more use of ICT in language teaching, even whole courses presented using digital technology. • They mostly want this done to save money. • But it carries other opportunities as well! ICT can… • Show language in full context • Open students’ eyes and hearts to target language country wonders • Allow you to set up exercises that develop skills, tirelessly repeating and shuffling items of vocabulary and spellings, sentence structures, etc. • Save teachers hours of labour by replicating, saving • Allow students to share and collaborate • Provide contact with other learners, especially those in the country of language origin, Skyping with buddies from exchange visits or proposed buddies for up and coming sojourns. Fourth Significant Change: Going Global • The feasibility of shorter and longer sojourns • Exchanges, not just visits – develop knowledge • Really getting to know something of the country and some real people • The chance to develop friendships Development of language mastery + deepening of cultural understanding + growing intercultural awareness and competence. Realising the Opportunities 1. You can’t do it all by yourself! Must develop the tripodal relationship: Principal, Senior Role Person and Teacher/s – Who are they in your school? – Do they know about changes 1, 2 and 3? – Do you? If not, you need to get clear about these matters yourself, first. A part for MLTAQ to play in educating School Leaders in the benefits of language learning Making Time Spent with You Educational • Study the National Curriculum for Languages • Discuss it and try things out • Work out where what you like to do fits, and where resources you have now can be used • Learn how to teach two+ levels in the same class • Develop a clear idea of what the benefits are of being in your language class for just 2 years. Get Going with ICT • Assess the nature and scope of your ICT use • Choose 3 programs to learn which will assist students with vocabulary and structures • Choose three new Web 2.0 tools to learn to use • Learn them one by one till you are expert • MLTAQ PD on the place and function of ICT tools in the design of a month’s curriculum Becoming Global • Learn how to make an in-country visit more than just a trip (see CTTC sojourn reports) • Ensure that preparation is more than just emergency phone numbers and insurance forms • Design the ‘off ramp’ = what happens when they come home • Help them develop a relationship – topics, language needed, reflecting on experience Conclusion • Use this time to renew yourself professionally • Don’t simply tack new bits on to old practices • Assess your current practice and identify what you want to keep • Find colleagues to talk and work with • Plan a graduated learning program for each of you and your Leaders/parents • Feedback. Adjust. Continue. 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