National Statement for Languages Education in Australian Schools National Plan for Languages Education in Australian Schools 2005–2008 MINISTERIAL COUNCIL ON EDUCATION, EMPLOYMENT, TRAINING AND YOUTH AFFAIRS National Library of Australia Cataloguing-in-Publication entry National statement for languages education in Australian schools: national plan for languages education in Australian schools 2005–2008. ISBN 0 7308 7752 3 1. Language policy – Australia. 2. Language and languages – Study and teaching – Australia. I. South Australia. Dept. of Education and Children’s Services. II. Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). 418.0071 Additional copies of this publication may be obtained from the MCEETYA Secretariat, Level 3, 15–31 Pelham Street, Carlton South, Victoria 3053, telephone (03) 9639 0588. © 2005, The State of South Australia, Department of Education and Children’s Services Produced by DECS Publishing 266 Port Road, Hindmarsh SA 5007 Designed by Triple Image Design Printed by Hyde Park Press, South Australia ISBN 0 7308 7752 3 R2256 Contents Part One: National Statement for Languages Education in Australian Schools Purpose and nature of languages education............................................................................... 2 National developments................................................................................................................ 4 Implications for jurisdictions and schools .................................................................................... 6 Part Two: National Plan for Languages Education in Australian Schools 2005–2008 Introduction.............................................................................................................................. 11 Strand one: Teaching and Learning........................................................................................... 12 Strand two: Teacher supply and retention................................................................................. 13 Strand three: Professional learning............................................................................................ 14 Strand four: Program development........................................................................................... 15 Strand five: Quality assurance................................................................................................... 16 Strand six: Advocacy and promotion of languages learning...................................................... 17 National Statement for Languages Education in Australian Schools National Statement for Languages Education in Australian Schools part 1 National Statement for Languages Education in Australian Schools NNaattiioonnaall SSttaatteemmeenntt ffoorr LLaanngguuaaggeess EEdduuccaattiioonn iinn AAuussttrraalliiaann SScchhoooollss 1 Purpose and nature of languages education Ministers of Education are committed to the vision of quality languages education for all students, in all schools, in all parts of the country. We believe that through learning languages our students and the broader Australian community gain important benefits. Learning languages: We live in times of rapid change. Information and communication technologies are accelerating the ● enriches our learners intellectually, educationally movement of people and ideas across the globe and culturally and expanding the range of communities in which ● enables our learners to communicate across people operate. Twenty-first century education cultures needs to engage with, and be responsive to, this ● contributes to social cohesiveness through changing world. It needs to develop in learners the better communication and understanding knowledge, understanding and attributes necessary ● further develops the existing linguistic and for successful participation and engagement within cultural resources in our community and across local, regional and global communities, ● contributes to our strategic, economic and and in all spheres of activity. international development Language skills and cultural ● enhances employment and career prospects for sensitivity will be the new the individual. currency of this world order2. Our learners are the future of our nation. Developing in them language skills and inter-cultural English is Australia’s national language. It is also understanding is an investment in our national growing as an international language of capability and a valuable resource. This was communication. But English alone is not enough recognised in the 1989 National Goals for for our learners. In our increasingly multi-lingual Schooling, and re-affirmed in the 1999 National world, more people speak two languages than one, Goals, where the Languages (Other Than English)1 and contact with speakers of other languages is learning area was identified as one of the eight key rapidly growing. learning areas, and one in which all learners are Australia must build on its diverse linguistic and expected to attain high standards of knowledge, cultural environment which is a result of its skills and understandings. This National Statement Indigenous history, geography and migration. and National Plan for Languages Education in Australian Indigenous Languages3, the languages Australian Schools will further progress towards that of Australia’s original inhabitants, are the nation’s goal. 1 ‘Languages’ is used throughout this document in place of the term ‘Languages Other Than English’ and refers to all Languages other than English, including Australian Indigenous languages and AUSLAN. 2 General Peter Cosgrove, Australian Principals Associations Professional Development Council, 30 May 2002; and Asia Education Foundation National Summit, 26 November 2003. 3 The term ‘Australian Indigenous Languages’ is used throughout this document to include the languages of the Aboriginal and Torres Strait Islander peoples of Australia. 2 National Statement for Languages Education in Australian Schools first languages. There are many active Australian subsequent languages and cultures. For learners Indigenous languages, dialects, creoles, pidgins and who study their background or heritage language, Aboriginal English dialects spoken in Australia. Their it provides a strengthened sense of identity. importance to Australian Indigenous people and to Inter-cultural language learning contributes to the the broader community is acknowledged and overall education of learners, developing in them valued. In addition, migration by people from across the capabilities to: the globe has brought with it English and more than 150 additional languages. This is Australia’s linguistic ● communicate, interact and negotiate within and across languages and cultures and cultural landscape. It is a valuable base from which to develop the linguistic capabilities necessary ● understand their own and others’ languages, for Australia to be successful in the international thus extending their range of literacy skills, community of the 21st century. including skills in English literacy Education in a global community brings with it an ● understand themselves and others, and to increasing need to focus on developing inter-cultural understand and use diverse ways of knowing, understanding. This involves the integration of being and doing language, culture and learning. Inter-cultural ● further develop their cognitive skills through language learning helps learners to know and thinking critically and analytically, solving understand the world around them, and to problems, and making connections in their understand commonality and difference, global learning. connections and patterns. Learners will view the world, not from a single perspective of their own Such capabilities assist learners to live and work first language and culture, but from the multiple successfully as linguistically and culturally aware perspectives gained through the study of second and citizens of the world. National Statement for Languages Education in Australian Schools 3 National developments Quality languages education is not yet part of the learning experience of all students, in all schools, in all parts of the country. The challenge that must now be addressed is how best to further integrate quality languages education into the mainstream curriculum, and into program delivery by all schools. Languages education for all students is a relatively Employment, Training and Youth Affairs (MCEETYA) new concept in the history of Australian schooling. undertook a Review of Languages Education in While the study of languages has long been an Australian Schools. The Review found that nationally: established part of the curriculum in many ● approximately 50% of students were learning secondary schools, it was generally seen as an area a language in mainstream schools of study for the academically able. ● there were 146 languages being taught in both This view changed significantly in the 1990s when mainstream and non-mainstream school most states and territories introduced languages settings. This included: programs in primary schools as part of their – 103 languages (including 68 Australian commitment to the National Goals. Since then, a Indigenous Languages) taught in great deal of development has occurred in terms of government, Catholic and independent numbers of programs, numbers of languages schools learners and the number of languages taught. In – 69 languages taught through after hours 2003, the Ministerial Council of Education, ethnic/community languages schooling. ● six languages emerged as the most commonly taught. These were, in order of enrolment numbers: Japanese, Italian, Indonesian, French, German and Chinese. More than 90% of languages learners were learning one of these languages. 4 National Statement for Languages Education in Australian Schools The Review also found that the expansion of languages programs had created significant challenges which still need to be addressed. These include: ● the need for appropriately qualified and trained teachers ● continuity in languages learning within schools, and from primary to secondary levels and beyond ● adequate time allocations ● supportive timetabling practices ● resourcing ● whole school commitment. There is also an ongoing need to convey to the broader community the real and achievable benefits of effective languages education for all learners. The Review proposed that stronger collaboration at the national level was needed to further enhance the quality of the language learning experience and to make it a reality for all learners. Ministers of Education endorsed this call for a renewed national effort by agreeing to the development of a new National Statement for Languages Education, and an initial four-year National Plan for Languages Education. National Statement for Languages Education in Australian Schools 5 Implications for jurisdictions and schools In order to realise the vision of quality languages education for all students, in all schools, in all parts of the country, jurisdictions and schools need to take into account matters relating to quality and provision. Quality Quality programs and quality teachers Cumulative nature of languages learning Quality programs depend on quality teachers. Learning languages is a cumulative process. The Quality teachers need supportive program development of deep understanding and language conditions and a professional working proficiency requires extensive engagement over a environment. They also need to be well-trained prolonged period of time. This means that sustained and have opportunities to participate in ongoing effort is essential, with frequent and regular lessons, professional learning, which focuses on the appropriate time allocations, and with schools development of their linguistic, cultural and working together to improve continuity across the pedagogical proficiencies. levels of schooling. Learners who begin languages study in preschool and the early years of schooling, and those who bring with them knowledge of other languages, are provided with a strong foundation for future languages learning. Whole school commitment to languages education Effective languages programs require whole school support, particularly from school leaders. The involvement of community members, as well as collaboration between languages teachers and colleagues in other key learning areas, influences the extent to which languages are valued as an integral part of the mainstream curriculum. 6 National Statement for Languages Education in Australian Schools