August 20141 Volume 13 Issue 4

The ACE forum for policy, research and practice in education

Australia in Supporting Surviving the Asian English resistance to century: language languages Learning learners education some lessons 2 CONTENTS

Languages: A hardy Australian 4 Perennial ABN 96 562 879 327 Published for the Australian College of Educators by Studio 131

Editor Paola Ghirelli [email protected] A way forward –

Editorial assistance Content and Dr Julie Rimes (FACE) 16 & Dr Glenn Savage (MACE) Language Integrated Publications Committee Learning (CLIL)

Advertising P: 03 9035 5473 F: 03 9341 6021 [email protected]

ACE membership Gonski and the P: 03 9035 5473 F: 03 9341 6021 Abbott Government [email protected] 22 www.austcolled.com.au

Australian College of Educators PO Box 73, Carlton VIC 3053 P: 03 9035 5473 F: 03 9341 6021

Publisher’s note © Copyright. No part of this publication 03 Editorial Stephen Dinham can be used or reproduced in any format without express permission in writing from Australia in the Asian century: Learning some lessons Peter Kell the Australian College of Educators. The 08 mention of a product or service, person or company in this publication, does not 10 Learning foreign languages - game changers Claudia Cicuttini indicate the publisher’s endorsement. The views expressed in this publication do not 13 Surviving resistance to languages education necessarily represent the opinion of the Angela Evangelinou-Yiannakis publisher, its agents, company officers or employees. 19 Supporting English language learners Anna Dabrowski 27 ACE Grassroots Membership Challenge 28 The challenges of teaching Chinese in a rural setting Patrick Chin-Dahler 30 Book review: Footprints of a twentieth century educator: Lawrie Shears Barry Jones 3

Language Education

Australian College of Educators education and the need for an informed more appropriate, effective policy in this members and fellows should have and independent educational voice for the area, something that will both shape received a letter outlining the 2014 profession. and reflect the future development of Grassroots Membership Challenge. If you Australia and its relations with other For some time, for example, we have haven’t received a letter, please contact countries. had a working party led by Carl Stevens National Office. undertaking important work on the issue Anna Dabrowski provides us with The membership challenge is a key part of attracting high quality applicants to an analysis of the continued growth of the College’s strategic plan for the teaching. An experienced and committed in numbers of English as Additional next three years and is related to other group of members and fellows from Language (EAL) learners in Australian developments, including in the policy, across Australia has been researching schools and what this means for membership and awards areas. and formulating a College position on Australian policymakers and educators. what is a complex area. The work of this The challenge for each of us is a simple Angela Evangelinou-Yiannakis writes a working party fed directly into our recent yet important one. Can you identify rich case study of sustaining the teaching submission to Federal Education Minister an educator who would benefit from and learning of a European language Pyne’s Teacher Education Ministerial membership of the College and add value in a non-European educational setting Advisory Group (or TEMAG), and our or contribute to our work? Can you speak and how resistance was overcome to submission received a great deal of with them about the benefits of a College the introduction of a Greek language largely favourable attention in the press. membership and invite them to join program. A further interesting case with their professional colleagues from This edition of Professional Educator study, by Patrick Chin-Dahler (a first- across all sectors and levels of Australian represents many states and is largely year teacher), examines the challenges education? devoted to languages, supporting English faced in teaching Chinese in a regional or language learners and improving the rural setting. These case studies remind Strengthening our membership brings teaching of foreign languages are key us that while the learning of languages a number of powerful advantages. Our 03 Editorial Stephen Dinham areas of importance for Australian might be of importance to the future of membership is our greatest asset and education. However, after reading the the nation, the major benefit is to the drawing quality educators to the College 08 Australia in the Asian century: Learning some lessons Peter Kell articles contributed to this edition one learner. increases and renews that critical mass. can draw the inescapable conclusion that This enables us to increase our influence Peter Kell widens the focus to consider 10 Learning foreign languages - game changers Claudia Cicuttini Australia has yet to get the teaching and and engagement in Australian education the bigger picture of Australia’s place learning of languages right. 13 Surviving resistance to languages education for the betterment of the profession. and role in the ‘Asian Century’ and the We have a national shortage of foreign adequacy of current responses to this Recently we called for members and Angela Evangelinou-Yiannakis language teachers yet we see on a challenge. fellows to nominate for membership of a regular basis—usually around elections new education policy committee, policy There is also a powerful opinion piece on 19 Supporting English language learners Anna Dabrowski —calls for greater take-up of foreign being a key aspect of our strategic plan. the Gonski Review of School Funding and language study by students in Australian We have been gratified with the response its aftermath by Ken Boston, a member 27 ACE Grassroots Membership Challenge schools. Claudia Cicuttini examines the from members and fellows who have of the Gonski review committee, former deficiencies of responses in this area agreed to serve on the committee for the ACE President and Director General of 28 The challenges of teaching Chinese in a rural setting and the need for a more sophisticated coming two years under the leadership of Education in South Australia and New approach to address foreign language Patrick Chin-Dahler Ian Keese. South Wales, amongst other high-level education. appointments. The work of the committee will be 30 Book review: Footprints of a twentieth century educator: Joseph Lo Bianco adds to our supported by Maren Klein in the new Professor Stephen Dinham OAM PhD Lawrie Shears Barry Jones understanding in this area through position of Policy Officer. Our work in examination of the language debates (FACE) FACEA FAIM the education policy space is vital, given going back to the 1970s. He too calls for National President current developments in Australian 4 OPINION OPINION 5

Languages: A hardy Australian Perennial JOSEPH LO BIANCO

Bottom of form golden age to which they wish to return the aims seem modest: ‘All primary is usually called: ‘before 1968’ or ‘during school students will be exposed to at In some ways languages resemble the 1960s’, when almost half of all least one language before starting high garden plants we call hardy perennials, students took final exams in languages, school’. The minister is promising to surviving harsh winters, growing on and public policies to promote, cajole, increase, improve, extend and deepen exposed ground, or disappearing only to fund, and incentivise language study language study, all the verbs that such spring into life with green shoots when were unheard of. But ‘before 1968’ there policies deploy, with action extending to the snow melts or the frost thaws. was no golden age. It is true that after retraining of bilingual primary generalists Perhaps the botanical metaphor applies 1967-8, when most states removed into specialist language teachers, and more to language debates, rather than language requirements for tertiary collaboration between mainstream languages. Every few years, after decline access, enrolments plummeted from schools and ‘community language and neglect, a new bout of political approximately 45 per cent of students colleges to meet the needs of the 350,000 commitments and media reports matriculating with a second language NSW students who speak a second featuring smiling children learning to around 12 per cent. But that was 45 language at home’. High school students Chinese characters or German verbs per cent of an already highly-selective will be required to complete the current emerges, tied to laments about the and unrepresentative proportion of all requirement of 100 hours of language failings of public education (Lo Bianco students. ‘Before 1968’ education differed study in one continuous year, preferably and Aliani, 2013). fundamentally from today’s scene that it Year 7, and links to vocational content in could almost describe another country, hospitality, retail and tourism subjects is Sadly, such ‘debates’ have produced lacking the ideals of universal school encouraged. reports rather than improvement: no completion, based on principles of equity fewer than 67 declarations of policy and access, essentially achievements of since the early 1970s, but precious little later decades. sustained, evidence-based and effective It isn’t just action. Improvement is urgently required It isn’t just schooling in Australia that at all levels concerning the extent, has changed; it is Australia itself. Today schooling in Australia quality and delivery of second language the languages we speak in our homes which has changed, education, but also to our national and want to learn in our schools, and understanding of its essential purposes. the reasons for doing so, are also it is Australia itself. Rarely taken into consideration is the unrecognisably different. In 2014 we Today the languages Australia of languages, incredibly, which teach and examine 15 times the number lies alongside the Australia of language then offered, in primary, secondary we speak in our homes, policy making. This is the Australia where and technical education, and we are and want to learn in languages flourish on a vast scale. In slowly finding ways to accommodate effect we have an immense, but mostly to the complementary school systems our schools, and the untutored, national multilingualism. An that communities have created to reasons for doing so, impressive 251 languages are used every transmit heritage languages across the day for transacting business around generations. are also unrecognisably kitchen tables and in lounge rooms of A Sydney Morning Herald article entitled different. Melbourne homes (Butt and Worrall, ‘Language studies to be overhauled 2014). in schools’ (20 June, 2014) reports Yet, every few years, federal and state renewed efforts in NSW to revitalise politicians declare themselves chief languages. Given that less than 10 per Federally there is renewed activity gardeners aiming to restore language cent of the 75,000 students enrolled in as well. In a speech at the Adelaide study to an earlier state of vitality. The the HSC studied a language in 2013, Languages Festival in May, Minister 6 OPINION

Christopher Pyne reiterated a 2013 of programs. Despite several hundred well recognised is the depth of change election promise to have 40 per cent of million dollars allocated to a handful of we need to make in response. It includes Year 12 students studying a ‘foreign or trade languages since the early 1990s the an analysis of the role of English in classical language within a decade’ and results are disappointing. the world (including emergence of announced a ‘cradle to grave’ approach. diverse ‘Englishes’) and arrangements Lasting improvement to Australia’s While the cradle seems late, and the to cultivate and reward the linguistic language education will never succeed grave early, and the ambition modest, pluralism already existing in the without greater sensitivity to the specific the move towards integrated planning is Australian population, which is like a needs of learners, taking account of promising. It ranges from a $9.8 million donation from community to school. All the sociolinguistics of the Australian online trial for preschoolers to including this calls for a comprehensive approach population, diverse purposes for language non-university providers in general to developing national multilingual study, the many languages Australians reforms for a ‘demand driven’ higher resources, one that is multicultural as want to learn, the role and importance education, and a request to the Teacher well as multilingual. Education Ministerial Advisory Group of English in the world, and the practical No such approach is on the horizon, but (TEMAG) for advice on fast-tracking constraints schools face. Methodology the Australian Curriculum represents an language graduates into teacher training, innovation is also urgently needed. important move in the right direction. It The hope is to generate independent In July, the Australian Curriculum, will help in normalising bilingualism, for momentum for language study. Assessment and Reporting Authority all students in all schools, maintainers as (ACARA) released the Chinese, French, well as new learners. The hardy perennial Indonesian and Italian curricula following Will this renewed policy should be bilingual ability, rather than consultation and research commencing energy work? bilingual rhetoric. in September 2009. A further nine A recent study (Lo Bianco and Aliani, languages are being prepared for Joseph Lo Bianco is a Professor 2013) tracked students taking Japanese mainstream school teaching by 2015: of Language and Literacy Education and Italian in western suburban Arabic, German, Japanese, Hindi, at the Melbourne Graduate School Melbourne schools over five years, Korean, Modern Greek, Spanish, Turkish, of Education. contrasted to 25 years of federal and state and Vietnamese, as well as a national policy. The study found a high degree of framework for Indigenous languages. instrumentalism in policy, but little sense ACARA’s Shape of the Australian References of the practical constraints and linguistic Curriculum: Languages, stresses a range Butt, Craig and Allison Worrall, (2014) composition of our school population. The of purposes, including strictly educational Melbourne language study reveals a cacophony flawed design of top-down prescription ones, and incorporates the needs of of diversity. The Age, July 11. has not escaped the attention of students, diverse learners through different study http://m.theage.com.au/victoria/melbourne- some of whom articulated strong pathways. language-study-reveals-a-cacophony-of- criticism of low academic seriousness diversity-20140711-zt4b4.html The curriculum is moving towards using language competency as a basis for Retrieved 17 July 2014. programming by distinguishing three Lo Bianco, Joseph. and Renata Aliani. (2013), groups of learners: those completely new Language Planning and Student Experiences: to the target language; those who may Intention, Rhetoric and Implementation. use the target language at home, but are Clevedon, UK: Multilingual Matters. not literate in it; and students who have Pyne, Christopher, (2014), Address to the had at least primary schooling in the Adelaide Languages Festival target language, and are already literate http://www.pyneonline.com.au/media/ in it. speeches-media/address-to-adelaide- languages-festival It is telling that the Sydney Morning Herald article features a young girl at Campsie Retrieved 17 July 2014. Public School who ‘is able to speak Smith, Alexandra (2014), Language studies Indonesian, Korean and English’. Only to be overhauled in schools” Sydney Morning when Australian language policy has Herald 20 June a more sophisticated response to this http://www.smh.com.au/nsw/language- impressive, but mostly home-cultivated, studies-to-be-overhauled-in-schools- multilingual ability, will we begin to solve 20140621-zsge7.html#ixzz37itpi9vJ our language education challenge. Retrieved 16 July 2014. It is well recognised that we are entering a global age, signaled by interdependent economies, population mobility and instantaneous communications. Less 7

The Australian College of Educators presents an opportunity to discuss one of education’s most significant themes at the 2014 ACE National Conference: WHAT COUNTS AS QUALITY IN EDUCATION?

What is meant by How do we know whether What are the actual WATCH THIS SPACE AS MORE quality in education? we're achieving it? drivers of quality? SPEAKERS WILL BE CONFIRMED

As we hit mid-2014, the Coalition government and state governments continue to set education policies on a platform of ‘quality’. The ACE National Conference in September will discuss and make a clear statement about what ‘quality’ means to all sectors of education Australia-wide. The College has secured some of Australia’s most influential and highly-regarded leaders and practitioners to present over the two informative days of the conference. These include:

Professor Stephen Dinham OAM FACE, Melbourne Graduate School of Education ACE National President

Professor Bob Lingard MACE, School of Education, University of Queensland, MACE ACE Immediate Past President

Professor Richard James, Pro Vice Chancellor (Equity and Student Engagement) The University of Melbourne

Professor Collette Tayler, Chief Investigator, E4Kids and Chair in Early Childhood Education and Research, Melbourne Graduate School of Education. University of South Australia

To book your place at the conference visit our website at www.austcolled.com.au or for more information please call ACE on 03 9035 5473 or our LinkedIn.com group, Twitter and Facebook pages. The Intercontinental Hotel, North Terrace, Adelaide SA 5000. 11 & 12 September, 2014 8 OPINION

Australia in the Asian century: Learning some lessons PETER KELL

The former Federal Government’s white that European students can travel and living in Asia and their perspectives paper – Australia in the Asian Century (AG study in the European Union countries have possibly shifted to global horizons. 2012) was a clear attempt to resuscitate using the Erasmus programme for The NCP initiative of the new Federal and redirect Australia’s relationship with education, training, youth and sport. The Government is commendable as it assists the region. It tried to realign and reorient Erasmus programme makes it possible both person-to-person contacts as Australia’s private and public institutions for students enrolled in one university in well as the development of institutional so that they could ‘piggy back’ on the the European Union to study a semester partnerships. These partnerships, in this latest stage of the Asian economic in another European university without case with schools, are the next stage in miracle with the rise of China. More charge. The Erasmus program has international education because they are recently the new Federal Government a budget of over €14 million and in something more sophisticated and are has recommitted to the mission of excess of 270,000 students involved in a shift away from the instrumental and Asian engagement with initiatives in exchanges. Visit http://ec.europa.eu/ market-based view that has typified the education, allocating policy priorities to programmes/erasmus-plus/discover/key- first stages of the internationalisation of the teaching of Asian languages and the figures/index_en.htm for more details on Australian education. development of study abroad programs the Erasmus programme. Moving to a more sophisticated for Australian students to experience Struggles with debt levels and part- relationship with Asia is important Asian destinations. The study abroad time jobs that characterise the current because some of Australia’s policies programs have been marketed under Australian student experience have been engaging with the continent have been the banner of the New Colombo Plan a big impediment for person-to-person framed around exploiting the massive (NCP) invoking the post-war assistance exchange opportunities in Asia. Some populations in the region and the program for people from commonwealth universities such as the University of burgeoning markets associated with the nations to study in Canada, Australia, Wollongong offer exceptional global growing middle classes and their new- New Zealand and the UK. Ironically, opportunities to students and provide found wealth. This is a vulgar message Australia is using the legacy of a British generous incentives for students to have which suggests Australia is really only sponsored program that was designed an internationalised undergraduate interested in Asia for what it can get to maintain colonial loyalties as ‘the experience. Visit www.uow.edu.au/ out of it. This transactional view sees sun set on the British Empire in the student/exchange/index.html for the Asia exclusively as a holiday destination east’ to kick start its own brand of Asian global dimensions of the Wollongong and as a market ripe for exploitation. engagement. programs. It is not only an unsophisticated and Young Australians might like holidaying reductionist approach but it also confines Recently a group of Charles Darwin in Bali and Phuket, but they are far more our perspective and opportunities for University students undertook a reluctant to undertake study abroad ‘Asia within Australia’. A good example of teaching placement in a Malaysian opportunities in Asia. Their preference in this are the policy failure in the teaching school in Penang. From all accounts such programs has been for European of Asian languages and the dilemmas it was a ‘life changing’ event for the and US destinations. Most Australian we have created for ourselves in wanting students, expanding their intellectual students do not undertake overseas to teach Asian languages but erecting and professional identities. They gained study programs in the systematic way barriers to prevent it happening. In the first-hand experience working and OPINION 9

early 1990s the Council for Australian ‘monolingual mindset’ is an outdated camouflage the deliberate exclusion Governments (COAG) proposed methodology which has its legacy prior of non-white entrants to Australia. It and introduced the ‘National Asian to the mid-1970s when Australia was a is these examples of institutional and languages/studies strategy for schools’ monocultural and monolingual nation structural practices that suggest there is (COAG 1994). The strategy was authored with few immigrants speaking other a real place for deregulation and slashing in part by Mandarin speaker and future languages. Alistair Pennycook calls for red tape to ensure there is a supply of Prime Minister Kevin Rudd who cited a ‘translingual activism’ to ‘oppose the potential teachers of Asian languages? the fact that this report was the 16th in incursion of homogenous discourses and Engaging with Asia is a fashionable policy 25 years calling for an increase in the to look to multiple sources of cultural position which is most often centred teaching of Asian languages. But this, like renewal’ (Pennycook, 2006 114). on improving trading partnerships. other initiatives, foundered on resistance Translingual activism recognises that As a source for international students and indifference to the acceptance of there is an existing language heritage of Asia is also seen as critical to the the notion that the teaching of Asian Asians living in the Australian community viability of Australia’s universities. Both languages was an important part of which can be harnessed as an asset of these imperatives are important engaging with the region. for teaching. This demonstrates a need but Australian education has to move The teaching of Asian languages has to understand the notion of Asia inside beyond a narrow transactional and been a long running problem for a Australia. For example, identifying and market-based models. The next wave nation promoting connections with the training speakers of Asian languages who of engagement with the region will be region. Asia is close to Australia and have capabilities, proficiency, background around durable partnerships to sustain the multicultural composition of the and experience in Asian languages and a long-term institutional and personal Australian population suggests that willingness to train as language teachers. links. Establishing partnerships can Asian languages would be a focal point Many of them will be multilingual and be leveraged on the potential of Asia in of student learning. Successive policy have a working knowledge of several Australia, and the strength of Australians initiatives have been developed to boost Asian languages. of Asian background and their families. teaching of Asian languages in Australian These partnerships will challenge However, there are profound structural schools and higher education. They have long-held institutional practices and the and regulatory barriers that make these all failed miserably. This failure has been legacies of the past. shifts hard to make. For overseas trained attributed to an absence of qualified teachers, who are likely to be the bulk The Federal Government has commenced teachers, the high-cost of teaching of the language teaching workforce some initiatives that promote mobility to languages and the difficulty establishing of the future, the regulatory barriers Asia. It also needs to remove some of the pathways for language learners between to teacher registration are high. The barriers identified in this article and start primary, secondary and tertiary levels of Australian Institute of Teaching and to recognise the potential of Asia within education. School Leadership (AITSL) requires an Australia to promote better institutional Shifts in policy orientation also have attainment score in the International partnerships links with continent. seen some languages go in and out of English Language Testing System Peter Kell is the Professor and Head favour. Arabic, Urdu and Afghani were (IELTS) of 7.5 with nothing below 7 and a of the School of Education at Charles once viewed as ‘lesser’ languages than requirement for speaking and listening Darwin University. Together with Dr those associated with Australia’s trading at Level 8. This English requirement also Marilyn Kell he authored the recent partners such as Japanese, Mandarin, is used as the criteria for applicants in book Language and Literacy in East Asia; Korea and Indonesian. September 11 may teaching for Australia’s skilled migration Shifting meanings, values and approaches have changed these notions. However, a program. published by Springer Publishing. policy orientation around Asian languages The bias against Asian nations is that favours trading and commercial reinforced because citizens of English links still remains. This leaves the speaking countries, no matter what References community languages of the large Asian linguistic background they are from, diaspora in Australia such as Vietnamese, Australian Government (AG) 2012, Australia in do not have to sit an IELTS test. It is Cambodian, Tetum (Timor Leste), Tagalog the Asian Century, AGPS, Canberra. assumed their levels of English will (Philippines) and Tamil uncommon in always meet the IELTS standard. Council of Australian Governments (COAG), teaching programs. 1994, Asian languages and Australia’s economic For those with long memories of the future, AGPS, Canberra. The biggest impediment is a history of migration in Australia, the methodological perspective of languages Pennycook, A 2006, ‘Language education as IELTS testing requirements and their which sees Australian language translingual activism’, Asia Pacific Journal of application in teaching is starting to teaching based on an assumption that Education, vol.26, no.1, pp. 111-114, viewed 22 look like a hangover from the ‘dictation those who are teaching languages and July 2014, http://www.tandfonline.com/toc/ test’ era that was used in the days of those who are learning them will be cape20/26/1 the restricted immigration policy as an monolingual English speakers. This administrative function to justify and 10 OPINION

Learning foreign languages -

CLAUDIA CICUTTINI game changers

A sophisticated and nuanced approach affected by many considerations. These need to be totally reliant on the teacher. to address foreign language education is include intercultural nuances, changes This means that while the richness of the needed. Brakes should be applied to the in societal structures and attitudes, past can be applied, educators need to fossilised, sterile debates which seem the impact of the conceptual1 visual- keep up-to-date with current research in so entrenched in the architecture of digital age, and the implications of the a range of contemporary areas and not foreign language education in Australia. research in neurology and psychology for be paralysed by the ‘top-down command Language educators frequently become languages – to list a few. and control’, ‘facts-based’ and rote- dispirited, leading to a need to refocus learning methodology that was relevant in The ‘traditional rules’ we have for and renew educational strategies. the past. Language education too, must institutions from a former era do not focus on the needs of a future which is All too often, trends in politics and seem to work well in this contemporary, not linear, fixed or predictable. Every education seem to affect the way fast, ever-evolving age. Much anecdotal year, students ‘remain the same age’, languages are perceived, with the study evidence seems to indicate that the role but educators become one year older. of foreign languages often being used of the teacher has changed in recent What is of interest to educators therefore by school administrators, non-language decades - it is no longer to ‘teach down’ may be very different to what will engage educators and politicians alike as a as such, but to ‘educate’2 students in the students. In addition, we now have the political football on both the macro true sense of the word. We must unpack opportunity for our teaching to be strongly and micro level, in order to be seen to the world and inspire students by using informed by research from the science of respond to stakeholders’ perceptions of contemporary tools, and by providing teaching and learning. ‘current practice’. them with imaginative opportunities to connect the dots, then move aside and As a result of sophisticated digital tools Languages are often categorised as allow them to excel. and such easy access to information, if being an ‘isolated problem’ with minimal we expect students to be better prepared consideration for the complexities of Languages are taught for more practical for a new conceptual, visual and global issues which affect each language. Many use because information is so easily era where they are able to interpret band-aid solutions, such as an injection accessible through the ubiquity of complex relationships and find creative of funds and stereotypical motherhood technology. Students simply do not learn solutions, we must draw on students’ statements are offered, commonly languages using the same traditional, interests so that curiosity is fostered resulting in a sluggish progress in the prescriptive resources and methodology and they remain engaged and inspired way languages are taught, studied and the way earlier decades of language to want to keep learning a language understood. If schools are genuine educators were taught - and it is essential for themselves (not to mention for the in aspiring to improve their language to appreciate this. A plethora of additional economy). Foreign language teaching programs, then school administrators factors that affect language education programs must adopt an ephemeral, and language educators alike must adapt must also be considered. For an educator permanently evolving approach to provide to a number of game changers. merely to have fluency in a language3, for for this. Educators must be prepared to instance, is simply not enough to teach In schools, languages are routinely think proactively, innovatively and more languages effectively as students need to inaccurately and conveniently classified creatively about the way students learn. feel connected. as ‘one subject’ rather than being The power that any change presents must understood to be unique, inter-related Today to be engaging, educators be embraced to adapt to the opportunities studies, each with its own rich, distinct must have a sound understanding of change offers4. idiosyncrasies. Each language however, methodology and tools that engage and To enhance our teaching, it is necessary is a multidimensional, intricately motivate students. Using technology, to understand, not only current research interconnected, and extraordinarily students easily discover information for related to the science of teaching fascinating interdisciplinary mosaic, themselves. To learn, students no longer OPINION 11

and learning (such as psychology and become ‘small L’ leaders in a world that longer gate-keepers of what students neurology), but there is also a requisite is very different to that of our generation. have permission to know and learn. for educators to undertake proactive The writer’s experience is that through Learning spaces and times also need professional development to embrace work they present, when students are to continue to evolve and to be flexible a multifaceted understanding of the given the right classroom challenges, so that they accommodate an emergent complex variables that affect students they often display deep and eclectic technological, visual age – not what is when learning languages. knowledge in their interest areas, and still often perceived to be trapped in the demonstrate a variety of skills they have Ways must be explored and created to obsolete ‘industrial-information’ age6. already acquired independently. Given ensure that variables such as emergent Differentiated teaching and learning is the opportunity, students exhibit agile, technology, creativity, generational essential. Online is no longer where we developed, incisive thought, often to issues, macro and micro learning ‘go’, but it must now be considered to be be driven to silence and compliance by cultures in schools, work concurrently an integral part of life. Technology should some educators who view themselves as and harmoniously for our students to no longer be used for old transmission custodians of knowledge. engage in learning languages more purposes, or ‘command-and-control’ effectively. To prepare for a changing To ensure students remain inspired, teaching, but should respond to an workforce based on ‘ideas’ rather than educators must collaborate with their ‘information snack-able’, data-driven, ‘physical capital’, students need to be students by proactively seeking robust inquisitive, hyper-connected generation inspired with learning techniques that feedback to ensure programs continue who lead fast-paced, future-focussed provide them with opportunities to to be relevant. We must try to position lifestyles. We need to value that today’s question, to be curious, to problem-solve, ourselves in students’ learning mind-sets students are ‘masters’ of technology to be creative, as well as to synthesise to truly understand what motivates them who readily and routinely access online and to analyse5. When opportunities arise to learn. We must respond to students’ resources and multi-sided learning in the classroom too, positive failure voices, by modifying and being guided by platforms as an inherent part of their should be celebrated to develop resilience the narrative driven by their needs – not daily lives. Educational systems are no and confidence in students, so that they our own.

Welcome Rate Home Loan n Also applies to 1 and 2 year terms. Home n No monthly fees. Sweet n Owner occupied and investors. Home n Mobile Lending service. 3 Year Fixed Welcome Rate Home Loan n Available between 1 August - 30 November 2014. Call 1300 654 822. Visit victeach.com.au. Comparison Rate 1. Offer valid for applications received between 1 August – 30 November 2014 and loan must be funded by 28 February 2015. Minimum new loan amount is $150,000. At the end of the chosen fixed term period (1, 2 or 3 years) rate reverts back to the Standard Variable Loan rate, currently 5.64% p.a. Interest rates correct at time of printing and subject to change. This offer is only available for new home loans. Loans excessin of 80% Loan to Value Ratio (LVR) will incur Lenders Mortgage Insurance charges. 2. Comparison rate calculated on a secured loan amount of $150,000 for a term of 25 years. WARNING: This comparison rate is true only for the example given and may not include all fees and charges. Different terms, fees and other loan amounts might result in a different comparison rate. Fees and charges apply. Terms and Conditions available upon request. Victoria Teachers Limited, ABN 44 087 651 769, AFSL/Australian Credit Licence Number 240 960. 12 OPINION

Educators should be circumspect of positive learning, crowd-sourced9 Footnotes technology’s limitations. ‘A screen is and community partnerships with 1 The ‘Conceptual Age’ (coined by Pink, 2005) by definition something you look at’ educators and students exchanging suggests that people will need skill sets that (Greenfield, 2013) suggesting that human knowledge they may have discovered are different from those dominated by logic, contact is an essential ingredient for online. Exchange subject knowledge knowledge (left hemisphere) and use intuition, using technology powerfully. Learning and direction for instance, for and creative thinking (right-hemisphere). with technology does not automatically students’ technology skills. Learn 2 Originating from the Latin verb ‘e’ (out of) and result in wisdom or creativity, but good something new and share it with ‘ducere’ (to lead). educators who inspire students do. students. 3 Leadership teams need to value creative, It is of questionable value to have fluent • Acquire ideas by regularly examining innovative and inspirational educators. speakers with empty classrooms because they contemporary online resources used are unable to motivate students to learn. Because of the connected age, in a range of countries. 4 To quote Toffler, ‘The illiterate of the 21st technology leads young people to feel • Source ideas by organising exchange century will not be those who cannot read and that they have power. Nevertheless, visits to a range of Australian school write, but those who cannot learn, unlearn, supported by research7, the writer systems, particularly when traveling and relearn.’ observes that more than ever, young overseas. 5 people have a fragile sense of identity ‘We can have centuries of culture in our pockets. On our phones, on our computers. and self which may affect their attitude • Examine national and international What we do with it is down to our curiosity.’ to learning. Although they have many resources and assessment papers G. Gospodinov (Quoted in Europeana Strategy ‘friends’ in online spaces providing them from a range of countries, to calibrate p. 12, 2015-2020) Accessed 24 July 2014. the approbation they seek - often leading standards and to remain nationally 6 to high levels of narcissism for instance, and internationally competitive. In the Industrial Age schools, knowledge was in the ‘real world’ students often tend delivered in a logical, controlled, cumulative • Routinely allocate time to perform sequence. Students were allocated to age- to have fewer friends and much lower streamlined online searches to related classes and were taught knowledge self-esteem. access self-targeted online in the same order, at the same pace, at the Finally, educators must be cognisant professional development same time with little consideration placed on that the decisions made for our students opportunities that can be completed differentiated learning. today have a cyclical impact on the online anywhere and at any time. 7 http://www.psychologytoday.com future. Never lose faith in students. • Provide school administrators http://www.narcissismepidemic.com/ Challenge them and appreciate that with contemporary, informative and students are not empty vessels that http://www.apa.org/monitor/2011/02/ authoritative research on languages. need to be filled. They come to class narcissism.aspx enthusiastic and willing to learn – if • Instil a culture of positive ‘failing http://psychcentral.com/news/2012/06/27/ only we allow them to. forward’ to learn from the facebook-social-networks-tie-into-self- opportunities afforded by intelligent esteem-narcissism/40728.html Claudia Cicuttini is an experienced failure. Accentuate the positive. teacher of languages who has held 8 There are many online tools that provide Encourage resilience by embracing senior positions in the independent quick and easy ways to produce these and that possibilities that this opportunity school system where she has collate the information. presents. introduced rich and theme-focussed 9 ‘Crowdsourcing’ a term coined by J Howe exchange programs. She currently • Be creative in finding solutions.10 (2006), suggests using the expertise and works at the VCAA but writes creativity of experts and the general public via • Engender a culture in which all independently. the internet. students have the capacity to learn languages. Prepare programs that 10 Maximise the use of online resources or Foreign language education should ensure all students have the network and share resources with other also reflect: opportunity to succeed. schools. • Students need to be validated and • Use the litmus test of asking yourself be given opportunities to voice their whether you would enjoy being a References opinions. Teachers should proactively student in your own classroom. For a full list of references seek robust feedback by conduct • Adopt a determined ‘can-do’ attitude please email Claudia at open-question, online surveys8 at the to all obstacles. Consider ‘brick walls’ [email protected]. end of a course and positively embrace to be an intellectual opportunity and any negative feedback; then modify challenge to find ways of the course(s). circumventing obstacles by creating • Take every opportunity to learn alternative solutions. from students and with them. Create FEATURE 13

Surviving resistance

ANGELA EVANGELINOU-YIANNAKIS to languages education

Immaculate Heart College is a new with the college and parish priest (who is • Greek is the language of the New independent school, now in its third year. also the Chair of the Board of Directors). Testament, an important consideration Situated in Lower Chittering, Western The college’s strong Catholic ethos for this faith-based school Australia, the school began with 24 pervades everyday activities, such as the • Greek is my area of expertise students from kindergarten to Year 3, virtues of the faith being incorporated in but now caters for 80 students from the Behaviour Management Plan, as well • Greek would go hand-in-hand with kindergarten to Year 5, with Year 6 also as in other areas of daily school life. the introduction of Latin in secondary being offered in 2015. school. The location of the school lends itself to The college’s main focus areas are an interesting demographic: one that is Clearly, the directors of the college had academic excellence and the Catholic predominantly Anglo-Australians with a a long-term vision for the school and faith. Much of the academic excellence at smattering of other ethnicities. According also for the purpose of Greek being the the school includes improved outcomes to the 2011 Census, the Chittering Local language of choice. in literacy and numeracy standards Government Area (LGA) had a population Despite this view from the governing for every child. As such, the concept of 4,428 people. Of these, 71 per cent body of the school, the general outlook of literacy is inclusive of languages were Australia born and 24 per cent from the parent body, particularly in the education as it is perceived that the study were born overseas. Of the overseas first year of the school’s operation, was of another language assists the learner born, the majority originate from the UK, one that ranged from indifference to to comprehend their own language better New Zealand and South Africa. A small opposition. In fact, many parents were whilst also broadening horizons in terms percentage (3.6 per cent), speak another bemused by the choice of language on of cultural understandings. Furthermore, language other than English (ABS 2011). offer, some even voicing their confusion in learning another language, the As the Foundation Principal, I was openly. For a small proportion of parents, student’s mind is being prepared for asked to offer Modern Greek (Greek) the perceived over emphasis on Greek the reception of new linguistic concepts as the language other than English at language immersion manifested itself as and ideas that not only assist with the the school. I was quite taken aback as cause for concern. They felt that the time mastery of the new language, they also other languages such as Italian, Spanish allocated to the study of Greek was at the create ‘pathways’ in the brain for future or Indonesian, or others, seemed to fit expense of time that could be spent on academic pursuits. in with the ethos of Catholic schools. other learning areas of the curriculum, The other focus area, the Catholic faith, However, the directors of the college gave such as English or mathematics. is taught by two sisters of the Missionary three reasons for their choice: of the Congregation of Mary (MCM), along 14 FEATURE

Resistance in the first year Having accepted the fact that Greek was I explained to be the language on offer at the school, how learning another in 2012 I allocated three 40-minute periods per week to the study of the language helps language into the timetable for students children to consider in pre-primary onwards. We were also fortunate to secure the services of a the mechanics of their seconded teacher from Greece who was own language, and able to offer us free tuition in the first half how it also broadens of the year as he was still under contract with the Greek government. Known to me their horizons and from my previous school, this made the understandings of establishment of the Greek program at other cultural and the school relatively seamless. ethnic groups. At the first public event at the school - the blessing of the college by the Catholic Archbishop of Perth in March 2012 - the students from pre-primary to the problem of confusion that existed in Year 3 commenced with a simple Greek the wider community with regard to the welcoming song and, after the blessing identity of the school. ceremony, recited two prayers in Greek I adjusted the timetable for the start of with accuracy and flare. This resulted Term 2, 2012, from three periods to two in a formal meeting and complaints the in 2013 and 2014. Since then there have following week from the president and been no formal complaints about the time vice president of the college’s Parents allocated to Greek at the school. However, and Friends (P&F) Association. The personally, I thought that the students complaint was that the students recited would have been better off with three the Greek items better than the items in periods per week, not just where Greek English. This led to further complaints was concerned, but also in terms of all about the amount of time dedicated to literacy and numeracy skills. However, Greek in the timetable. The children emphasis continued to be placed on were ‘…missing out on other learning studying Greek at the school whilst care areas’ because there were three periods was taken to ‘tone down’ the amount of dedicated to language education each input from me as principal. This ‘toning week. Finally, the representative parents down’ did not last long; I soon reverted claimed that there was general confusion back to using Greek wherever possible, so in the wider community about the school: that the students could see its relevance was it a Greek school or an Australian outside the classroom. school? Since 2012, there has been consistency in I addressed each matter with care and the amount of time allocated to studying consideration, aiming to reassure the Greek, but also in the input from me, two parent representatives that, in fact, establishing traditions such as greeting their children were becoming more the students in Greek and receiving literate by learning Greek. I explained how greetings and blessings from them in learning another language helps children Greek in return. Another tradition that to consider the mechanics of their own has been instilled is that students who language, and how it also broadens their are masters of ceremony for parent horizons and understandings of other assemblies use Greek to greet the cultural and ethnic groups. I mentioned audience and to introduce themselves. that they should be proud at how their These traditions have helped to establish children sang and recited items in Greek a firm languages education culture at with such ease. However, they were the school that is now commonplace adamant that they wanted less time spent and even expected by the parent body. on Greek in the timetable. They also Furthermore, the inclusion of Greek suggested that this would help alleviate items at parent assemblies and the FEATURE 15

issuing of certificates of merit for student program; an aspect that had been for anyone interested in learning. A core achievement in Greek lessons are a absent to date. The plan also included group of mothers at the school have welcomed and an expected part of the the introduction of Adult Greek language taken up the lessons and are persisting educational journey of the students from classes and an online teaching/learning with successful results. pre-primary onwards. component. And the Greek language The integration of Greek in the teacher began to ‘shadow’ a colleague curriculum of the school is also evident from another school for a day, gaining Consolidation in the second through teaching units of work on Ancient invaluable insight into different strategies year Greece. For example, the classroom used in the primary school to further teacher will liaise with the Greek Continued emphasis on the teaching engage students in language learning. and learning of Greek at the school, language teacher and, together, they including educating the college One of the most successful motivators for will present a coordinated approach to community on the importance of learning senior students (Years 3 and 4 in 2013) the topic. The Greek language teacher another language, took place from 2013 was the introduction at the school of compliments the unit of work by teaching onwards. I made a point of including the online program ‘Language Perfect’. key words and phrases in Greek, and by information on languages education in This tool was used both at school and embellishing the history being taught by the monthly newsletter so as to continue at home by the students, allowing them the classroom teacher. to test their Greek vocabulary and reinforcement in the value of learning Finally, the online teaching/learning pronunciation. The Language Perfect another language. In time, some parents tool, Language Perfect, is continuing to world championships, held in May each even expressed a desire to learn basic provide great motivation to the senior year, provided great motivation for some, conversational Greek so that they could students, many of whom entered this with rewards in the form of points and understand what their children were year’s world-wide competition with certificates. One student achieved an saying to them at home. successful results. Once again, the outstanding result on an international school was propelled to great heights in Another initiative to take place in 2013 scale for his efforts in the near month- terms of its standing at the end of the was the introduction of a 15-minute long competition. session for Greek at the kindergarten competition with a number of students level. No formal teaching/learning receiving attractive certificates. This, Sustaining languages coupled with the internal certificates program for Greek was required for education in the third year kindergarten; instead, the Greek received by students in all year levels for language teacher liaised closely with the In 2014, another significant initiative and their efforts in the Greek language has kindergarten teacher, aligning words, direct result of the five-year languages helped to cement the status of Greek in phrases, and songs to be taught in education plan that eventuated was the the school’s curriculum. Greek closely to her teaching/learning introduction of Adult Greek language Dr Angela Evangelinou-Yiannakis is program. Despite initial resistance from classes. Midway during Term 1, the an Honorary Research Fellow at the the kindergarten teacher to introducing Greek language teacher began offering a Graduate School of Education, the Greek into the program, she has half-hour lesson for beginners in Greek University of Western Australia, and the subsequently become very keen for the Foundation Principal of the Immaculate weekly lesson to take place. Heart College. In 2013, I applied and was successful in receiving the following grants; Languages One of the most References Plan Grant, Languages Special Project successful motivators Grant, and Languages Shadowing a Office of Multicultural Interests, 2012, Selected Colleague Grant. These funds allowed for for senior students 2011 Census Data on Cultural and Linguistic the following initiatives to take place: (Years 3 and 4 Diversity in WA; Chittering Local Government Area, Department of Local Government, Perth • a Languages Education Plan for in 2013) was the 2013-18 introduction at the Suggested further reading • bilingual signage around the school school of the online Evangelinou-Yiannakis, A., & O’Donoghue, • to have the Greek language teacher program ‘Language T., 2011, A qualitative study of the teaching of ‘shadow’ a languages education Perfect’. This tool was Modern Greek in Western Australia under the teacher from another school for a day ‘Seconded Teachers from Greece Scheme’: used both at school Implications for other similar schemes, In During Semester 2 of that year, the and at home by the Australian Journal of Teacher Education, 36 five-year languages education plan was (11), completed. This comprehensive plan students.... included an introduction of the Greek http://ro.ecu.edu.au/ajte/vol36/iss11/1 culture into the Greek teaching/learning 16 FEATURE

A way forward – Content and Language Integrated

SIMONE SMALA Learning (CLIL)

Second language learning has seen many ups and downs in Australian schools over the past decades. In the context of the global rise of English and its dominance in key areas such as knowledge and information distribution, technology, and global economic relations, second languages struggle against marginalization and the occasional sense that they only clutter an already crowded curriculum. Many foreign languages are in decline in all developed English language speaking nations, including Australia (Clyne, 2007; Slaughter, 2007; Willoughby, 2006). Indeed, some reports indicate that Indonesian, French, Japanese, Italian, German and Mandarin Chinese experienced a 7 per cent decline in total numbers programs between 1998 and 2004 (Willoughby, 2006, p. 5). Since then, the decline has continued. FEATURE 17

Successive governments have made or registered classroom teachers (in In many CLIL programs, particularly in valiant attempts to steer second language primary) as well as highly proficient in secondary schools, students undergo learning into a better position, by using the language used for instruction (Smala, a selection process based on academic policy and other initiatives to support 2013). achievement and motivation. Students, language learning as an important part and their parents, might be motivated The term CLIL is preferred to of Australia’s economic and human to enter a CLIL program for a variety of ‘immersion’, as the CLIL model capital development. In particular reasons, among them a sense of being emphasises active learning of both the Asian languages received policy and with a smaller, but high achieving group, second language and the subject area, funding attention, first through the the opportunity to learn a language more whereas immersion suggests a rather National Asian Languages and Studies proficiently for travel and future work unstructured exposure to language in Australian Schools (NALSAS) strategy competitiveness (Smala et al, 2013), and use only. In actual practice, however, from 1994 - 2003, and later through the links to the target language that can immersion programs in Australia always National Asian Languages and Studies reach from having travelled to the country included a focus on language learning as in Schools Program (NALSSP) in 2007 once, to being a native speaker of the well as the teaching and learning of the (ceased in 2012). While the 2012 White language. Consequently, CLIL programs subject content. Approaching students’ Paper ‘Australia in the Asian Century’ actually occupy a niche that includes engagement with a second language renewed the call for more second intensive language learning for some through the CLIL method has two strong language proficiency (particularly in Asian participants, and language maintenance advantages: 1: it links second languages languages) for Australian school leavers, of already existing skills for others. with compulsory subjects, and 2: it so far the current government has not provides an authentic reason to use the Educators and researchers have focused explicitly thrown its weight behind the second language. on the question of how CLIL program status of second languages in Australian experiences are ‘feeding back’ into a schools. broader understanding of pedagogy in Against the backdrop of this maybe general. Australian research has shown discouraging picture, an intensive The term CLIL that due to their use of transnational language learning model has entered is preferred to language communities via the internet, our schools for the past 35 years, largely ‘immersion’, as CLIL programs can be sites for unrecognised by state and federal developing global competencies and government policies, and not very well the CLIL model skills, including digital literacies and known in the wider community. Initially emphasises active a deeper awareness of world issues called ‘second language immersion (Smala, 2012). program’, the initiatives are increasingly learning of both the There are about 30 CLIL programs across referred to as CLIL, or Content and second language the whole of Australia and the main Language Integrated Learning programs, and the subject area, languages are German (9 programs), in agreement with the internationally French (8), Italian (7), Japanese (7), used term. CLIL programs have been whereas immersion Mandarin (6), Spanish (3), Vietnamese established in all school sectors, public, suggests a rather (2), and one each in Greek, Macedonian, independent and Catholic, and can be at unstructured exposure and Korean. Most of these programs primary or secondary level. to language use developed independently either in CLIL programs are specialist learning primary or secondary schools. There groups in mainstream schooling that only. are no continuity plans between primary deliver Australian National Curriculum and secondary schools for most of the subjects such as biology, mathematics The ‘tyranny of distance’ is often programs, and programs are driven, and history through the medium of experienced quite sharply by students delivered and administered by individual a second language. Addressing the and teachers involved in second language teachers at the different school sites ‘crowded curriculum’ in a unique way, learning in Australia. Unlike in Europe, (Smala, 2014). Government agencies from students cover all required curriculum trips to countries where the target target language countries, for example descriptions while learning a second language is spoken are difficult and the Goethe Institute or the Confucius language at the same time. Teachers and expensive, and creating an environment Institute, often support CLIL programs students use the second language for where the use of the second language is with free professional development all communication inside and outside of expected provides a welcome incentive. (in Australia and overseas), teaching the classroom, as teaching materials are In CLIL programs, bilingual subject support materials, and access to online translated into the second language. This teachers work closely with the heads of communities and further materials requires a special set of qualifications science, social science or mathematics (Smala, 2012). for teachers, who have to be registered departments, enabling the second teachers in their subject areas (for language to gain a more prominent example science secondary schools) position in the mainstream school. 18 FEATURE

However, in recent years, several mainly in primary schools, and NSW Harbon, L. & Fielding, R. (2013). Bilingual professional organisations have also has trialed four programs in primary education programs in four primary schools in begun to embrace the CLIL approach schools for the past few years (Harbon New South Wales, 2009-2012: A report as an overarching concept of interest & Fielding, 2013). In 2013, a Victorian to continue the conversation. Sydney: The University of Sydney to teachers in Australia. The Modern government commissioned report about Language Teachers Association of 12 trial bilingual CLIL programs was Slaughter, Y. (2007). The Rise and Fall of Victoria (MLTAV) conducted an online released, concluding that this language Indonesian in Australian Schools: Implications survey in 2009 in which 71 per cent of the learning model was worth pursuing, but for Language Policy and Planning. Asian 386 teachers who participated saw the needs support for professional teacher Studies Review, 31(3), 301-322. inclusion of CLIL models for a National development and ongoing monitoring of Smala, S. (2014). Sole Fighter Mentality: Languages Curriculum as a priority student learning (Cross & Gearon, 2013). Stakeholder Agency in CLIL Programs in (Modern Language Teachers Association Queensland. Language Learning Journal, Dr. Simone Smala works at the School of Victoria, 2009, p. 12). Both the MLTAV 42 (2), 195-208 of Education at the University of and its counterpart in Queensland, Queensland. Smala, S. (2013). CLIL Pedagogies in MLTAQ, have established webpages on Queensland. International Journal of their websites that aim to inform both Pedagogies and Learning, 8 (3), 194-205 language and subject teachers about References Smala, S., Bergaz Paz, J., & Lingard, B. (2013). CLIL. Languages, Cultural Capital and School Clyne, M. (2007). Are we Making a Difference? Choice: Distinction and Second Language The first CLIL program in Queensland On the Social responsibility and Impact of Immersion Programs. British Journal of was established in 1985 as a pioneering the Linguist/Applied Linguist in Australia. Sociology of Education. 34(3), 373-391 effort by a high school teacher of French Australian Review of Applied Linguistics, 30(1), who had familiarity with the Canadian 1-14. Smala, S. (2012). CLIL Down Under: External bilingual education model. Consequently, Support Structures to Overcome the 'Tyranny Cross, R. & Gearon, M. (2013). Research of Distance'. In D. Marsh & O. Meyer (Eds.), CLIL in Queensland then developed and Evaluation of the Content and Language Quality Interfaces. Examining Evidence and predominantly as late onset secondary Integrated Learning (CLIL) Approach to Teaching Exploring Solutions in CLIL (pp. 212-224). programs which start in Year 8 and and Learning Languages in Victorian Schools. Eichstaett: Eichstaett Academic Press. generally cover Years 9 and 10 as well. Melbourne: Melbourne Graduate School of Similarly, the first CLIL programs in Education Willoughby, L. (2006). Heritage LOTEs at Victoria were established in the 1980s, VCE level: Student Perspectives on Current Programs. Monash University Linguistics Papers, 5(1). FEATURE 19

Supporting English language learners

ANNA DABROWSKI

As global mobility increases, the number Although the group is diverse, many who did not speak English. Instead, of ‘English as an Additional Language’ English language learners in Australian official education policies were that of (EAL) students in Australian schools schools are affected by aspects of ‘assimilation’, with little consideration continues to grow, and so does the disadvantage additional to a lack of given to the value of the existing linguistic need for language provisions that value proficiency in the language of instruction. or cultural heritage of non-English the cultural and linguistic heritage These students are often from low socio- speaking students. In 1971, the national of EAL students. Although Australian economic backgrounds and often rely Child Migrant Education Program (CMEP) schools have historically favoured upon school support and government was founded with less emphasis upon assimilation into the English language, funding to improve their English language cultural assimilation and an increased there is increasing recognition that EAL skills and academic ability. Yet recognition recognition of the value of individual students should be nurtured rather of EAL students in government and non- students with regards to their cultural than assimilated into English at the government schools varies greatly, and identities. expense of their mother tongue. The in order for educators to understand and Between 1971 and the early 1980s, benefits of language retention are widely support the specific needs of English the number of teachers instructing or documented, with pluralist practices language learners, the existing policies assisting EAL students was reduced demonstrating increased cognitive and and practices that support EAL students due to lower levels of state and national psychosocial capabilities in English in Australian schools deserve greater funding in the area. Accordingly, English language learners. attention. language provisions in schools decreased substantially as federal government A history of assimilation policy began to dictate that mainstream Until the end of the 1960s, there was no teachers integrated EAL methodology language policy in Australian schools within the classroom. As a result, English that supported immigrant children language provisions continued to be sidelined and ultimately ineffective. 20 FEATURE

Since this time, teachers and language professionals have continued to argue for changes to the policies surrounding the support of EAL learners in Australia. There is now increasing acknowledgment of the growing number of students from non-English speaking backgrounds attending Australian schools. In Victorian government schools, for example, almost twenty five percent of school students come from a non-English speaking background. The shape of the Australian Curriculum reflects ACARA’s (2013) ‘commitment to supporting equity of access to the Australian Curriculum for all students’, and like other existing state provisions, recognises and outlines the difficulties facing students from non-English speaking backgrounds. Although ACARA iterates the importance of recognising the value of linguistic variations, the separate EAL model is also based upon principles of linguistic assimilation in order to meet the standards outlined in the Australian Curriculum. Similarly, the prestigious International Baccalaureate, increasingly being offered in Australian schools, is taught entirely in English within the Australian context, with no special guidelines for EAL students. Arrivals Program, ESL Index Funding and schools that fall within the non- For schools that offer the International the allocation of Multicultural Educational government sector, dependence upon Baccalaureate, EAL continues to be Aides. Each policy possesses unique both state and federal funding is of less perceived as an area of low importance, stipulations, however across these influence over the programs available with limited support for English language programs, English language assistance to students. This results in a multitude learners reflected in either the curricula is offered only to students who have been of linguistic provisions being offered or policy documents of the International enrolled in an Australian school for less within the independent sector, ranging Baccalaureate Organisation. than five years, thereby excluding EAL from bilingual education to multilingual learners who do not seek assistance curricula options. A question of funding upon or soon after arrival in Australia. To be eligible to participate in the New Educating EAL students has become EAL students need extra help Arrivals Program, students must have a highly important issue in many been in Australia for less than six months Historically, many EAL learners in English-speaking countries around the (or eighteen months for prep students) Australia have come from low socio- world. As more students from non- and must be permanent residents or economic backgrounds and possess English speaking backgrounds enter citizens of Australia. ESL Index Funding is poor linguistic competency in both their the Australian educational sphere, only available in schools where there are native and additional languages. These deliberations over how best to cater for significant numbers of EAL students. The students require extra support, but it can the linguistic needs of migrant students same is true of funding for Multicultural be difficult for educators (particularly remain an area of contention. Education Aides. those not trained in EAL) to differentiate In Australian public and independent between communicative competency and State-funded EAL programs are schools, there are now several policies academic proficiency. Many EAL students dependent upon perceived need and relating to the education of migrant demonstrate oral competency as a funding restrictions, both aspects of and transnational EAL students. EAL result of immersion in English speaking which result in programs being mandated provisions are available to students environments, yet use of this ‘survival by time frames and student numbers. who were born overseas or in Australia, English’ camouflages their classroom In contrast, for wealthier independent with the most significant being the New ability to understand and produce the FEATURE 21

tertiary participation, employment and value upon the cultural and linguistic permanent residence. Without adequate practices of individuals regardless of The shape of resources, it can often be difficult to access to capital, instead of deeming the Australian support the language learning needs of these differences nugatory. Employing the most disadvantaged English language qualified teachers and increasing funding Curriculum reflects learners and ensure that EAL students for language programs are just the first ACARA’s (2013) share the same opportunities as their steps to augmenting the prospects and ‘commitment native speaking peers. experiences of EAL learners in Australia. Anna Dabrowski is a Research Fellow to supporting Where to from here? equity of access the Centre for Program Evaluation The pursuit of linguistic proficiency for at the Melbourne Graduate School of to the Australian educational and academic purposes Education, the University of Melbourne. Curriculum for all sometimes eclipses other facets within the area of language acquisition. Yet students’, and like to overlook the consequence of these Recommended readings other existing state elements would be a mistake. For English ACARA (2014) English as an Additional Language provisions, recognises language learners, the implications of or Dialect Teacher Resource. Australian individual and societal English language Curriculum, Sydney: Assessment and and outlines the acquisition vary greatly, ranging from Reporting Authority, 2011. difficulties facing multilingualism and improved cognitive Adams, M & Jones, K.M. (2006). "Unmasking students from non- performance to subtractive bilingualism the Myths of Structured English Immersion: (the replacement of the native language Why We Still Need Bilingual Educators, Native English speaking with the second or additional dialect) and Language Instruction, and Incorporation of backgrounds. linguistic genocide for minority language Home Culture," Radical Teacher, vol. 75, Spring communities. 2006, pp. 16-21. An increasing number of schools around Cummins, J. (2001). Negotiating Identities: Australia are offering bilingual programs Education for Empowerment. The University of more complex aspects of written and in order to foster and promote cultural California: Californian Association for Bilingual Education. oral English. Inevitably, as language diversity in young Australian students. advocate and educator Jim Cummins These programs are particularly Department of Education and Early Childhood has noted, EAL students ‘miss out on beneficial for EAL learners, allowing Development (2011). Learning English as an acquiring certain concepts. Their inability the retention of the mother tongue Additional Language in the Early Years. Victorian to cope with classroom language can alongside the language of instruction. Curriculum and Assessment Authority. lead to motivation or behaviour problems. This premise stands in contrast to the International Baccalaureate Organization A negative self-image reinforced by assimilation method long proffered in (2009). “Every teacher is a Language Teacher” frequent categorisation as a remedial Australian education policies. The positive in IB World, http://www.ibo.org/ibworld/jan09/ student, compounds the problem’ (2001). implications are numerous: not only is everyteacher.cfm, accessed June 28th, 2014. There is also a strong case for the value English language instruction integrated of EAL students retaining their native into the curriculum on an ongoing basis, language and culture. For English but the existing cultural and linguistic ties language learners, the manner in which of students are maintained in parallel to language acquisition is facilitated within increased English language proficiency. the school or community is also highly Although western prestige dialects such influential over the rate of mother as Italian, French or German continue tongue retention. Over the previous to dominate bilingual programs in decades, research has illuminated the Australian schools, an increasing number role language plays in both the formation of minority and community language and deconstruction of identity. Today, it programs are being offered in reflection is widely assumed that native language of Australian EAL students’ linguistic retention can facilitate the construction diversity and cultural heritage. of identity, promote value and self-worth In an increasingly diverse context, and encourage educational and social there is now a direct need to research engagement. alternatives to current policy that In Australia, the ability to develop supports EAL students within the competency in English is of great education and broader social context, importance, providing a pathway to in order to implement policy that places 22 OPINION

Gonski and the Abbott Government

Ken Boston delivered a speech at the public good in rural NSW is more than NSW Teachers Federation’s 2014 Annual the cost per capita and per kilometre of Conference held in the Sydney Town roads in metropolitan Sydney. Hall on 29 June. ACE and Professional A public good is of benefit to all of us, and Educator were granted permission the benefit to each of us does not reduce from the author and the NSW Teachers the availability of the benefit to others. Federation to print this speech in its entirety. By these criteria, education is a public good. "I begin at the heart of the matter: why the neo-conservative right that has taken Education is universally available, in control of the Federal Cabinet is so totally government and non- government opposed to Gonski. schools. It is not because of the budget or the There is a cost to the taxpayer, and in state of the economy, or because the many schools to the parent, in educating KEN BOSTON Gonski solution won't work. children. The cost of delivering education as a public good for some children will It is because the two key Gonski be more than the cost for other children, objectives are both anathema to a neo- because of circumstances such as conservative agenda. disability, ethnicity, poverty, language Those objectives are: background or remoteness. • First, to ensure that education, as a The provision of education for all children public good, is genuinely available to is of benefit to all of us. every child, according to individual And teaching one child to read does need. not reduce the availability of reading to • Second, to ensure that educational another child. achievement, as a positional good, is A positional good is inherently scarce. It available to all on the basis of ability is a service or product with value arising and hard work alone. from the fact that it is not available to A public good is something that is everyone, so not all can benefit from it. Its universally available to all and accessible possession confers status and preferment by all. Traffic signs, fire alarms, air traffic on the possessor. The economist’s usual control, street lighting and roads are examples are luxury cars and houses, common examples of a public good. ocean cruises and so on. A public good usually has a cost, which An education credential - a Higher School may vary according to circumstances. For Certificate, a TAFE certificate, a degree, example, the cost of bitumen roads as a a graduate diploma, a higher degree - is OPINION 23

a positional good. By definition, high A school with more than 90 per cent of achievement in education is relative to its intake being children with a language the lower achievement of others. High There is a cost background other than English, from educational outcomes confer status and to the taxpayer, and families from 35 different language preferment on the possessor. groups, less than three years in the in many schools to the country and unlikely to stay more Now, the essence of Gonski is that it than three years in the school, is an seeks to do two things: parent, in educating emergency ward in the same real sense. First, to ensure that every child, children. The cost of So too is a small rural school, taking regardless of individual circumstances, delivering education children from the long-term unemployed, receives the support needed to some suffering from foetal alcohol experience education as a public good. as a public good for syndrome, some of whom have never This is very different from every child some children will be been read to, or even held a book. receiving the same level of support. It more than the cost for That image has not been implanted is about ensuring every child is given firmly in the public mind. Children the particular level and kind of support other children, because entering such schools require immediate needed to ensure that they can gain full of circumstances diagnosis of need and immediate access to education as a public good. such as disability, intensive care. They need smaller class Second, to ensure that educational sizes, the ready availability of tier 2 and achievement, as a positional good, is ethnicity, poverty, tier 3 interventions delivered by fully available on the basis of talent and hard language background qualified personnel, speech therapists, work alone, rather than preferentially counsellors, school/family liaison officers available to those in a position of wealth or remoteness. including interpreters, and a range of and privilege. other support. Gonski is a fundamental re-imagining A child is eight years of age once in her of Australian education, not simply a teachers in our most disadvantaged life. If she has not learned to read to the proposal for allocating resources to schools are at least as good as those in level of national minimum standard by the schools. It is a radically liberal rethinking our most advantaged schools. end of Year 3, she will not effectively read of priorities and approaches and to learn in later years. It is in the public The issue is not their competence, skill or objectives, not an exercise in accountancy. interest that we invest in her education as commitment. a public good. Christopher Pyne understood that sooner The issue is that their number, resources than most people, and he is utterly And if a refugee child newly arrived in the and support are unequal to the task. opposed to it. country, not speaking English and from a At a national and state level, there is no very poor family, requires greater support To explain the first of those objectives - to correlation between teacher quality and than the child of a third-generation make education a genuine public good - I school performance in Australia. There Australian family in secure employment, begin with the term teacher quality. We are some ineffective teachers as there with an income twice the national do not talk of doctor quality or dentist are incompetent doctors, but they can average, then so be it. quality: we talk of the quality of health be found in schools both effective and care or the quality of oral health. We have for years accepted such needs- ineffective, and there are procedures for based differentials in the cost of our road And that quality varies greatly from place dealing with them. system, and in the provision of many to place. Health care in Australia is not But education in Australia is not other kinds of public good. everywhere of the same quality. The everywhere of the same quality. There is variation is not explained by the quality If we fail to make the investment, we great variation in the quality of education of the medical staff, but by their number, consign that child and thousands of from school to school, and it is that which the availability of specialist diagnosis and others to the bin of under-achievement, Gonski seeks to address. treatment, and the availability of technical and we fail as a nation to realise our and ancillary support. The schools at the lower end of both the potential stock of human capital. scale of aggregated social disadvantage Low quality health care in rural and The Business Council of Australia – and the scale of educational performance remote Australia is explained by certainly not a neo-conservative body, but are the emergency wards of Australian inadequate funding for the task at hand, hardly socialist left – estimates that a 10 education. In a hospital emergency ward not by the relative incompetence of the per cent increase in the number of young there is a battery of medical specialists available doctors and nurses. people completing Year 12 would increase and intervention techniques and GDP by $1.8 billion by 2020; the Grattan Now, it is the same with teaching. We diagnostic tools targeted at the recovery Institute estimates that increasing our should talk not about teacher quality, of the individual. but about the quality of education. The 24 OPINION

international tests scores by one standard good is earned on the basis of talent and deviation would lift GDP growth by one hard work alone, rather than purchased per cent. by those in a position of wealth and If parents are to privilege. Over the past forty years, and particularly invest in their child’s since Howard, successive governments The strategic targeting of resources have allocated funding to the three according to need, will do much more education, they want sectors, after consultation with state than reduce the impact of disadvantage to see a return on the governments, independent school on educational outcomes. organisations, church leaders, teacher investment. The flip side is that it will also reduce unions and others. It has never been on the impact of advantage and privilege on the basis of the detailed assessment of educational outcomes. the needs of individual schools. It has been essentially a political settlement, If school performance is neither And the return they want is educational sector-based and needs-blind. advantaged nor disadvantaged by parental achievement as a positional good - to income, ethnic background, religion, increase their child’s chances for There has then been a series of post-hoc school size and location, or whether a selection into courses such as law, equity programs designed to address student attends an independent, Catholic medicine or engineering in the university specific purposes, the most recent of or public school, success at school will be of their choice. which was the New Partnership funding. determined essentially by the student’s These programs have been but partially At present, the hard-working and ability, application and hard work. effective, and time-limited. talented children of the privileged have In other words, Gonski will create a a somewhat better prospect of access The Gonski model turns all this on its genuine meritocracy. And that’s where to the very highest levels of educational head. It is sector-blind and needs- Minister Pyne - although by no means achievement than the similarly hard- based. It seeks to assess the resource all other members of his party - has working and talented children of the requirements of each individual school particular difficulty with Gonski. socially disadvantaged. according to need. It proposes a base loading for all schools and loadings for Mr Pyne is anchored in the era of Dr Gonski would change that: all won’t the different elements of aggregated Kemp, the minister in the Howard have prizes - this is about equality of social disadvantage. It brings equity Government who presided over increased opportunity not equality of outcomes - funding into the main stream. What is funding for non- government schools but those who do receive prizes will do eventually spent in each sector is to be in order to underwrite financially the so, on the basis of hard work, ability and the sum of the needs of the schools in exercise of choice between government application alone. that sector, built up from the bottom, not and non-government schools by parents. Mr Pyne correctly recognizes this as a the result of a political settlement pushed As many of us predicted at the time, direct challenge to the neo- conservative down from the top. this has not resulted in reduced fees heartland. A funding system designed to The Labor Government, not Gonski, said and greater accessibility to the non- build a genuine meritocracy by creating no school should lose a dollar, and to government sector, but has widened an even playing field, and devaluing the satisfy that requirement we included in the gulf between the rich and the poor. benefits of private schooling, cannot be the model a base grant for all schools. It has sucked the oxygen from any real contemplated by the clique currently in But there is no doubt that the model competition between schools in different charge in Canberra. is redistributive, and that it creates a sectors. So, what is to be done? Five thoughts. more even playing field across the three And, as the international data clearly sectors. First, we should heed the advice of demonstrate, Australia’s educational Justice Michael Kirby at the recent Christopher Pyne understood that sooner performance has sharply deteriorated awards night for the Centre for Public than most people in politics and unlike since that time. Education that the priority is again to some people in the Coalition parties The publicly-funded user-choice model make the case for the Gonski reform he is utterly opposed to it. The Abbott introduced by Dr Kemp was intended to to the Australian electorate. This the Government might claim the nation encourage increasing number of parents previous government failed to do cannot afford an increase in education to pay for their childrens’ education. adequately – indeed, its failure to accept funding: what Pyne is really opposed the Gonski recommendation to establish to is the redistribution of whatever To do so, non-government schools had a national schools resourcing body funding might be available, according to to be perceived as manifestly better than largely unpicked the broad-based measured need. state schools. national consensus built by the Gonski The second Gonski objective is one If parents are to invest in their child’s process. of equal opportunity: to ensure that education, they want to see a return on educational achievement as a positional the investment. OPINION 25

August 2016. Gonski will be right back on example with newly arrived communities the agenda. from different language and cultural backgrounds, demands very substantial Second, we must not be distracted by resourcing. Improved parental the diversionary and flanking attacks engagement is not a substitute for Gonski on Gonski, launched by Pyne under the - it requires Gonski, if it is to be effective. banner of the Students First program and its four pillars of teacher quality, school The fourth pillar, a robust curriculum, autonomy, parental engagement and a is code for the charge that our poor robust curriculum. international performance is the result of a ‘cultural left’ national curriculum. Our poor international performance and steep social gradient cannot be explained No-one would be opposed to ongoing away by poor teacher quality. If every monitoring and review of the curriculum, teacher in NSW were to obtain a master’s by the proper authority (the Ministerial Council, not the Commonwealth The objective should be to elect a pro- degree within the next three years, Minister), and by independent reviewers. Gonski government at the next election, there might be some improvement in performance across the range including either Coalition or Labor. But this is not what we’ve got. In the at the top and the bottom, but the gap next few months Pyne will focus on an I am immensely encouraged by state between the most disadvantaged state allegedly content-free, left-wing and governments including Liberal National school and the most affluent private insufficiently Anglophile curriculum as Party governments, and most prominently school will never be reduced without the cause of our national decline. To him, in NSW, which are committed to the the strategic redistribution of funding education is a matter of filling an empty Gonski principles and are prepared to according to measured need. vessel, rather than the Socratic vision of bear the cost of their implementation. lighting a flame. Such support, together with support Improved teacher quality - or, as I would prefer to describe it, ‘improvement in the from state opposition parties and some We must not be distracted by all this. The quality of education’, costs money: it is Federal Government backbenchers, real issue is Gonski. does bring real pressure on the present not an alternative to Gonski. Gonski is an Federal Government leadership. essential pre-condition. Consider: the gap in reading performance between the top 20 per cent of Year 9 As the research has shown, the second There also seems to me – from the students, who are mainly in affluent pillar, school autonomy, is an irrelevant various discussions I have had around the schools, and the bottom 20 per cent who distraction. I worked in England for nine country following presentations on Gonski are mainly in disadvantaged schools, years, where every government school – substantial potential to build support is currently equivalent to five years of (for example maintained school, which among the more disadvantaged non- schooling. government schools and their parents; includes faith-based schools) has the and within those many elements of the autonomy of the independent public It is an appalling situation. One in five of Catholic sector in which there is a strong schools in WA - governing boards that our 15 year-olds is reading at no better Catholic social justice perspective. can hire and fire head teachers and staff, than mid-primary level. determine salaries and promotions, and This is not the result of insufficient I am also encouraged by the strong so on. Yet school performance in England autonomy for government schools and interest that I have experienced among varies enormously from school to school, their principals. business and industry groups, which and from region to region, essentially clearly recognise the importance related to aggregated social advantage in It is not the result of poor teaching. of education to the economy, and the south of the country and disadvantage It is not the result of a cultural left understand the imperative of maximizing in the north. our national stock of human capital. curriculum. It is the quality of the whole-school It is not the result of failing to make Nothing the Federal Government has instructional leadership of the principal Thomas Hardy compulsory in Year 8. done, or said it will do, or can do other that is the important thing, not their than implement needs-based funding, capacity to hire staff or borrow money for It is the direct result of sector-based, will prevent further decline in our capital works. And building high quality needs-blind school funding – and it will national performance in the next round of instructional leadership across a school not change until the situation is reversed, PISA results in 2015, which will become system costs money: it is also not an and funding becomes sector-blind and available in the first part of 2016. alternative to Gonski. Gonski is the pre- needs-based. requisite. Barring a double dissolution, the first Third, we must all have the arguments date at which the next election for the The third pillar, parental engagement, at hand to counter – in meetings with House and half-Senate can be held is 6 is critical to school improvement. But parents, in the local media, in the local building effective engagement, for pub, in meetings such as Rotary which 26 OPINION

Briefings prepared by the Teachers Blackburn Oration, I do believe that Federation and the AEU are invaluable in it is in the interests of the nation and I firmly believe assisting you to respond to fallacy with the individual that whatever funding is that needs-based fact. I also recommend the submissions, available should be spent strategically transcripts of evidence and answers on the schools that need it - government funding along the to questions on notice which are now and non-government - and on the things lines of the Gonski available on the website of the Senate that matter, rather than on the schools Select Committee on School Funding. that don’t need it and on things that are model will eventually simply nice to have. For example, answers to questions on be introduced to this notice number 41, in my name, is a In conclusion, Gonski lives. comprehensive survey of the research country. The longer And in ensuring that is so, great credit findings on the relationship between must be given to the AEU, the NSWTF and the delay, the greater expenditure, socioeconomic status and the teacher unions in the other states for performance. Twelve of us worked on this the deterioration and your highly successful national campaign document, and it is well worth a read. injustice. to keep this issue at the forefront of the The point is we each individually cannot public mind. Without that campaign, afford to let nonsense go unchallenged, which we need to continue through to at any level from the Murdoch Press and the next election, the neo-conservative 2UE down to a dinner table conversation right would have swept away the Gonski principals are often called upon to or a chat with a parent, if we are to turn agenda. It not only remains, but has address – the fallacious and frequently things around at the next election. much support within the government’s dishonest assertions made in the media. own ranks. Fourth, keep the pressure on the Labor Despite neo-con assertions that there is Party. They have a lot to answer for. I I firmly believe that needs-based funding no evidence that increased expenditure admire Gillard for establishing the Gonski along the lines of the Gonski model will will improve school performance, the process. eventually be introduced to this country. positive impact of increased funding The longer the delay, the greater the But the reason we don’t have Gonski on student and school performance is deterioration and injustice. But at some today is not because the country has overwhelmingly reported in the scholarly stage there will be a national government elected an Abbott Government, but literature. that will be prepared to act, to prevent because the Labor Government failed in Australian education going utterly to the The jury is in on this. its implementation. dogs. The relationship between socioeconomic Nine months after the election there It has been a privilege to speak with you: I status and achievement is also absolutely is no roadmap apart from a promise thank you, and wish you well." beyond question. This is true however to fund the full six years. Why does the socioeconomic status is defined: either Opposition not commit to setting up Dr Ken Boston AO (FACE) is a former narrowly as parental occupation or a national schools resourcing body, Director-General of Education in SA and income; or more broadly as the Index as we recommended, which would NSW and a former Chief Executive of the of Economic, Social and Cultural surely be immensely attractive to the Qualifications and Curriculum Authority Status, which is used by PISA, and states and territories – as the basis for for England. He was also a member of which includes parental occupation, implementing needs-based funding once the Gonski Review Panel, and currently parental education attainment, and it returns to government? chairs the NSW Ministerial Advisory home possessions relating to wealth, Group on Literacy and Numeracy. Ken Finally, whoever forms the next educational resources and cultural is a gold medalist and former President government – a rejuvenated Labor Party possessions; or even more broadly as of ACE. or a more enlightened group of Liberals aggregated social disadvantage, which – let’s campaign to get rid of what proved is the Gonski measure, and includes to be the albatross around the neck of the additionally Indigeneity, language Gonski Panel: the undertaking that no proficiency and geographic location. school should lose a dollar. Again, the jury is in. I am not suggesting the end of state aid to non-government schools. But, taking up David Gonski’s comment in his recent EDITORIAL 27

ACE Grassroots Membership Challenge

Recently you would have received So when you, as a member of ACE, We know education professionals are information explaining the ACE are thinking of people to invite into the busy people, but approaching colleagues Grassroots Membership Challenge. The College, think of educators you know about the Membership Challenge can be College’s National President, Professor who are interested in engaging with their a quick and engaging activity. It can be a Stephen Dinham has launched this profession as well as those who would tea break chat, or a suggestion thrown campaign in order to help grow ACE’s benefit from the College and its future in to a supportive conversation with a membership numbers. goals. younger colleague. These are small steps into opening up a conversation that may As a national organisation, ACE members ACE is known as the nationwide voice lead to someone benefitting from an ACE are our greatest asset and the driving of the teaching profession. With this membership. force that provides our organisation with Grassroots Membership Challenge we direction and purpose. Achieving our hope to diversify our membership and If every member has one successful aim to enlarge our membership base encourage new members from the wider conversation with a potential new recruit will intensify our collective voice, provide education sector to join us so that we to the College this can lead to a much more benefit to the wider education can advocate together for education in larger more powerful membership for community, increase networking and Australia and make a real difference to ACE. Just picture an organisation with its collegial activities for members, diversify the educational journey of all Australians. members’ strong voice being heard and our publications and give ACE more heeded by the public and government Benefits to members are varied and strength to advocate and influence decision-makers. include: the opportunity to become education policy. actively engaged in the discussion on Please visit austcolled.com.au/ You may be aware of some of the far- education policy; access to professional membership and become involved. reaching advocacy work that the College development programs; participation has been undertaking this year including: in high-profile events; networking the submission to the Teacher Education possibilities with imminent educators Ministerial Advisory Group (TEMAG) on across all education sectors nationwide; teacher education; the inaugural Jean opportunities for publication of articles; Blackburn Oration with guest speaker becoming engaged with a wide range of Mr David Gonski AC; the probing articles state and national committees in a range that are being published in Professional of education subjects and fields; and the Educator; the increased presence of ACE use of College post nominal (MACE). in the media on topics relating to policy and education in Australia in general; and of course our upcoming ACE 2014 National Conference on the theme of ‘What counts as quality in Education?’. 28 YOUNG TEACHERS PATRICK CHIN-DAHLER

The challenges of teaching Chinese in a rural setting

Throughout my professional career, This paradox between recognising the In my first six months teaching Years many of my colleagues often stressed importance of learning Chinese and 7 and 8 Chinese, 75km southeast of how they wished they had learnt seriously engaging with the language Melbourne, the two most common Chinese. They typically discussed China’s reminded me of a quote by Confucius: questions students asked were, ‘why economic and political importance to ‘Never impose on others what you would are we studying Chinese?’ and ‘what Australia as inherent reasons to study not choose for yourself.’ Successfully happens if we fail Chinese?’ Students’ the language, suggesting that Chinese teaching Chinese is therefore a very questions and discussions about Chinese would give them a niche skill and serious and problematic issue, and this culture, society and engaging with China competitive edge in the job market. issue is made even more complex in were also limited and were often based When I asked why they did not now chose regional or rural areas because of the on hearsay and stereotypes. Unlike in to pursue Chinese language studies, geographic context that shapes students’ urbanised areas, there is no easy access many often said they were daunted by world views. to Chinatown, Chinese food remains the immense amount of work required to exotic or limited to the local Chinese master it and that the learning process restaurant and Chinese people are not did not seem enjoyable. common. In short, there is little visual YOUNG TEACHERS 29

manifestation of China’s strong economic and that the characters fire (火) and growth and significant trade ties with mountain (山) combined to make the Australia in the town and surrounding word for volcano (火山). More importantly, areas. For the students I teach, the my new students’ scored approximately concept of Australia in the Asian Century 15 per cent higher on similar tests than seems distant and divorced from their those in my previous classes, and their reality. work completion rate is also significantly higher. Making Chinese relevant to rural students’ lives is therefore pertinent The socio-cultural method of language to language success. However, in my learning, or simply learning by doing, has experience, students’ key motivation allowed my students to engage with the for engaging with a language proved language and innately work out patterns counter-intuitive or rather exposed my and grammatical rules. Not only does it naivety. In approximately 150 letters demonstrate that Chinese is achievable from students to me regarding why they to them, but it develops their curiosity wanted to study Chinese, less than 20 per and problem-solving skills. In turn my cent discussed the growth of China or the students have developed a sound work job market (even after we had learnt this), ethic and sense of self-efficacy with many more than 60 per cent said they were students who score average or below interested in various aspects of Chinese average in other classes often performing culture and wanted to learn something well in Chinese. As Confucius says: ‘I new and 20 per cent did not provide hear and I forget. I see and I remember. I a reason. Despite students spending do and I understand.’ Learning by doing significant time exploring links between and having students rigorously engage Australia and China and how learning with the Chinese language is therefore Chinese would provide them with a niche critical if we are to have any hope of skill to market themselves for almost motivating students to continue to study any job, these reasons did not seem to Chinese. significantly affect their motivation to Using the language makes Chinese real learn Chinese. While the economic and and relevant, and learning inductively and foreign relations reasons may serve as having students extrapolate key rules and The challenges of reminders about the long-term benefits patterns develops their problem solving of studying Chinese, students need skills and curiosity. These factors in more immediate or tangible reasons to themselves motivate students to study the motivate them. teaching Chinese language and need not be pedagogically My hypothesis based on student feedback linked to arguments surrounding the proved correct when I changed my importance of China’s economic and in a rural setting teaching style mid-year and began political growth. These latter issues with a new group of students. As I are useful reminders, but on their own discovered, one of the best motivators do not significantly affect regional or for commencing high school students is rural students’ motivation to study the to have them use the language as much language because it is hard for many as possible from day one, and secondly of these students to see how the rise of to compare the English and Chinese China directly affects their lives. Rather, languages. Anecdotally, many students using the language and developing said they enjoyed speaking and writing students’ self-efficacy, curiosity in the Chinese because they could show others culture, problem-solving skills and work what they learnt and it was unique. In a ethic is the first step towards bridging survey of over 80 of my students, over the gap between an idle curiosity and the 85 per cent said they enjoyed unpacking opportunity for serious engagement with the meaning of characters. For example, the Chinese language. students liked to see and work out how Patrick Chin-Dahler is a first year the characters for civilisation ( ) 文明 Chinese and Economics via the Teach individually meant literature ( ) and light 文 for Australia program. Patrick holds a ( ), so civilisation meant enlightenment 明 Bachelor of Asian Studies (Honours), through learning; that the characters a Masters of Public Policy (Economic for teacher ( ) meant old ( ) (and 老师 老 Policy) and is currently completing his therefore respected) and master ( ); 师 Masters of Teaching. 30 BOOK REVIEW

Lawrence William Shears was born Footprints of a twentieth in Melbourne in 1921. He completed his secondary education at University High School, went on to the Melbourne century educator: Teachers’ College and completed a BEd at Melbourne University and a Lawrie Shears doctorate at London University, with a thesis on ‘the dynamics of leadership’. by Eleanor Peeler Awarded a Harkness Fellowship in 1959, he conducted research in the US, Book review by Barry Jones particularly California. Dr Eleanor Peeler, an educational historian, with a Monash DEd, has been deeply committed to working on his biography for most of a decade, carrying out many interviews between 2007 and 2009. Very few of our important educators have had their achievements appropriately recorded or analysed. They are very thinly represented, if at all, in the Australian Dictionary of Biography (and few are anxious to meet the essential precondition for eligibility) or Wikipedia. Some educators are commemorated when buildings or lectureships are named for them. However, in the Order of Australia, awards for service in the public education system have been noticeably stingy. Dr Norman Curry, who received an AM in 1997, is the only Victorian Director-General of Education to have been recognised at any level (under the Imperial honours, Sir Alan Ramsay had been knighted in 1961). The blame for this is not in the Council of the Order but in the education system itself, unconfident about pushing, while other professions are eager to secure recognition for achievement. Other states have been more generous than Victoria. In 2009 Dr Shears was awarded the Sir James Darling Medal. The Dr Lawrie Shears Public Lecture Series was sponsored by the Australian College of Educators and Professor Suzanne Cory, President of the Australian Academy of Science, delivered the first lecture in April 2013. Dr Shears’ achievement should have been recognised in the Australian Honours System long ago. I should declare an interest, having taught in a Victorian high school for a decade (1957-66) and was a member BOOK REVIEW 31

(plumber) then made the surprising Educational Research (VIER), a member transition to becoming an Anglican priest. of the Monash University Council, Very few of Chairman of the College of Nursing, Hunt and Lacy, both progressives, an active Anglican (like his successor our important grew increasingly critical of Victoria’s Norman Curry), an assiduous editor and centralised and over-bureaucratic educators have had researcher, affable, diplomatic, a good education system. Despite their affection negotiator, but very tenacious. their achievements for Thompson, both thought that he appropriately recorded should have been more interventionist as I raise one issue, with some hesitancy, or analysed. They are a Minister. because I am directly involved. In Dr Peeler’s account, Lawrie Shears On p. 22 Dr Peeler quotes from my Dean’s very thinly represented, became a victim. The department was Lecture given at Melbourne University if at all, in the reconstructed and he was pushed out in May 2007. The words are accurately as Director-General in January 1982 quoted but given out of context so that I Australian Dictionary and put into the ill-defined backwater of appear to be adopting a position which is of Biography (and few ‘Coordinator-General’ (1982-84) while contrary to my beliefs. Rev. Dr. Norman Curry was appointed The 1872 Victorian Education Act was a are anxious to meet the Director-General. remarkable, and idealistic, achievement essential precondition Bicephalous leadership was doomed from for its time. (Matthew Arnold was quoted for eligibility) or the outset. The reasons for its adoption eight times in the Minister’s second were (and remain) mysterious and reading speech). However, in practice, Wikipedia. Dr Peeler might well have devoted more secondary education in state schools pages to forensic analysis. was extremely limited for 70 years, and the system produced the privates and Both Hunt and Lacy were looking for NCOs (Non-Commissioned Officers) in reforms which could be adopted rapidly, Australia’s industrial army, workers and of the Victorian Secondary Teachers especially as the Liberal Government, workers’ wives. Association (VSTA) Council, when teacher after 27 years in office, was sliding morale was low, conditions poor, the towards a precipice. When Lindsay This biography is written in natural department unduly defensive and clashes Thompson at last became Premier, in language, refreshingly (unusually) free with Government frequent. The political 1981 he supported his Ministers, not his of Education-speak. Its emphasis is context is central to understanding what Director-General. determinedly Victorian, and that raises was happening in Victorian education, some questions about balance. It Again, I should declare an interest. I but I feel that this biography avoids would be regrettable if this discourages worked closely with Norman Lacy on the examination of the system. potential readers in other States and abolition of the death penalty. He was Territories. In 1969 Lawrie Shears was appointed also an effective Minister for the Arts, Assistant Director-General of Education. very much in the Hamer tradition. Barry Jones is a Professorial Fellow at the University of Melbourne. He used to Lindsay Thompson, who had been When Labor, led by John Cain, swept be a politician, writes a lot and proffers a teacher himself, was Minister for to power in April 1982, Robert Fordham advice whether it is sought or not. Education (1967-79), a record term, became Minister for Education. He was during a period of unprecedented a strong admirer of Lawrie Shears, population growth in Victoria. He thought he had been grievously wronged References appointed Shears as Director-General in and commissioned some valuable policy p. 142 CB, not CBE 1971 and worked closely with him. papers which are included, in summary p. 281 Governor, not Governor General When Henry Bolte retired as Premier in form, in Footprints… 1972 (the year I became a Victorian MP), Shears came under some criticism for Index Dick Hamer succeeded him. Thompson sending his children to private schools, VIER and VSTA not in index at all became Deputy Premier but in 1979 which suggested that he had some moved from Education, to become Chief reservations about the system he was Secretary. running. Footprints of a twentieth century educator: Lawrie Shears In 1979 Education was given two Ministers Lawrie Shears was a great activist – by Eleanor Peeler – Alan Hunt (father of the current Federal involved in UNESCO, and several times Minister for the Environment, Greg a delegate to its General Conferences, (Hybrid Publishers, Melbourne, 2014) Hunt), and Norman Lacy, who became a founding father of the Australian RRP: $27.95 (www.booktopia.com.au) Minister for Educational Services. Hunt College of Educators (as it now is), the was a lawyer; Lacy had been a tradesman central figure of the Victorian Institute for ACE DIRECTORY

Australian College of Educators Professional Educator is the professional journal of the Australian College of Educators (ACE), a professional association representing educators across all sectors and systems of education. We encourage and foster open, collaborative discussion to enable our members to provide the best outcomes for Australian students across all levels of education.

Contact Details Publications Committee Phone 03 9035 5473 Chair Norman McCulla FACE Fax 03 9341 6021 Dr Elaine Blake FACE Email [email protected] Ms Kira Clarke MACE Web www.austcolled.com.au Associate Professor Susan Krieg MACE Postal address PO Box 73 Carlton South VIC 3053 Ms Paola Ghirelli Street address Level 5, 100 Leicester Street Dr Julie Rimes FACE Carlton VIC 3053 Dr Glenn Savage MACE

Board National Office Chair Professor Stephen Dinham OAM FACE Chief Executive Officer Ms Catherine Pickett Associate Professor Tania Broadley MACE Manager communications & publications Ms Paola Ghirelli Mr Peter Jacob MACE Member services & events manager Ms Elise McLellan Mr David Kronenberg MACE EA & administration manager Ms Jessie McFarlane Professor Bob Lingard MACE Policy officer Ms Maren Klein Dr Norman McCulla FACE Membership administration assistant Ms Catherine Keely Ms Bronwyn Pike MACE College archivist Mr Tony Ryan FACE Ms Annette Rome FACE Mrs Cristina Sandri FACE Membership Professor Erica Smith MACE As a member of ACE you will be part of a community of educators who have made a commitment to raising National Council the status of their profession, and to their own professional TAS Dr Jillian Abell MACE growth and development, by joining Australia’s leading education professional association. ACE members engage WA Associate Professor Tania Broadley MACE with enduring educational issues, and the hot topics of the NSW Mrs Heather Causley FACE day, through networking, professional reading and a range QLD Mr Patrick Elsworthy FACE of events and activities organised through our regional groups across Australia. Member benefits include: SA Associate Professor Susan Hyde MACE VIC Dr Catherine Scott MACE • the opportunity to contribute to an informed advocacy body for the education profession ACT To be advised NT To be advised • the entitlement to use the letters MACE as a recognised, professional post-nominal

Fellowships Committee • opportunities to network with your colleagues and cutting-edge presenters at ACE conferences and events Chair Dr Margaret Batten AM FACE • an annual subscription to Professional Educator as well Dr John Grant FACE as free or discounted access to a range of other ACE Ms Bronwyn Pike publications. Dr Alan Rice AM FACE

August 2014 Volume 13 Issue 4