The MLTAQ Journal A journal of professional current practice and research for language teachers

Journal of the Modern Language Teachers’ Association of Queensland Inc. Affiliated with the Australian and International Federations of Modern Language Teachers’ Associations (AFMLTA & FIPLV)

Summer 2020 ISSN 1327-7782 Volume 170

CONTENTS

Editorial …………………………………………………….. 0 2

MLTAQ History ...... 0 3

The Origins of the MLTAQ – David Ingram …………………………………………... 3 The First MLTAQ President: Professor J H Mahoney -- Roger White……………… 6 The Past Decade: 2009-2019 – Cynthia Dodd and Marcel Noest………………… 9

MLTAQ Volunteers...... 18

Profile: Beau Pett …………………………………………………………………..……. 18

MLTAQ Awards...... 19

New Life Member ……………………………………………………………………… 19 MLTAQ 60th Anniversary Awardees ………………………………………………… 22

MLTAQ and Beyond………………………………………. 33

MLTAQ: From the President - Judy Williams………………………………..………. 33 AFMLTA: AFMLTA and the Languages Landscape in Australia– Amanda Pentti 35 FIPLV: Language Teacher Associations: A Personal Journey – Denis Cunningham 39

Front cover: The 60th Anniversary Award recipients. See pages 22-32.

EDITORIAL

In this Summer 2020 edition of the MLTAQ Journal the professional association itself features prominently. With the 60th Anniversary celebrations still fresh in our memories, a number of people were asked to contribute research, memories and experience to this publication with the purpose of painting a picture of the MLTAQ’s history, its operations and its wider role in the field of languages education. The section MLTAQ History takes us on a trip down Memory Lane. Distinguished Life Member Dr David Ingram AM discusses how the association was born. Roger White, another Life Member, provides some surprising insights about the first MLTAQ President, Professor James Mahoney. Still with the eye on the past, The Past Decade summarises the most memorable events of the past ten years. As you read this Journal, you will find additional spotlighted information about our recent history. What makes people decide to join associations and volunteer for positions on a committee? Contrary to what some believe, membership of committees is not always the result of failing to leave a meeting in time or swatting a fly at the very moment someone in front asks for a volunteer (though it has been known to happen). However it happens, it is a fact that as an association of professionals with a common cause we depend on MLTAQ Volunteers who take the step forward in order to make things happen. This time, we introduce Central Queensland member and CCLT Convenor Beau Pett. Teachers past, present and future make active choices to contribute to the profession. We pay tribute to the members nominated and celebrated by their colleagues at the MLTAQ 60th Anniversary event, where a new Life Membership and 53 Awards were bestowed upon our colleagues in recognition of their services to the profession. Both the Journal’s cover and the special section on MLTAQ Awards are dedicated to them. As educators of languages we fully appreciate that a picture is worth a thousand words; therefore, a special thank-you is extended to our awardee Atsuya Kotoda who has kindly lent his artistic skills to the Anniversary Night colour spread inside. Where does professional dialogue about teaching and learning Languages begin? Where does it end? What is being discussed elsewhere? Where can this dialogue take us? In order to answer such questions, it is helpful to consider that professional networks such as ours extend well beyond classrooms and school communities. The MLTA-Queensland provides a network that encompasses the state, as Judy Williams’ article reminds us. It does not stop there! It is part of a greater, Australia-wide federation, the AFMLTA. This national body, in turn, is part of a still wider international network, FIPLV. Through this global web, Queenslanders are part of the Australia-wide conversation and the voices of Australians are heard around the world. MLTAQ and Beyond provides an insight into these greater networks, as illustrated by Amanda Pentti’s article on the AFMLTA and Denis Cunningham’s personal account of his professional journey.

Dr Leigh Kirwan, Griffith University Dr Marcel Noest, Institute of Modern Languages, The University of Queensland

Page 2 MLTAQ HISTORY

Origins of the MLTAQ

Dr David E. Ingram, AM

David Ingram (BA, AEd, MA, Ph.D) worked for many years as a teacher in Queensland and subsequently as an academic at various Australian universities (e.g. Griffith University, Melbourne University Private and The University of Melbourne). He was AFMLTA President (1982-1996) and FIPLV Vice-President (1986-1992). David was the Australian representative on the joint British-Australian IELTS development project in 1987-88 and IELTS Chief Examiner (Australia) for ten years to 1998. He became a Fellow of the National Foreign Language Center, Maryland, USA in 1993. In 2003, he was made a Member of the Order of Australia for “service to education through the development of language policy, through assessment procedures for evaluation of proficiency, and through research and teaching”. David has published very widely; his recent books include Fostering Positive Cross-Cultural Attitudes through Language Teaching (2008) and A Short History of the Australian Federation of Modern Language Teachers Associations (2014). He initiated and developed with research assistance the International Second Language Proficiency Ratings (ISLPR®). In 2007 he and his wife Nelly established and continue to direct ISLPR Language Services Pty Ltd.

The early history of the Modern Language Teachers’ Association of Queensland is integrally related to the early history of the Australian Federation of Modern Language Teachers Associations (AFMLTA), whose origins, in turn, were linked to MLTAV and its leadership in the1950s and 60s, especially Professor R. F. Jackson, Keith Horwood and Manuel Gelman. The AFMLTA History states the following:

MLTAQ was formed in 1959 … A short history of the MLTAQ appeared in “The MLTAQ Journal”, Vol. 146, June 2009, the 50th anniversary of its formation. In that report, it was stated that an impressive 105 members attended the first meeting of MLTAQ. On 28 August, 1959, the foundation President of MLTAQ, Professor James Mahoney, wrote to Professor R. F. Jackson in the Department of French, University of Melbourne to inform him of the impending formation of MLTAQ and to suggest that MLTAQ cooperate with MLTAV in the production of “Babel”. [AFMLTA History: 27]11

Professor Mahoney went on in his letter to say that there had been a refresher course in French at The University of Queensland at which a joint session was held with teachers of German and Italian. One of the outcomes of that joint session was a decision to form the MLTAQ. In his address to MLTAQ’s 25th anniversary AGM, Professor Mahoney explained that one of the reasons for the formation of MLTAQ was ‘the concern of the Language Departments of the University of Queensland over the decline in the study of Latin and Greek; they feared that French and German would be next.’ [AFMLTA History:28]

1 Ingram, D E (2014). A Short History of the Australian Federation of Modern Language Teachers Associations Inc. (AFMLTA Inc.) – 1962 to 2006. For convenience in this short article, AFMLTA History is used for reference to this book together with page numbers.

Page 3 In fact, several of the state MLTAs were founded around this time. MLTAV had commenced in 1947 [ AFMLTA History: 21]. MLTANSW was formally established in 1957 [AFMLTA History: 26] though it was preceded by other organisations, most notably a Modern Language Association (MLA) which was established in the early 1900s, “flourished” for many years, held the first ever modern languages conference in Australia in 1915 and, for a short time, published the Modern Language Review of New South Wales starting in 1920 [AFMLTA History, pp. 25-26]. Undoubtedly, a key figure in these developments was Professor Alan R. Chisholm who moved to the Department of French in the University of Melbourne where he became the founding President of MLTAV in 1947. These developments may seem irrelevant in an article on the origins of MLTAQ but, apart from the stimulus to the formation of MLTAV and AFMLTA, the initiatives leading to MLTAV and eventually AFMLTA all took place in the building that housed the language departments at the University of Melbourne and which, for obvious reasons, became known as the Babel Building, which, in turn, lent its name to what became the AFMLTA journal, Babel. Thus, contrary to the popular belief over many years that the journal was named after the Biblical story of the Tower of Babel, our national journal was actually named after a building. In 1958, MLTASA and, about the same time, MLTAWA started following a period in which individual members had joined MLTAV. In 1960, MLTAT commenced. It was much later that the Territory associations were established. Their formal starting dates as independent associations are not very clear but it is definite that MLTA of ACT was operating by 1975 and LTANT by 1981 [AFMLTA History: 29-30].

In his letter to Professor Jackson, Professor Mahoney also asked whether MLTAQ could join with MLTAV in the production of Babel, since, he said, it would be difficult for a newly formed association to attempt immediately the publication of a journal [AFMLTA History: 28]. In fact, all the newly formed associations also joined with MLTAV in the production of Babel, moves welcomed by MLTAV because it had been struggling with the cost of producing Babel. On the other hand, MLTANSW was more hesitant about cooperating on the production of Babel principally because it had other publications but, eventually, it also joined in and soon acceptance of Babel became a condition of AFMLTA affiliation.

The AFMLTA History also refers to the fees at the time of MLTAQ’s foundation and its relationship to Babel:

It is interesting to note that the membership fees on inauguration were £1 ($2.00) for city members, 15 shillings ($1.50) for country members, and 5 shillings (50 cents) for students. Members could choose to pay an additional 5 shillings (50 cents) to receive three issues of Babel, which was billed at the time as the journal of the MLTAs of Victoria, South Australia and Western Australia. MLTAQ took Babel as its journal from No. 12, November 1959 with the front cover being amended accordingly. A note also appeared in what was to become a regular section on news from the various MLTAs welcoming Queensland and recalling that several articles had been received from Queensland over the years. [AFMLTA History, p. 28]

As is evident from the previous paragraphs, Babel played an important part in bringing the State associations together, at first, informally. Eventually, several events and inter-state meetings led to a meeting on 26 August, 1961 in the (then) Secondary Teachers College of Melbourne in which it was resolved to form the Australian Federation of Modern Language Teachers Associations (AFMLTA) with the official starting date to be 1 January, 1962. It was also resolved at this meeting that Babel would be the national journal of AFMLTA.

Page 4 At the founding meeting on 26 August, 1961, every State was represented except Queensland, though MLTAQ sent a letter expressing support for federation [AFMLTA History: p.50]. Though MLTAQ was not present at the foundation meeting, it has made a major contribution ever since with delegates regularly at the AFMLTA Council and National Assembly meetings and with MLTAQ members in leadership roles at both the AFMLTA level and in the international organisation, the FIPLV (Fédération Internationale des Professeurs de Langues Vivantes).

References Ingram, D E (2014). A Short History of the Australian Federation of Modern Language Teachers Associations Inc. (AFMLTA Inc.) – 1962 to 2006. Published by the author. The contents of this article draw on text in this book. For convenience in this short article, AFMLTA History will be used for reference to this book together with page numbers.

MLTAQ Membership: Strength in Numbers

Year Membership 2002 441 1959 105 2003 607 1972 200 2006 546 1978 348 2008 650 1982 330 2010 667 1984 315 2012 774 1988 500 2014 736 1996 536 2016 772 1998 500 2018 887

Having initially had corporate membership, the MLTAQ Executive decided to restrict membership to individual teachers since the association values the individual teacher and believes that, as individual members, teachers take greater professional ownership. In 2019 the MLTAQ continued to represent over 800 teachers of Languages in Queensland. Language networks and branches of this association now include Chinese, French, German, Italian, Indonesian, Japanese, Korean and Spanish. District branches and networks include Darling Downs, Gold Coast, Sunshine Coast, Central Queensland, Townsville, Wide Bay and Peninsula. There is also a group dedicated to CLIL and Comprehension-based Communicative Language Teaching.

Page 5 The First MLTAQ President: Professor J H Mahoney

Roger White

Roger J White has fulfilled a number of roles on the MLTAQ Executive (including Treasurer, Newsletter Editor) and is a Life Member of the association. In 1967 he became one of first teachers of Japanese in Queensland, working subsequently as HOD and Deputy Principal. He was appointed Principal Policy Officer at the Languages and Cultures Unit (LACU) and later Manager International Services, DET International. He also held a number of positions on Queensland curriculum and assessment authorities. Roger has made an enormous contribution to the teaching of Japanese in Queensland. He is a foundation Member of the Australia-Japan Society and has been the recipient of several official awards allowing him to study and work in Japan.

James Charles MAHONEY, ED, CH Legion d'Honneur BA Qld., MA Oxf., MLitt Oxf., Hon.DLitt Qld. 1907 – 1997

James Charles Mahoney was born on 9 August 1907 in Maryborough, son and grandson of well-known residents of the town. His early education occurred in the local area, but his father, a school principal, was eventually transferred to Brisbane where he remained as principal of Yeronga State School for many years. During that time James attended St Laurence’s College, South Brisbane and St Joseph’s, Gregory Terrace [1924-25]. Gregory Terrace school has nine Houses, one named Mahoney House after the Mahoney family, four brothers, beginning with James in 1924, who all attended there and with exceptional results. From an early stage, James’s academic ability was evident. In 1921 he passed the State Scholarship Examination while at Kingaroy State School, being 5th on the list. In 1923, however, when at St Laurence’s, he won the prestigious Byrnes Memorial Medal [awarded for scholarship from a fund established in memory of Thomas Joseph Byrnes, Premier of Queensland in 1898] in the University Public Examination at the age of 16. Not only was his pass a record, he topped the list of 1200 students, but also the highest mark ever recorded up until then. His marks were calculated from the ten subjects he sat for in the Junior Public examination in November that year. He obtained nine merits and a creditable pass in the other. In 1925 in the Senior Public examination his merit awards in the six subjects he studied placed him second in the State. In 1926, James Mahoney entered the Faculty of Arts at the University of Queensland, where French was one of his subjects.

Page 6 He found time while at school and university to play sport, including tennis, cricket, football and swimming and to participate in the University Debating Society. In addition to all this he was involved with the University of Queensland Union and in 1928 president of the Wider Education Society. He also found time for military training, rising to the rank of Lieutenant in the 26th Battalion. Many years later, during WW2, he served as a brigade major with the 7th Infantry Brigade in New Guinea. By early 1939, even before war was declared, James Mahoney – lecturer in modern languages and then commander of the Detachment – was working closely with the Australian Government’s Department of Defence, the University administration, and the Staff Association to bolster the militarisation of the student population. Mahoney actively recruited for the Detachment with circulars enticing students with offers of pay, free uniforms, and parades “so arranged as not to interfere with lectures and classes, or athletic, social or other activities…”. Every effort was being made, Mahoney explained, “to make the training attractive to University men” 1 It is not surprising then, that in November 1928 James Charles Mahoney was selected out of five candidates as the Queensland Rhodes Scholar for 1929. He continued his studies in French at Balliol College, Oxford University and in France, graduating in 1931 with an MA and M. Litt (Oxon). While at Oxford, he gained the Heath Harrison Travelling Scholarship for French, tenable for one year. The scholarship allowed James Mahoney the chance to further his French ability in France as well as the study of the teaching of Modern Languages. On his return to Brisbane he was appointed as a tutor to the teaching staff of the Department of French at the University of Queensland. In those days there was undoubtedly a hierarchy which was associated with years of service. James Mahoney knew that mere tutors had no place in the staff common room in 1932 and waited a few years to be invited to join, which happened when the senior members were seeking a secretary for their tea club! 2 In May 1934, the Senate of Queensland University approved the establishment of an Institute of Modern Languages in the Faculty of Commerce so that more languages could be offered other than French and German then being taught in the Faculty of Arts. James Charles Mahoney married Maureen Catherine Grealy in Brisbane in February 1939. Their son Jim won the Rhodes Scholarship in 1965. It was not until late 1953 that the Queensland University Senate approved the establishment of a full Chair of French in 1954. The Vice-Chancellor [Mr J D Story] said at the time: French has been taught in Queensland University since its foundation [in 1909] and there was a self-contained Department of French language and literature within the Faculty of Arts. Owing to the growing importance attached to relationships between France and Australia in the diplomatic, commercial and intellectual spheres and the importance of French within the Queensland Secondary School curriculum, the Senate considers the time has come when a full Chair of French should be established. 3 J C Mahoney was at that time head of the Department of French Language and Literature in the Arts Faculty. In October 1954, he was appointed as the first Professor of French, a position he maintained until 1977. Always keen to promote the teaching and learning of another language, in 1959, together with Dr Leopold, Professor Mahoney, was instrumental in forming the Modern Language Teachers’ Association of Queensland. Professor Mahoney became the foundation President,

Page 7 And Dr Leopold and Mr Don Munro were Vice-Presidents. Professor Mahoney later served as Vice President of the Association. It came about during a refresher course for teachers of French within the University of Queensland, we organised a joint session with teachers of German and Italian, and one of the results was the formation of a Modern Language Teachers’ Association of Queensland.4 An impressive 105 people attended the inaugural meeting. At the 25th AGM of the MLTAQ, Professor Mahoney recalled: One of the reasons for the formation of the MLTAQ was the concern of the Language Departments of the University of Queensland over the decline in the study of Latin and Greek; they feared that French and German would be next. We have made a lot of progress since then, but unfortunately our fears have not been altogether stilled. 5 In 1960 the French Government honoured Professor Mahoney with the distinction of “Chevalier de la Légion d’Honneur” for services to French language and literature. He was Président of the “Alliance Française de Brisbane” from 1953 to 1977. One of his great achievements at the Alliance Française was the “Concours des Ecoles” which began in the 1940s, but which extended its boundaries to firstly Toowoomba in 1954 and then to the Gold Coast and Ipswich. A further interesting development added by Professor Mahoney was a “dictée”, given to several hundred students in 14 Brisbane and Toowoomba schools. Ann Caston, a long-time member of the MLTAQ and past Secretary wrote: As an early active member of the Alliance in Toowoomba during the 1960s I remember hosting Professor Mahoney and Mlle Kathleen Campbell Brown for their annual visit and organising the Toowoomba “Soirée des écoles” at which schools participating in the Concours presented plays and songs in French. During his professorship, James Mahoney’s other University duties included Dean of Arts (1956-1959), President of the Academic Board (1966-1968) and Member of the Senate (1966-1971) 6 Professor Mahoney can not only be remembered as the inaugural MLTAQ President (1959- 1961), but also for his scholarship and years of dedication and enthusiasm for the teaching of Languages, especially French. In 1977 he was conferred with the title of Emeritus Professor at the University and was awarded a Doctor of Letters honoris causa in 1978. Professor James Charles Mahoney passed away at the age of 89 in 1997.

Endnotes 1 University of Queensland Fryer Library, History Collection, UQFL458 (https://manuscripts.library.uq.edu.au/index.php/uqfl458) 2 A Place of Light and Learning: The University of Queensland ‘s First Seventy-Five Years. Malcolm Thomis, University of Queensland Press. 1985: 117. 3 Courier-Mail, 11 November 1953 – Trove 4 Extract from a letter by J C Mahoney to Professor R.F. Jackson, 28 August, 1959. Reprinted in the MLTAQ Journal, Vol. 146, June 2009: 6 5 Reprinted in the MLTAQ Journal, Vol. 146, June 2009: 32 6 The Forgan Smith. Clive Moore, published by the School of HPRC, University of Queensland, 2010: 66. Picture: photo copied from the Brisbane Courier publication of Thursday 15 November, 1928, p. 13.

Page 8 The Past Decade: 2010-2019

Cynthia Dodd and Dr Marcel Noest

Cynthia Dodd has taught primary and secondary Japanese in various contexts and sectors. She has actively participated in the life of the MLTAQ and the AFMLTA, holding executive positions in both associations including as President of the MLTAQ. Dr Marcel M Noest is Director of Studies at UQ’s Institute of Modern Languages. He has held various positions on the MLTAQ and AFMLTA, including MLTAQ Vice-President, most recently from 2009-2017. He is currently joint Editor of this Journal.

A listing of noteworthy events of the association’s recent past were first published in the 60th Anniversary Commemorative Booklet (pp. 8-18). What follows is a snapshot of operations in the 2010-2019 leg of the journey.

2010 MLTAQ Biennial Conference (The University of Queensland, July) This conference Think national, act local: Envisioning a vibrant Languages future was co-sponsored by the UQ School of Languages and Comparative Cultural Studies and Independent Schools Qld. Plenary Speaker: Assoc. Prof Angela Scarino: The developments in the AC: Languages. Panel: Paula Passi (Principal, Burpengary SS), Dirk Wellham (Deputy Headmaster, Anglican Church Grammar School), and Scott Shorten (HOD, Humanities/Languages, Narangba Valley SHS) discussed supporting Languages programs in this context. Evolving practices and ideas: Sellina McCluskey and Jesus Bergas Paz discussed their Japanese and Spanish immersion programs in Envisioning the Future: New Immersion Programs in Queensland. Intercultural language learning was gaining currency, permeating practitioner offerings such as Inter-Cultural Language Learning Through Traditional Japanese Games (Ngaire Aboud and Kathryn Tominaga); Whaling: A Sense of Connection to the World (Chizuko Gomura); Intercultural Connections: “Us and them, and after all we’re only ordinary men” (Wendy Parkinson); Designing Inquiry Based Learning Experiences (Cynthia Dodd) and How Good is That? Quality Assessment (Anna van Hoof).

2011 Inaugural Griffith University and MLTAQ Language Teachers’ Forum (May) Initiated by Drs Cristina Poyatos-Matas and Leigh Kirwan, the aim of these regularly held fora is “to bring together language teachers and researchers in language teaching for some great discussions on new ideas and directions.” The first speaker was Dr Michele Endicott. Today, the ‘LTF’ continues to attract academics, policy experts and classroom teachers both as speakers and audiences. Online participation has grown significantly in recent years.

Page 9 Pictures 1, 2 : Presenter Dr Michele Endicott and participants at the inaugural Language Teachers’ Forum

2012 ICT Professional Learning workshops (April) The Executive invited Joe Dale (UK) to present on the use of iPads and IWBs. 44 teachers attended the one-day workshops at Cleveland District SHS’s new Flexible Learning Centre. MLTAQ Biennial Conference (Griffith University, Gold Coast September) The conference theme was Let’s Go Techno. Keynote address: Associate Professor David Reeve - Developing intercultural capability in a technological age - promoting vigorous Indonesian programs in schools. Learner-oriented presentations and discussions: Meet Sony Virtuoso - the ideal technology solution to integrate the three modes of communication: Interpretive, Interpersonal and Presentational and Leveraging a Language Centre Directions in technology use: workshops and papers included Demonstration of web tools, use of Language Perfect, Building assessment capacity: QSA web-based Language Products and Raising the Dead: The Use of Technology in Resurrecting Extinct or Declining Languages Burgeoning teacher professional standards: Plenary Teacher education and online communities, Dr Jason Zagami, Griffith University; a panel led by Sherryl Saunders Leading Languages: Leading by Design, dealing with the shaping of the AFMLTA Lead Language Teacher Standards and their alignment with the National Teacher Professional Standards. Workshops on Language teacher retention and well-being also reflected research on timely issues. Two giants of the MLTAQ and Languages education in Queensland retire. Anna van Hoof ‘You have provided significant leadership to Education Queensland in many roles and to the Queensland Studies Authority. Your untiring passion for languages education […] in particular stands Education in Queensland in much better stead than it would otherwise have been’. (from Ann Dashwood’s letter to Anna)

Page 10 Roger White ‘The thing I remember and admire in particular is his archival knowledge of languages in Queensland. When we covered the state to introduce the 2000 syllabus to teachers, he knew what language was taught, by whom, when and with what results, everywhere. In many, many quiet ways Roger has been a devoted fixer and ambassador for Languages in our state and will not be easily replaced.’ (from Julia Rothwell’s tribute) Advocacy for retention of the Queensland LOTE Centre Representations to the Minister, The Hon J.P. Langbroek by Executive members as the centre moves from West End to Coorparoo. International Languages Forum (April) Tony Gribben, Principal Holland Park SS, facilitated this with Kevin Rudd (between his stints as Prime Minister) in attendance. A range of role-holders from assorted schools described their contexts, challenges - too little time, starting too late, screening and management of new graduates, teacher caliber and retention, image problem for Languages in schools – and suggestions for improvement: early start, daily lessons. AIM. Video lessons with a native speaker, placement of native speakers in schools, and optimizing school exchanges were also discussed. A quote from the meeting report: ‘Those who prosper will be IT and linguistically tied’.

2013 Media releases Between 2013 and 2015 the association engaged a media adviser. The release of numerous media releases ensured that Queenslanders were kept updated on Languages education in the state. The President, Cynthia Dodd, also advocated strongly for quality Languages programs in radio interviews. 1. Earlier Is Better When It Comes To Learning Languages (August) An extract: ‘To confine Queensland students to the Anglo-bubble is to deny that their needs will be different from those of their parents. Learning other languages and understanding the culture of the people who speak them is a 21st Century skill that is vital to success in the global environment in which our students will live and work’. 2. The Richness ff Queensland Languages Programmes Showcased in Australia’s Largest Languages Speech Contest (August) 3. Now You Are Speaking Our Language (September) 4. Learning Languages: Globalising Outwards, Enriching Inwards (September) 5. Education In A Global World (December) One more battle to maintain rigorous primary Languages programs (December) Kerry O’Connor wrote: ‘In the light of my Indonesian language program […] being decimated, I was wanting to see if we could get a workshop/seminar involving Principals and HODs that will skill them up on what a successful language program looks like in a school.”

Page 11 Inaugural MLTAQ Exemplary Practice Awards (Brisbane City Hall, 12 October) Awardees: Anthony Chapman, Jane Everett, Paula Hay, Alex Huxley, Kerstin Liebchen, Charles Mackenzie-Smith, Rosita Moesa, Oj Rugins, Mariko Saito, Alison von Dietze, Masumi Morimoto. Awards were presented by The Hon John-Paul Langbroek MP, Minister for Education, Training and Employment.

Picture 3: Awardees, the Minister for Education The Hon John-Paul Langbroek MP and MLTAQ President Cynthia Dodd at the Awards Night.

MC: Dr Michael Harrington, SLCCS, The University of Queensland. Guest Speaker: Prof John Hajek, School of Languages and Linguistics, The University of Melbourne – Life in the Anglobubble: now that we’re here, how do we get out? Student performance: Pak Made Dennis with students from Patrick Rd SS with Karen Magnussen. ICT Professional Learning workshops (July) The Executive again invited Joe Dale (UK) to present. 20 teachers attended the one-day workshop at Cleveland District SHS. CLIL Network proposed May Kwan, the ISQ Languages Officer approached the MLTAQ: Having a MLTAQ CLIL Network would help to coordinate, inform, share, promote and publicize the benefits of CLIL to schools and the community. In the current climate, the more language teachers across the sectors work together, the stronger we’ll be. Lack of sharing will impede the advance of languages in in Queensland. May suggested Dr Simone Smala be invited to coordinate the network, and the network was established in 2014.

2014 Media releases 1. Making 2014 A Year of Global Education (January) 2. Australian Curriculum Languages – An Excuse to Axe or An Opportunity to Act? (March) 3. It’s Time to Talk – Languages. Provision of a priority 21st century skill (April)

Page 12 4. Federal Government Migration Focus Supports Modern Language Learning (June) 5. Languages. Great Principals – Let ‘em Rip(ple) (July) 6. Languages in Queensland: It’s Time for Leaders to Step Up (September) 7. Shifting Gears in Queensland Languages Education (October) An excerpt: Queensland students’ life opportunities will be markedly improved with the Department of Education, Training and Employment’s decision to mandate the learning of another language from Year 5 to Year 8. […] As the expertise in leading quality Languages programs grows, we can expect many more Queensland students to be motivated to continue their Languages studies throughout their high school years and hopefully beyond that. […] We further welcome the launch of the Consultation Draft of Department’s paper ‘Global Schools – Creating successful global citizens quoting international education expert, Professor Yong Zhao ‘Bilingualism is the foundation of multicultural competency. 8. MLTAQ Recognises Exemplary Leadership in Languages (October) MLTAQ Awards for Exemplary Practice in Languages (October) Secondary Teachers: Susie Fenton, Elke Jackel, Kerstin Liebchen, Shannon Mason Secondary Leaders: Principals - Paul Bancroft (Cleveland District SHS), Richard Fairley (Townsville Grammar), Mark Rickard (Benowa SHS), Karen Spiller (St Aidan’s), Maria Woods (Sunshine Coast Grammar) Languages Heads: Jesús Bergas-Paz (Indooroopilly SHS), Cathryn Bruton (Benowa SHS), Sellina McCluskey (Robina SHS), Maureen Noakes (St. Paul’s School). The Awards were presented by Norm Hunter OAM at the Biennial Conference.

Picture 4: ‘Team Benowa SHS’, Mark Rickard and Cathryn Bruton - evidence of a Principal and Languages HOD who work together for excellence in Languages.

MLTAQ Biennial Conference (Queensland University of Technology, October) The conference Shifting Gears and Years: A Time of Transition covered the stands CLIL, curriculum, ICTs, teacher resilience Inaugural MLTAQ Conference Public Oration: In the beginning was the word… Where is it now? Norm Hunter OAM presented a thought-provoking oration, attended by the Minister for Education and much appreciated by more than 150 conference delegates. Norm explored the notion of Dannelse, ‘the becoming person’, and the role that learning other languages in creative programs might play in that. He emphasized the need for

Page 13 both leadership vision and action - which would ensure, for example, appropriate positioning and resourcing of Languages programs; for a school culture which integrates Languages in a cross-curricular framework in a growth-oriented context rather than ‘bolting them on’; for teachers focused on what they get the students to do; for the parent support and engagement so pivotal to student success; and for the voice of students telling us what the best teachers do to help them to learn. Plenary: Dr Jane Orton, University of Melbourne, on the need for Principals, Teachers and communities to work together in the Languages endeavour.

Picture 5: Dr Jane Orton, Norm Hunter OAM, Mark Rickard, Paul Bancroft and Richard Fairley at the Conference.

2015 Media releases 1. Parents Push for Languages Education: Another Great Divide? (January) 2. The Ups and DOWNS of Language Learning (March) This release was followed by a visit to Darling Downs towns for media interviews. An excerpt: It appears that the Queensland Government’s move to mandate the learning of another language from Year 5 to Year 8 has not only sparked widespread interest from parents but also caused confusion for some school principals[…] The organisation has been approached by parents and teachers alike seeking clarification and expressing confusion over the reluctance of a number of local school administrations to offer a Languages program. […] As the capacity to lead quality Languages programs continues to grow, we can expect improved motivation on the part of Queensland students to continue their Languages studies.

Inaugural Strategic Planning (September)

The following is an excerpt from a President’s email communication to all members in 2009.

Members of your MLTAQ Executive, too, tend to wear several hats and to be involved heavily in our profession. We range from classroom teachers to school curriculum leaders to industrial advocates to university academics to education consultants who engage in a rich array of activities to support the teaching and learning of Languages. In our spare time we, too, lead study tours, run Languages events, represent Languages to governments, seek out new ways of delivering Languages and new sources of funds for innovation etc. We do recognise, however, that members at large do not always understand what the Executive does. So, in the interests of keeping members up to date with our meeting deliberations, we intend henceforth to publish minutes on the mltaq.asn.au site.

The inaugural annual Strategic Planning meeting in 2015 heralded moves to make the association’s operations more strategic.

Page 14 2016 Regional participation The Executive increased its use of GoToMeeting to enable regional members’ participation in meetings. Inaugural MLTAQ Assembly Incoming President, Kathryn Tominaga, initiated an annual face-to-face assembly of regional and network representatives. Issues aired included the diminution in Korean and Indonesian programs and means of advocating for these languages with the Department and QCAA; the loss of Indonesian teachers; the need for ‘new blood’ in networks. New TCI network This network was established to support using the Teaching with Comprehensible Input method. MLTAQ Awards (Qld Multicultural Centre, Kangaroo Point, October)

Picture 6: At the dinner on 15th October, Dr Florence Boulard, Ashlee Bruce, Joanne Aaron and Karen Hurford.

New QCAA Senior Syllabus development An Executive Committee Working Party initiated discussions with QCAA following publication of the MLTAQ occasional paper MLTAQ Response to QCAA Draft 2 2016 Languages Syllabuses (September)

2017 AFMLTA National Conference, Bond University, Gold Coast (July) The conference Languages – Keys to Global Connections was heavily supported by the MLTAQ Executive and attracted many national and international speakers. MLTAQ updates include streamlining of Executive meeting processes and electronic record keeping, active engagement by President and other Executive members in DET and other reference groups and networks, and rising engagement with CLIL and TCI methods. Strong MLTAQ member participation in AFMLTA Ready? Set? Professional learning series on the Australian Curriculum: Languages.

Page 15 2018 MLTAQ Biennial Conference, University of the Sunshine Coast, Sippy Downs (July) Designed for teachers and pre-service teachers of Languages at primary, secondary and tertiary levels, this conference ‘The Art of Teaching Languages – Effective methods and how they work’ explored a variety of local and national perspectives on teaching languages. Keynote speaker: Dr Michael Nagel, University of the Sunshine Coast. - What Makes Them Tick: Understanding and Engaging the Developing Adolescent Brain!.

2019 Inaugural Japanese Conference – Griffith University, Southbank (May) The first ever one day Japanese conference by MLTAQ in conjunction with the Japan Foundation attracted over 145 members to listen to keynote speakers, attend master classes, workshops and network over lunch with teacher members from around the state. Grants were provided for regional members to travel to the conference with assistance from the MLTAQ Executive. International AFMLTA Conference (July) A large group of MLTAQ members represented Queensland at the International conference Languages – Breaking Through Walls held in Hobart, Tasmania. Our own members Amanda Pentti (AFMLTA President) and Sherryl Saunders (AFMLTA Vice President) were integral in the planning and running of this conference for over 200 members from around the country. Keynote speakers came from Australia and overseas. The next conference will be in Adelaide in July 2021. MLTAQ 60th Anniversary Dinner and Awards (18 October) A Celebrative Dinner and Gala was held in the Aegean Ballroom of The Greek Club in South Brisbane. This included presentation of Life Membership to Oj Rugins and presentation of awards to 53 members. MLTAQ Assembly On October 19th, the MLTAQ Executive and Branch Presidents and Network Convenors gathered at Griffith University and College of Arts at Southbank for the day to discuss and plan the work of MLTAQ for 2020, and how to optimise benefit to its members. Darling Downs Network (October) The Darling Downs Network celebrated its 25th anniversary. Special guests attending the Luncheon were Dr Francis Manghubai and Carol James (founding Executive members of the MLTAQ Darling Downs Branch), and Roger White and Allan Langdon (members of LACU, the former Education Queensland’s Languages and Cultures Unit). Central Qld Network (October) Professional Learning for Language Teachers led by Jo Aaron. Spanish Network (November) The Spanish Network consists of members who teach Spanish at schools across Queensland. Network Convenor Marcela Ciner. The 13th Symposium for Spanish teachers was held at The University of Queensland

Page 16 60 Years of MLTAQ Presidents and Life Members

Presidents Year President Year President 1959 – 1961 Prof James Mahoney 1991 Wendy Parkinson 1961 – 1962 Don Munro, Eric Bowker 1992 – 1993 Dr Marcel Noest 1966 – 1969 Wim Goosens 1993 – 1996 Cheryl Capra 1969 – 1971 Graham Browne 1996 – 1997 Dr Marcel Noest 1971 – 1976 John Bissett 1997 – 2000 Alan Rowell 1976 – 1977 Gary Birch 2000 – 2004 Greg Dabelstein 1977 – 1982 Dr David Ingram 2004 – 2009 Sherryl Saunders 1982 – 1984 Mary Farrell–Jones 2009 – 2015 Cynthia Dodd 1984 – 1987 Zillah Bunn 2015 – 2018 Kathryn Tominaga 1987 – 1991 Barbara Clarke 2019 – Judy Williams

Life Members Life Member Date Awarded Oj Rugins October 2019 Dr Marcel Noest March 2019 Helen Best March 2016 Dr Leigh Kirwan February 2007 Carmel Gomm-Wright February 2003 Gisela Bergmann February 2003 Roslyn Fischer August 1999 Anna van Hoof August 1999 Barbara Clarke August 1999 Bruce Downie July 1999 Roger White July 1999 Zillah Bunn July 1988 Prof David Ingram June 1983 Robert McDonell August 1979 Prof Keith Leopold August 1979 Kathleen Campbell-Brown October 1972 Prof James Charles Mahoney October 1972 Sister Mary Borgia RSM March 1972 Ruth George August 1970

Page 17 MLTAQ VOLUNTEERS

Profile: Beau Pett Central Queensland member and CCLT Convenor Beau Pett summarises his career and volunteering work in languages education. Role in the MLTAQ: I’ve been a member of MLTAQ since I started teaching in 2017. I am the new CCLT convenor taking over from Ian Perry. Describe your language teaching experience: I began teaching in 2017 at Gladstone State High School. I started there on permission to teach as they had just started a Japanese program but were struggling to find a Japanese teacher. After finishing permission to teach I decided to accept the job at Gladstone SHS and help to continue their starting Japanese program. From 2020 I will teach years 7-11 Japanese. Over the three years the program has grown to be one of the largest in Central QLD. We now have five teachers of Japanese and it’s thriving extremely well. When I was at The University of Queensland, Lester Ford was my lecturer and he talked about a process called TPRS. He recommended a book to us all. I read it and was intrigued but sceptical about the whole process. I wanted to watch this TPRS method live so I could witness it for myself. In 2018, I was given the opportunity by Gladstone SHS to go to the MLTAQ’s TPRS/TCI conference. There I watched the process and I was forever convinced. I knew I wanted to give it a go with all my classes. Since then I haven’t looked back. Luckily for me, Gladstone SHS allowed me to do it and was extremely supportive. The Head of Teaching and Learning also worked with me to develop TPRS in my Japanese classroom and help me align my program with the Australian Curriculum. Recently a new term CCLT (Comprehension-based Communicative Language Teaching) has been used to show further progression with the process. It encompasses TPRS and TCI but also makes it clearer what is being done in the process. I look forward to championing CCLT in Queensland and helping more teachers understand it and experience it. Provide some personal information that you would like to share/interests: I do bonsai, a Japanese art form which is basically trees in pots that are styled. I’ve been doing bonsai since I was 11 years old. I was the president of the Gold Coast-Tweed bonsai club when I lived on the Gold Coast between the ages of 18 to 20. I have over 100 bonsai. I’m also one of two representatives for Queensland that help choose bonsai that go into the national collection in Canberra. I have also helped start a bonsai group in Gladstone which has been very beneficial for the community and my wellbeing during those stressful teaching periods. When I was in year 11 in Australia I went on Exchange to Japan. I was in Saitama prefecture, specifically the area of Tokorozawa. I went to Wakou Kokusai High School for 1 year. It was an amazing experience. I really enjoyed my time in Japan, and it cemented to me that I wanted to be a teacher. I still keep in touch with many of my school friends and host families. Career highlights:  School exchange to Japan 2012  Teacher of Japanese 2017  Graduated from The University of Queensland BA (Japanese and Linguistics) / BEd.  Nominated for QCT Beginning teacher awards  Became the CCLT Convenor for MLTAQ

Page 18 MLTAQ AWARDS

New Life Member: Ojars (‘Oj’) Rugins

Oj Rugins, a founder member of the Sunshine Coast Branch in April 1993 and serving as Branch Treasurer or President or Vice-President up until last year, was made a Life member of the Association at the Extraordinary General Meeting called during the 60th Anniversary Celebration dinner in October. Retiring from his position as teacher of French at Cooroy State School in June 2019, he has continued to mentor staff and students, and to collaborate on a research paper1 with faculty members at the University of the Sunshine Coast. Coming at the end of a teaching career spanning forty years, Oj takes up this opportunity to reflect upon and share some of the experiences that shaped his career.

Born in England with Latvian parentage, my brother and I grew up with two first languages – Latvian in the home and English on the street. As well as regular government schools, we attended a Latvian community ‘Sunday school’, having more to do with preserving the culture among Latvian youth through music, folk-dancing and drama than with any religious instruction. Piano accordion lessons were also part of an after-school/weekend routine, through the Fred Parnell School of Music, and these also involved weekly band practices and a couple of concerts a year. In primary school I was drawn to the French club, run by a Francophile general class teacher, and I still have some of the Mary Glasgow Bonjour materials that our parents would have also signed us up for. However, my passion at the time was football and my ambition was to play for Nottingham Forest!

Picture: Oj and June Rugins at the 60th Anniversary Celebration.

When it came to studying French more formally at secondary school, I didn’t perceive any specific advantage of having two languages, but at least we were open to the idea of learning additional ones. Our world was such that ‘multilingualism was part of the human condition'. I am always interested to learn by what circumstances English speakers come to embrace languages, particularly if they haven’t been exposed to other languages and cultures in their formative years. In our third year of secondary school, those who showed any promise in French were offered the choice between German and Russian as an additional language. I plumped for German and immediately felt an affinity for it, despite the lack of similarity with Latvian beyond the alphabet, compound nouns and the odd cognate. There was an uncanny feeling of familiarity. Echoes of conversing with a favourite uncle in a previous life. Maybe it was because German figured among the languages our folks had had to use during their migration, presenting us with another plane of interaction with them. Code-switching was natural, casual and ever-present in our house, and I remember my mother conversing in fluent Polish with our local GP, a Dr Giedris. This same doctor, I recall, expressed his concern for me at having been christened Ojārs Laimonis in an English-speaking land. In the summer holidays between fifth and sixth form, I went on a school trip to the German city of Karlsruhe and the nearby Alsace-Lorraine region in France. There was a lot of playful banter in English, French and German among ourselves and with our German hosts, and a friend from the year above me suggested that I should seriously consider doing French and

Page 19 German as two of my three senior subjects. I now consider the decision to do so as one of those ‘sliding door’ moments. He later went on to win a place at St Edmund Hall College, Oxford3. My hopes of playing for Nottingham Forest were severely dented at the age of eleven (my parents selecting the option of the rugby-playing grammar school path for me instead of my choice - the football-playing secondary modern school), but a succession of three Physical Education teachers who had all trained at Loughborough College inspired me to go into teaching. Think Chariots of Fire and Sebastian Coe! Loughborough had no Languages program, hence my naïve leaning towards double maths and physics at the outset of the Karlsruhe trip. My initial spell of tertiary education thus consisted of four years at the City of Leeds and Carnegie College, training in Secondary PE with French and English as subsidiary subjects for two of those years. Not quite ready to enter the workforce and with a travel-bug gnawing away at me, I took on a Master of Arts degree in Physical Education at the University of Western Ontario, Canada. For a good deal of this time I maintained connections with local Latvian society and lodged with a Latvian family. After almost three years and caught up in something of a stall with my research thesis, I temporarily gave up and fled back to England to pick up on the teaching career. Feeling somewhat out of touch with the practice of teaching PE, I got on to every coaching course I could – the Football Association preliminary badge at Blackpool, the Rugby Football Union preliminary coaches’ course and a gymnastics teaching course at Loughborough summer school, the British Canoe Union Inland Proficiency Award, the Three Counties Intermediate Rugby Coaching award, the Amateur Swimming Association series of teaching certificates. My word, the tips and tricks, and essential nitty-gritty to be learned from all these passionate specialist instructors and coaches! What I hadn’t realised too, was that I was building up a network of local, regional and nationwide contacts that would prove to be invaluable. Meanwhile, I had secured permanent employment with Nottinghamshire County Council Education Department, and a year later I returned to Canada for the whole of the six-week summer holidays to finish up the Master’s course, submitting the thesis2 on the day before I flew back to England. I could not have started out with a better head of department. He suggested that I get on the committee of a couple of the local school sports associations. ‘It will help with networking and it will look good on your CV,’ he said. With said CV, I earned a couple of substantial promotions and I also got elected to the Executive Committee of the Physical Education Association (PEA) of Great Britain and Northern Ireland. A related highlight was presenting a paper titled Popular Physical Education4 at the International Council on Health, Physical Education and Recreation (ICHPER) World Congress in London in 1986. Venezuela pulled out of organising it, so we, the PEA, picked it up. Whether all this helped or not, my wife and I succeeded in getting a League for the Exchange of Commonwealth Teachers exchange to Clifton SHS on the Darling Downs for 19885. During this time, I caught wind of the Queensland LOTE initiative and by February 1989 was on my UK school’s French exchange to Grenoble – just in case! Successfully applying for migrant visas, we found ourselves back in Queensland in 1992 and applying for all kinds of positions, including state school teaching. Meanwhile, my wife June, a registered nurse, enrolled in a senior chemistry class at Hendra College with a view to pursuing podiatry perhaps, and I enrolled in the senior French and German classes, to help get an idea of the standard. When a position with the Queensland Education Department came up, and the question, ‘Is there anyone who can vouch for your level of proficiency in French?’, I had a ready answer. A year on, the networking kicked on again, with the first ever meeting of the Sunshine Coast Branch. A change of teaching subject, a change of country, but the principles are the same - to embrace collegiate support and freely share the benefits of one’s experience. ‘The rest is history’ so to speak – encapsulated in my program bio from last year’s Biennial Conference at USC: Based at Cooroy SS, Oj has taught French and been an active MLTAQ member for 25 years. Holding an MLTAQ 50th Anniversary Award (2009) and an MLTAQ Exemplary Practice Award (2013), he has also been a Queensland College of Teachers Excellence

Page 20 in Teaching Awards finalist. Since adopting the Accelerative Integrated Method in 20076, he has promoted it vigorously. As well as in countless demonstration lessons for visiting teachers, his student Languages Advocates have featured in various public events including the Brisbane French Festival. In 2015 he won a DET Language Innovation and Improvement Grant which funded his research in Early Years Language Learning the results of which were presented at AFMLTA 2017. My middle name, Laimonis, translates to ‘lucky, happy or blessed’ and as I implied on the presentation night, I am fortunate to have retired with such a high degree of job satisfaction. When you learn that colleagues’ minds have been changed about Languages (they don’t call it LOTE any more, out of respect), when parents tell you their child didn’t want to miss school today because of French, when parent feedback says ‘It’s as if we have a little French girl in the house,’ and ‘You should be proud of these children,’ it feels good to you know you got something right. And for me, the one irrefutable benefit of learning a language, as with the irrefutable benefit of physical exercise, is that it makes you feel good.

Endnotes 1 On the impact of recruiting non-specialist teachers to increase language input for young language learners. 2 We met up again in the South of France some forty years on, in Pezenas where he owned a house. Our conversations were mainly in French, casual and natural, as if talking to a favourite uncle. 3 Evidence of Response Bias Facilitation upon Choice Reaction Time. 4 Inspired by an article in the Times Educational Supplement, ‘Towards a theory of popular education’ by Gordon Bantock, in which he urged that the school curriculum become more affective-artistic in nature as opposed to cognitive-academic. 5 A few years later, my exchangee, by then a school guidance officer, claimed that despite the LOTE initiative of the 1990s, there was nothing out there to show for it, in terms of student achievement. This was perhaps the main trigger for my Languages advocacy strategy of using student performances to elevate the profile of Languages in the school community. 6 Way beyond a ‘sliding door’ moment, this was the game-changer, as for countless hundreds of AIM adopters. Eternal thanks to Wendy Maxwell.

Spotlight on the 2010s: LOTE No More; Languages We Are

‘Nationally and at State level, this KLA (Key Learning Area) is now officially called Languages. Thanks to the many of you who responded to the mltaqlist request for suggestions for new names for our publications’. (Cynthia Dodd, President, 2010) The department in Queensland ultimately changed from the LOTE Library to the Queensland Languages Library, but the acronym lingers yet in pockets.

Page 21 Language Teaching Awards - Celebrating 60 Years of MLTAQ

To help commemorate our 60th Anniversary, an initiative of MLTAQ was for the MLTAQ to offer awards to members who have made an outstanding contribution to Languages Education. Any member of the association was able to nominate another member for one of these prestigious awards. Both the nominator and the nominee were to be current 2019 members of the MLTAQ, and the nominee was to be currently involved in Languages Education in Queensland in 2019. Nominations were received from throughout Queensland. The Selection Panel consisted of four Life Members of the association: Helen Best, Dr Leigh Kirwan, Dr Marcel Noest and Roger White. Life members are not eligible to be nominated. All awardees are pictured, in this order, on the front page of this Journal.

MLTAQ 60th Anniversary Awardees Jo Aaron (Frenchville State School) Jo, passionate about Japanese and teaching children another language, engages students with her vibrant personality and love of language learning. Sharing her wealth of knowledge of Japanese and language teaching widely, she is a very active CQ Language Network Convenor (without her there would be no network!). She is always willing to run network meetings, professional developments and quick catch ups; nothing is ever too difficult for her. A brilliant organiser, she goes above and beyond for the language teachers in the CQ region.

Carmen Anders (St Rita’s College) With a real passion for language teaching and learning, particularly German and Japanese, Carmen, an active member since 1991, has been involved in teaching and promoting language learning for nearly 30 years. Carmen has been the Head of Languages at St Rita’s College for the past 9 years, and under her leadership the languages program increased from 3 to 6 language teachers, with 68% of students in Years 7 -10 now learning another language, and 33% of those in Years 11 and 12.

Sarah Bakanay (Canterbury College) Sarah, as her school’s Languages Curriculum Coordinator, has been instrumental in increasing the languages program over the last 18 years. There are no longer senior Japanese composite classes, and there are two streams of Year 9 elective French. With a successful senior Chinese program, the school executive has been encouraged to offer it at Year 10, and Sarah has also promoted the reintroduction of a languages program into the Junior School in 2020.

Mara Ballarini (Cairns State High School) Mara’s unique style, energy and enthusiasm make lessons enjoyable, engaging and fun, while still challenging her students. In 2019 Mara implemented the new Year 9 CLIL program, with students learning history and geography in Italian. Mara leaves a lasting impression on her students as a kind and caring exceptional educator who has made, and continues to make, a rich contribution to the educational experience of students.

Page 22 60th Anniversary Celebration and Awards Night

Anna Belousova (Gold Coast Russian Language School) Anna runs the school, teaching people in the community. She joined the MLTAQ Gold Coast this year, becoming a very active member. She presented a session on Russian language and cultural immersion for pre-schoolers at the AFMLTA conference in July, 2019, and started a Russian division in the Gold Coast and Brisbane Speech Contest this year, acting as convenor for both.

Kay Bence (West Moreton Anglican College) Kay is a very experienced teacher in both state and independent schools. As District panel chair for Chinese for ten years before changing schools, she went well above and beyond the ‘call of duty’ by mentoring teachers in assessment design and moderation processes. She has been a very involved member of MLTAQ and the Chinese Teachers Association, taking major roles in organising conferences and PD for Chinese teachers and has tutored Chinese pre-service teachers at UQ since 2011, again going ‘above and beyond’ in her support and mentoring of new teachers, and contributing to the design of the languages B. Ed and M. Teaching courses.

Jesús Bergas Paz (Anglican Church Grammar School) Jesús has been an advocate for learning languages, especially Spanish, across QLD for over a decade. He has facilitated the introduction of Spanish as a subject in several primary and high schools, and created the first and only Spanish Immersion program in Australia. He is the Spanish tutor in the Master of Teaching course at UQ, the Head of Spanish at Churchie, the chair of the Spanish State Review Panel and the QCAA Chief Endorser for Spanish, and an inspiration to students and colleagues alike.

Carole Berry (Centenary State High School) Carole led the implementation of Spanish in Clayfield College and has been crucial in the promotion of Spanish at her current school. She is a QCAA Spanish lead endorser and a member of the Spanish state review panel. Carole decided to spend last year living in Madrid to enhance her cultural and linguistic skills where she obtained the C1 DELE Certificate.

Elizabeth Blair (Immanuel Lutheran College) A former Regional Languages Coordinator, Elizabeth is a Lutheran Education Lead Teacher. She teaches P-6 German and the German Short Course at USC. Elizabeth was instrumental in establishing the Sunshine Coast Branch Speech Contest in 2008, her painstaking attention to detail as overall convenor ensuring that the contest succeeded and expanded for ten years. She was also largely responsible for initiating the annual Poster and Writing competitions, expediently providing student work samples to display at the Speech Contest.

Dr Florence Boulard (James Cook University) Florence established the Young Language Ambassador conferences, attended yearly by hundreds of students whose lives and communities are transformed and enriched. She became a language teacher in 2008 and has since worked to singlehandedly connect her regional university with more than 50 schools across QLD through language education. While her specialisation is French, she also actively promotes programs of study in other languages. Her work traverses distance and cultures with the dexterity of an accomplished educator.

Page 23 Lois Cutmore (Mitchelton State High School) Lois has been the president of the French Teachers Branch for many years and is always looking for ways to promote French and widen our network. Very hard working and organised, she is determined to foster relationships with outside organisations who could benefit French teachers, including the Alliance Française. Under her leadership, the FTB has hosted professional development for teachers, run immersion afternoons for students and is now organising the national FATFA-MLTAQ Conference for 2020.

Kylie Day (Trinity Lutheran College) Kylie’s skills extend from primary to Year 12 and she is always involved in activities that support language learning, and her colleagues. She has co-convened the MLTAQ GC Griffith University Secondary Japanese Speech Contest since 2011 (previously being a judge) where she has supported hundreds of students and teachers to achieve personal bests. She has supported her Trinity crew in entering this and the Print and Multimedia Competition. Inspired by Kylie as a teacher, five young Japanese teachers are testimony to Kylie’s love and advocacy for Languages and her students.

Cynthia Dodd (Erai Education) Cynthia has taught primary and secondary Japanese in various contexts and sectors. She has actively participated in the life of the MLTAQ and the AFMLTA, holding executive positions in both associations including as President of the MLTAQ. A committed and reflective languages educator, Cynthia has recently undertaken a master’s degree by research, investigating aspects of intercultural languages teaching in classrooms. Cynthia has also researched and written the last ten-year history of the MLTAQ for the 60th anniversary celebrations.

Kylie Doonican (Gilston State School) Kylie has long impacted students and colleagues positively winning the 1996 Townsville regional Japanese finals, and competing in the Brisbane state championships. A 1999 grant enabled her to conduct a regional Year 7 & 8 language camp, partnering primary and secondary teachers in building enthusiasm for languages. In 2016 and 2017 her students won the 'What does it mean to be a Global Citizen' film competition, and her school received two EQ Languages Innovation grants. In 2017 her Taiko Japanese drums team won the Gold Coast Eisteddfod ensemble category. She has also hosted a Japanese Day of Excellence, inviting local schools to a mini-festival to learn about language and culture.

Susie Fenton (Beaudesert State High School) A strong and passionate MLTAQ and languages education advocate, Susie’s lengthy teaching career has seen her in various roles: inspirational classroom teacher, HOD, Japan trip leader, C2C P-10 resource developer, senior review panellist, online and faceto- face collaborator, and friend. Susie has co-convened the MLTAQ GC Griffith University Secondary Japanese Speech Contest since 2011. She leads by example as a life-long learner and her infectious personality makes her loved by her students and colleagues alike.

Lester Ford (Queensland and Australian Catholic Universities) Lester, a member since 1976, has held roles including network convener, secretary and vice-president. 21 years a secondary teacher (12 as HOD), in 1991 he set up the Beenleigh cluster when languages entered primary. He ended his school career part-time in 2017-18,

Page 24 in years 3, 5, 6 and 8, having spent 18 years at the Board of Studies providing advice to senior languages teachers on syllabus implementation, assessment design and moderation processes. Meanwhile, he had a 9-year appointment as an honorary associate professor in the UQ School of Languages and Cultures, and has been Languages Curriculum, Pedagogy and Assessment course coordinator at UQ since 2004 and lecturer in charge at ACU since 2018.

Kerry Forrest (St Andrews Lutheran College) Kerry combines her excellent knowledge of Japanese language and culture with fine aesthetic and technology skills to produce engaging resources for her students, sharing these with other teachers. She has organised many Japanese inbound and outbound study tours, again sharing her tips. A dedicated collaborator, Kerry has laboured tirelessly with colleagues to produce SATE resources for the challenging new senior curriculum. Always a keen presenter and participant in MLTAQ events, she models being a fun, lifelong language learner and teacher.

Amy Fulwood (Freshwater State School) Amy has been teaching Japanese to primary students since 1998. She has delivered quality language education to students from Year 1 to 7 in a range of schools across far-north QLD including Cairns SDE, Alexandra Bay SS, Yorkeys Knob SS, Chillagoe SS, Karumba SS, Irvinebank SS, Machans Beach SS and Freshwater SS. Amy has demonstrated her commitment to teaching languages by building up wellsupported language programs in her school communities.

Catherine Galligan (Benowa State School) Cathy is a French teacher and very active member of the MLTAQ Gold Coast branch, attending the monthly meetings and fulfilling the role of PD officer. As such she has organised and presented sessions that have greatly benefited members, including game- sharing, speakers on new senior textbooks, setting up taiko groups, the AIM approach and more. Cathy also assisted in the running of the 2017 Gold Coast MLTAQ Conference. This year Cathy is also convener of the Multimedia Competition and has presented on Inclusion in the languages classroom at the Language Teachers’ Forum at Griffith University, Southbank in 2019.

Paula Hay (Ormeau State School) Paula, a long-term advocate of language learning in QLD, has taught German for 35 years, and been involved with MLTAQ since 1984. As President of the German Teachers Branch, she has for many years organised and promoted German activities for students and teachers. Paula is a Goethe Institut Multiplikatoren, a Consul’s Roundtable member, organising several events during German Week, Vice President of the GACCQ, and a performing member of Brisbane German Club’s Alpenrosen. She continues presenting practical classroom ideas at state and national conferences and exploring new opportunities and ideas to engage students and broaden their learning experiences.

Cathy Hegarty (King’s Christian College) Cathy, a Japanese secondary teacher in Brisbane and the Gold Coast and member since 1991, had her dream of a multi-language speech contest in Brisbane realised this year and it was a credit to her dedication and the strong team of support that she has gathered around

Page 25 her. At the school level, Cathy is a strong advocate for Language programs and her commitment to ensuring that Language programs are valued is unquestioned.

Keita Ishii (Somerset College) Keita is the Gold Coast Branch Secretary and teaches Japanese and German. Keita received a grant to attend the AFMLTA conference this year. He organised the excellent entertainment section for the MLTAQ Gold Coast Griffith University Speech Contest in August this year to the delight of all the families attending on the day. He is a lifelong learner and contributor to languages learning and teaching.

Dr Kumiko Katayama SFHEA (Griffith University) Kumiko holds a PhD in applied linguistics. She has been teaching Japanese since 1993 and has always been taking on an active role in promoting language learning and teaching at Griffith University, Gold Coast and Nathan campus. Her roles include program director and course convener of many different levels of Japanese courses. She was recently awarded a senior fellowship of the Higher Education Academy. She is knowledgeable in languages learning and teaching through research. In addition to her roles at the university, she maintains an immensely strong relationship with Japanese communities all around South East Queensland.

Atsuya Kotoda (Pacific Pines State School) Atsuya is a long time MLTAQ member and supporter through his tireless work every year as the MLTAQ GC Griffith University Speech Contest photographer and videographer. He has also been the Speech Contest Poster Designer for some years, making the event look very professional. A dedicated volunteer, you will find him photographing every Japanese event, or playing in a band. With great knowledge of language, music and culture, he has been a mentor to many Gold Coast Japanese teachers.

Kerstin Liebchen (The University of Queensland) Kerstin has taught German from primary to tertiary for 25+ years, has been a member since 1995, a QCAA district review panellist for 15 years, and tutored UQ pre-service teachers since 2016. She has developed resources for ISQ, Goethe Institut, ADF School of Languages, and Curriculum to the Classroom. In 2015 Kerstin was the Global Capabilities Networking Project Facilitator & Service-Learning Facilitator for QUT, and since 1992 has been chairperson of the Prajna Vihar School and Community Development Projects in Bodhgaya, India. This year Kerstin is also the German bi-lingual language facilitator for the National Aged Care Podcasting and Radio Program ‘Speak My Language’.

Peter McCosker (Miami State High School) Peter started innovative classes for students to prepare for the JLPT, know-how he has shared with other teachers at the GC branch monthly PD meeting, as well as at the MLTAQ conference. His JLPT classes have provided opportunities for high-achieving Japanese students to extend themselves even further. Peter also teachers Spanish. As Gold Coast branch treasurer, he was instrumental in gaining significant sponsorship for the 2019 Speech Contest.

Page 26 Jacqueline Mikami (Park Lake State School) Jacqueline, the MLTAQ state secretary, is a highly motivated and collaborative educator who continues to inspire and lead other language teachers. It is the professionalism, involvement and contribution to MLTAQ of teachers like Jacqueline that has enabled the association to grow and flourish. As a Japanese teacher, she has successfully expanded the program to Prep-Year 6, with two full time Japanese teachers and teaching assistants, and has received two innovation awards from EQ, a service award from MLTAQ Gold Coast and was nominated for the QCT Annual TeachX Innovative teaching awards this year in 2019. Jacqueline seeks opportunities to improve her own practice, to source targeted high quality PD for her colleagues, and to develop innovative learning opportunities for her students. She recently completed her Masters and is ready for the next step in languages teaching and learning.

Rhonda Neill (Queensland Curriculum Assessment and Authority) Rhonda was head of Japanese at St Joseph’s Nudgee College for 22 years and is now External Assessment Officer (Japanese) and Principal Education Officer (Asian Languages) at QCAA, where she is helping senior languages teachers adapt to the new syllabuses. She is also training endorsers and assessors to fulfil their new roles, and is on the CCFAL (Collaborative Curriculum and Assessment Framework for Languages) rewriting committee. In the past Rhonda worked for the Fukuoka Board of Education, implementing aural communication across the prefecture, and for the last 4 years has also been tutoring UQ pre-service teachers.

Valerie Newell (Grantham State School) Val has been an active and integral member of the MLTAQ and the German Teachers’ Branch and represents German in the Darling Downs region. She designs interesting and stimulating lessons and incorporates the use of ICT in her lessons. Val is instrumental in organizing student and teacher activities in the district and is responsible for coordinating the monumental excursion to the Oktoberfest for Teens each year for over 7 schools. Val coordinates teacher PD for the German teachers of the district and presents in many PD workshops and conferences – locally, state, interstate and national. She is a Multiplikatorin for the Goethe Institut also.

Chiemi Nono (Edge Hill State School) Chiemi, a very dedicated and experienced Japanese teacher, has taught in rural and remote areas of QLD for many years. She implemented a CLIL strategy in her Year 1 class in 2016, which has since grown steadily, requiring more Japanese teaching staff, and gaining greater support from parents and colleagues. Her original CLIL program has been used as the school’s successful curriculum model. Chiemi’s teaching team has also developed a STEM- based Japanese program for senior primary classes based on the CLIL method, and this was presented at the MLTAQ conference in 2017.

Kerry O’Connor (Browns Plains State High School) Kerry, a member for 15+ years, and a Bahasa Indonesia teacher for 20+ years, has been an active member of the Indonesian teaching community and, at various times, the MLTAQ Indonesian Convenor. She has initiated teacher workshops, helped maintain a network that supported the teaching and learning of Indonesian, and led a team of committed teachers in organizing S.E. QLD students’ participation in cultural immersion workshops at Brisbane Powerhouse, at Tallebudgera Camp, and more recently the Indonesian Speech Competition.

Page 27 Along with the late Ibu Malia, Kerry was instrumental in obtaining funding to conduct cultural workshops for students of Indonesian in dozens of S.E. QLD schools.

Rosa Parella (All Hallows’ School) Rosa has been a passionate and much-loved teacher for 35+ years, teaching Italian, French and German to students from years 5 to 12. These included numerous recipients of the prestigious StudITALIA prize, participants in the Swiss-German student exchange program, and countless young women who have gone on to become lifelong languages learners. Rosa was a member of the Italian state review panel, and was noted by colleagues and students for her attention to detail, tireless devotion and energetic commitment to the art of languages teaching over decades of educational change.

Amanda Pentti (Education Queensland, AFMLTA) Amanda’s passion for languages education is seen in her commitment to professional associations, teachers and students. She has had MLTAQ executive roles for 15+ years, been an AFMLTA executive member for 7 years, and is now the president, thus leading the peak body representing languages teachers across the country. Amanda has willingly shared her classroom practice as a Japanese teacher with peers and other participants in professional learning throughout Australia in AFMLTA workshops. In her ‘day job’, she is an EQ Senior Project Officer for Languages and Early Years Learning, supporting state teachers in the provision of quality languages education. Amanda played a significant role in the development of AAP (Age Appropriate Pedagogies) for Languages and the expansion of languages through to Prep in QLD state schools.

Giovanni Picariello (Southport State High School) Giovanni uses TPRS methodology in his Chinese classes, and receives very good feedback from his students. He also includes Indigenous Yugambeh culture in lessons, often using Chinese as the target language. He regularly reaches out to new teachers and mentors them, including MLTAQ members from far North QLD. At his school, Giovanni also runs seminars on behaviour management, developing good relationships with students, and how to include Indigenous culture in the classroom. He is an occasional speaker at Griffith University Chinese teacher PD.

Georgiana Poulter (Institute of Modern Languages – The University of Queensland) Georgiana Poulter is currently the IML Director at UQ, overseeing language teaching, translation and interpreting services. She has for many years been the MLTAQ treasurer who very conscientiously manages our finances. She advocates for services for members in remote regions and grants to allow them to attend conferences and PD. Her work to support MLTAQ cannot be underestimated in the way that she supports the association of 800 members to be financially sound. She kindly supports all members of the executive with clear, sound advice and is always humble and willing to help support the financial management of all MLTAQ professional development, conferences, events and awards organised by the state executive.

Lindsay Rawnsley (Brisbane School of Distance Education) Lindsay’s teaching career started in 1991 and she has taught French and Spanish in secondary schools in the UK, Singapore, USA, Vietnam, and Australia. She has been a member since 2010, holding various positions including executive committee member from

Page 28 2012-2015. Currently Lindsay is working at BSDE and is a dedicated member of the Gold Coast Branch and has volunteered as Spanish Convenor the last two years. A talented and engaged languages teacher, Lindsay’s skills include the use, administration and promotion of digital technologies. She has also been involved with various curriculum and language promotion committees.

Jerome Richalot (All Saints Anglican School) Jerome is Head of Languages and French teacher at ASAS where he runs the annual French Day and hosts the French Poetry Contest in which hundreds of students compete. Jerome has been a Gold Coast branch member for many years, is the current Webmaster, and for the last 3 years has been convenor of the Gold Coast Languages Speech Contest, the largest speech contest in Australia. The day involves over 1500 students, 5000 visitors to Griffith University and the coordination of eight language divisions, staff, volunteers, and more. His calm manner and dedication is outstanding.

Mariko Saito (Griffith University/St Brigid’s School) Mariko has been teaching Japanese for more than twenty years in Australia, proving herself to be an excellent teacher. She works for Griffith University Gold Coast campus as a sessional staff member and has always been an important member of the Japanese department. Constantly improving the way to deliver content, Mariko’s teaching excellence was recognised by the university this year. She is an active member of MLTAQ, particularly as the convenor for the Japanese judges of the Gold Coast Languages Speech Contest for the last six years. Her contribution is strongly valued by teachers in both primary, secondary and tertiary. Mariko draws on her connections to the broader Japanese community to engage them in volunteering at the Speech Contest.

Sherryl Saunders (MLTAQ/AFMLTA) Since the early 2000s, Sherryl has consistently and selflessly led the Languages profession in Australia through key roles in the MLTAQ and the AFMLTA. She anticipates and has been strategically instrumental in all key movements in the Languages area in Australia in that time, having led or been involved directly in all national and Queensland projects. Her ongoing interest in professional standards and stances sees her in the roles of Inservice Officer for the MLTAQ, as Vice-President of the AFMLTA, and President of the Australian Alliance of Associations in Education (AAAE). All of this, while she undertakes Ph. D studies in the professional development of languages teachers. Sherryl is an outstanding model of lifelong learning and high calibre leadership in Languages.

Lydia Shioya (Freshwater Christian College) Lydia is a passionate Japanese teacher who is constantly making up new and fun activities and games to teach and engage children from prep to year 12. She is always going the extra mile to help and encourage language staff. She has created many units from scratch which keep all children interested no matter their level or confidence in Japanese. Lydia’s Language program at Freshwater is offered from Year 1 through to Year 12 and includes cultural visits to Japan, short- and long-stay programs for students to live and learn in Japan, plus the chance to participate in language competitions, activities and cultural excursions.

Page 29 Mary Skarparis (West End State School) Mary, a Greek teacher for 18+ years, is the languages team coordinator at West End State School. The school is unique in that it offers at least seven language programs including Chinese, French, Greek, Italian, Japanese, Spanish, and Academic English. Mary helps other teachers, new and experienced, settle in and belong to the school community, often having to deal with HR and room allocation. She is a skilful and supportive colleague at West End State School and a dedicated MLTAQ member of Brisbane.

Anna Sliwinska (St Peters Lutheran College) Anna personifies language teaching excellence. Aside from speaking many languages, and teaching French at all levels for her entire career, she has served as Review Panel member and IBDP examiner for many years, and has adeptly led the 14-person team of language teachers at St Peters since 2006. Anna is very approachable and always available to share her vast knowledge and resources. Her patience is boundless, and she supports teachers and students alike. Thanks to Anna’s efforts in the promotion of language and culture, 42.55% of senior students at St Peters learn a language compared to the national average of 13%.

Courtney Smith (Unity College) Currently Sunshine Coast branch president and Speech Contest convenor, Courtney has also been leader of the Brisbane Catholic Education (BCE) Japanese Senior Curriculum Expert Teacher Group. She has gone above and beyond the call of duty in assisting teachers in South East Queensland with their IA1 and IA2 Japanese preparations and she is a Senior Japanese QCAA Panel member. She continually strives to promote Japanese learning in BCE schools and communities and as a direct result has made Japanese one of the most popular electives at Unity College with approximately 50 students choosing this subject in Year Nine.

Mary Spinella (All Saints Anglican School) Mary, involved with MLTAQ on the GC since 1991, is passionate about languages and is committed to educating students to become confident language communicators. During her 24 years at All Saints, teaching French in Junior, Middle and Senior school, she has also fulfilled the roles of Acting Head of Languages and Coordinator of French. Her role establishing and coordinating the France tour, and the ongoing coordination of New Caledonia trips and exchange programs, has seen hundreds of students benefit from immersion experiences at the sister school in New Caledonia. Mary continues to seek opportunities to improve her personal language skills, her language programs and her pedagogy.

Regan Stevenson (Edge Hill State School) Regan has overseen the growth of Japanese to a whole school (P-6) program. She manages two successful sister organization relationships with Intercultural Exchange associations in Shizuoka, featuring reciprocal visits and home stay programs. Regan was involved in the implementation of a CLIL program in the lower school and a STEM/robotics unit in the upper school. She incorporates Japanese cooking into the Year 4 sustainable living kitchen program, forming valuable partnerships with local Japanese families. In 2018 Regan led a successful Japan tour for 62 primary students and continues to expand her program of Japanese in the school. Regan has presented workshops at several AFMLTA national conferences also.

Page 30 Kathryn Tominaga (St Mary McKillop Primary School) Kathryn, a Japanese teacher, is a tireless supporter of fellow language teachers, as seen in her role as MLTAQ President over several years. She established opportunities for PD in regional centres, including the provision of GotoMeetings for those not able to attend in person. Kathryn actively promotes collaboration with other teachers, and has introduced and supported current teaching methodologies such as Teaching with Comprehensible Input, developing collaborative networks and the sharing of resources. In her role as President she was heavily involved in the organisation of several MLTAQ conferences. Kathryn also supported language teachers throughout Australia for many years through the ELTF study programs.

Floriana Torelli (Cairns State High School) Floriana is an inspirational educator, role model and mentor. Her classroom practice is organised, energetic and engaging, using CLIL and Soft CLIL principles to provide real-world connections to her lessons in the Immersion program at Cairns High. As an accredited CIS school, Cairns State High School is commi1ed to Internationalism and Interculturalism. She promotes international mindedness and cultural awareness, as well as the latest innovations in teaching and learning. Floriana actively promotes a positive culture surrounding language learning which extends beyond her Italian classroom to her involvement with professional and student communities.

Cathryn Very (Benowa State High School) Cathryn has been the MLTAQ Gold Coast Branch Treasurer for eight years and is the 2019 Vice President. She has attended every speech contest since she began teaching Japanese, later supporting it as treasurer and in recent years as Entertainment Convenor. As HOD Languages & International, Cathryn oversees the multiple language programs at her school with a staff of 14 covering four languages. She also oversees the French Immersion and Languages Subjects. The programs she oversees are iconic programs in QLD. Cathryn is an innovative and creative educator.

Alison von Dietze (St Andrew’s Catholic College, Cairns) Alison creates songs to match what the students are learning. She won the Japan Foundation Video Matsuri last year for her video ‘Don’t bring plastic to school’, which introduced recycling to the whole primary school. She runs a Japanese Dance Club each Friday; her Work Samples feature in the Australian Curriculum for Prep to Year 4 and she is taking a large group of teachers from the Junior School to Japan in 2020 so they can all understand and appreciate Japanese culture.

Sue Walduck (Canterbury College) Sue’s passion and dedication to promoting Japanese and Languages within the school community is amazing. Continually learning about Japan to bring authentic knowledge to her students, her energy and dynamic approach to teaching and learning are greatly valued by her students and colleagues. She never says no, and no challenge is ever too daunting to this inspirational language teacher. We congratulate Sue on her efforts in language teaching and her professionalism in her work always.

Page 31 Judy Williams (West End State School, MLTAQ President) Judy is a longstanding member of the MLTAQ and contributes to the association and its members at all levels. Judy is a University of Queensland alumni and has taught Japanese in primary and high school for many years with great passion. Always generous in sharing her IT skills, many a teacher has benefited from Judy’s patient instruction in all things creative with PowerPoints and other programs. Judy’s deep understanding of the Australian Curriculum guides her teaching and discussions with colleagues. Judy has served the association in various capacities over the years but most recently as Journal editor, and in 2019 she commenced her term as President.

Sandra Williamson (Yugambeh Museum) Sandra, a dedicated staff member of the Yugambeh Museum, worked tirelessly over the past year to organise the inclusion and promotion of the Yugambeh language in the Gold Coast Speech Contest. With the Borobi team, she created a division for primary and secondary indigenous and non-indigenous students to share a creation story in Yugambeh. This led many local schools to embed the language in their programs, raising awareness of indigenous languages. Sandra was also instrumental in creating the Borobi Indigenous Language Champion, bringing him to the GC Speech Contest, where he presented awards in front of 1000 GC students, families and VIPs. None of this would have happened without Sandra, a true language teaching and learning champion.

Wendy Yuan (Labrador State School) Wendy has served as the President of the Gold Coast Chinese Teachers’ Association since 2014. During this period, she has organised 10 PD sessions aimed at updating the knowledge, skills and competence of Chinese teachers and generally improving the quality of Languages education on the Gold Coast. Wendy presented at the Chinese Language Teachers Federation of Australia 2016 national conference and has been the Convenor of the MLTAQ Speech Contest Chinese Primary Division for 4 years in a row.

Spotlight on the 2010s: Implications of Australian Curriculum: Languages

In a national curriculum context, major Professional Learning programs have been developed by the AFMLTA and delivered Australia-wide in collaboration with the LTAs, as occurred in Queensland in the Ready? Set? Go!, Ready? Set? Plan! and Ready? Set? Assess! Workshop series. Although not all members’ schools follow AC:Languages specifically, attendance at these workshops has been comprehensive. This environment has produced an unprecedented national conversation in the Languages area.

Page 32 MLTAQ and Beyond

Perspective from the Queensland Association: MLTAQ

Judy Williams – President, MLTAQ

Judy Williams has been teaching Japanese in QLD since 1988. She has taught Japanese from Prep to Year 12 across all systems, both face to face and online. She has been involved in some capacity with each QLD Japanese curriculum iteration since 1992; worked as the Advisory Teacher for Languages at BCE; contributed to C2C Prep to Year 4 as a senior project writer in 2016; and presented at many BCE, EQ and MLTAQ conferences and workshops. Judy currently teaches Years 4 - 6 at West End State School. She is the former MLTAQ Journal Editor and the current President of the MLTAQ.

Sixty years after the Modern Language Teachers’ Association of QLD (MLTAQ) began, the current President, Judy Williams, reflects on the MLTAQ to date, its Diamond Jubilee celebrations and moving forward.

“Longevity is a big part of credibility.” Jason Calacanis – Internet Entrepreneur

In 2019, the Modern Language Teachers’ Association of Queensland turned sixty. Sixty years equates to approximately 18,934,171,000 seconds or 21,915 days, or just 10 years short of an average human lifespan. Over the last 60 years, the MLTAQ has forged ongoing ties with government entities overseeing the Global Schools Through Languages Program and DET International; state education authorities, such as Queensland Curriculum and Assessment Authority (QCAA), Independent Schools Queensland (ISQ) and Queensland Catholic Education Commission (QCEC); the tertiary education sector, specifically The University of Queensland (UQ), Griffith University, the Sunshine Coast University, and University of Southern Queensland (USQ); as well as language specific Consuls-General in Brisbane. The MLTAQ, through member representation, has advocated languages education at a federal and international level through executive presence in the Australian Federation of Modern Language Teachers Association (AFMLTA) and consultatory bodies to government; and has participated in leading languages education research, presentation and publication. Most importantly, the MLTAQ has supported its annual membership through workshops, conferences, publications, competitions, and networks to help deliver sustainable and curriculum aligned language education to QLD language students for the last 60 years. As an organisation, the MLTAQ has established its credibility as a leading languages teachers’ association in the Australian educational landscape.

Page 33

“Celebrate what you want to see more of.” Thomas J. Peters

The MLTAQ held its 60th Diamond Jubilee at the Greek Club, South Brisbane, on Friday 18th October 2019 to celebrate and acknowledge its members who have contributed to the longevity of the association and languages education in QLD and beyond. Over 120 people gathered to congratulate 53 peer nominated award recipients from across the state. Common descriptors and labels in the peer accolades included the words passionate, professional, organiser, proactive, leader, promoter, enthusiast, energetic, caring, mentor, advocate and friend. Words that accurately describe the greater college of QLD language educators. While 53 awards were presented on the night, the MLTAQ would like to acknowledge and celebrate the greater membership. People who are passionate about delivering robust language curriculum, often in isolation and in questionable working conditions, who may not have the proximal peer network for support. The MLTAQ congratulates you and continues to reflect on, plan, and enact programs to assist and acknowledge you.

“The secret of long life is double careers. One to about age sixty, then another for the next thirty years.” David Ogilvy – British Advertising tycoon

Moving forward, the MLTAQ, will continue to support its members. Through discussions at assemblies, and feedback from various channels, deliverable strengths and weaknesses are constantly identified. The Executive takes its members’ opinions, needs and requirements seriously and does its best within a voluntary organisation to meet those requirements. In 2020, a partnership with The University of Queensland HASS Student Futures Team sees the possibilities of channelling the skills of a younger generation to expand engagement with our members in a dynamic educational space dominated by social media. The next thirty years will as always be an exciting and challenging time. However, in the words of AA Milne in Winnie-the-Pooh: ‘Rivers know this: there is no hurry. We shall get there some day.’

Coming in … 2020

FATFA/MLTAQ Conference - Emmanuel College, The University of Queensland (3-5 July 2020) The biennial MLTAQ Conference will be held in the Winter break in Brisbane along with the French Teachers National Conference and the MLTAQ Japanese conference.

Page 34 AFMLTA and the Languages Landscape in Australia

Amanda Pentti – President, AFMLTA

Amanda Pentti is a Principal Project Officer on the Global Schools and Languages team within Curriculum, Teaching and Learning, State Schools – Performance, Department of Education and Training Queensland. She is an experienced teacher of Japanese in Years P-10 and has held various roles in curriculum development, and as a consultant to support implementation of new curriculum in Queensland. She has worked as an educator across state, Catholic and independent schools since 1992. Amanda also has experience as a teacher of pre-service educators in the areas of languages and middle schooling. She currently serves as AFMLTA President and has previously held the role of AFMLTA Information Officer. Amanda has held roles on the MLTAQ Executive Committee since 2000.

This paper reports on the role of the Australian Federation of Modern Language Teachers Associations (AFMLTA) in the languages landscape of Australia, and what this means to the Modern Language Teachers Association of Queensland’s members. In 2019, the AFMLTA Executive Committee revised the Strategic Plan and Action Plan for 2019-2021 for the Federation. The same four goals as in the previous plan were settled upon as the areas that the Federation will continue to work towards to represent Languages educators in Australia in leading and advocating for high quality languages education now and into the future:  member services  governance and operations  leadership and representation  research and professional practice. Member services Members of the AFMLTA Executive Committee represent the AFMLTA and MLTA/LTAs at a national and international level. Some examples of representation that has developed leadership in languages education in the past twelve months include attendance at the Australian Council of Deans in Education’s forum on collaborating to improve the status of teachers. The event brought together almost 200 participants and speakers the political parties, media, governments, unions, peak education bodies, school leaders, teacher education students, teachers, youth advocates, think tank researchers as well as branding, social and behaviour change experts – a cross-disciplinary combination essential to bringing fresh thinking to this complex issue. Many of those who attended the event are greatly concerned by the continuing drop in teacher education applications while primary school student numbers are rising and many in the aging teacher workforce approach retirement. In a 2018 member survey conducted by the AFMLTA,‘ … over 50s represent 44% of respondents. High percentages of 30-39 (24%) and 40-49 (28%), indicate that there is a solid base of mid-career teachers to lead the profession over the next two or three decades. Of concern however is that only 2% of respondents are under 30’ (Scrimgeour and Morgan, 2019:19). AFMLTA is advocating with the Australian Department of Education for a long-term, national strategy to attract the best possible candidates to teach our nation’s future, and also to avoid a shortage of teachers. The Federation is also advocating with the Australian Institute of Teaching and School Leadership (AITSL) to include Languages as one area of specialisation in pre-service teaching programs – as recommended in the Teacher

Page 35 Education Ministerial Advisory Group’s (TEMAG) report to the Australian Government in 2014 (AFMLTA: 2014). AFMLTA Executive was invited to the Australian Government Department of Education’s (DoE) Schools Stakeholder forum in September 2019. Representatives from the Australian DoE set out the three reform directions supported by eight national policy initiatives: a. Supporting students, student learning and student achievement – through learning progressions, online formative assessment and review of senior secondary pathways. b. Supporting teaching, school leadership and school improvement – through a national teacher workforce strategy, and strengthening the initial teacher education accreditation system. c. Enhancing the national evidence base – through a national unique student identifier, national evidence institute, and national data quality. DoE representatives also discussed the process for the review of the Melbourne Declaration by the Australian Education Council in 2019 – now the Alice Springs (Mparntwe) Declaration, Education Services Australian for the Council of Australian Governments (Education Council: 2019). AFMLTA provided responses to both the review of the Melbourne Declaration and the review of senior secondary pathways. More information about the submissions for these reviews, and a response on the Alice Springs (Mpartnwe) Education Declaration in light of languages education can be found on the home page of the AFMLTA website (Morgan: 2019). AFMLTA Executive Members are building on the Ready? Set? Series of professional learning offered from 2016, by developing a Ready? Set? Lead! Professional learning program for teachers and school leaders, to be rolled out across each state and territory in 2020. AFMLTA provides a digital presence through our website and social media platforms (Twitter and Facebook). In 2018, a survey of MLTA/LTA members was conducted to understand member interests and concerns, and what they want from the AFMLTA members responded to questions about our communications. The survey indicated that members appreciated the timely information provided to MLTA/LTAs with News in Brief (NIB) publications by email each term (distributed by each MLTA President to state and territory members), content on our website, social media platforms and peer-reviewed journal, Babel (Scrimgeour and Morgan, 2019:18). To meet the objective of recognising and encouraging outstanding contributions to the field of languages education, the AFMLTA promotes and facilitates Awards (medal and certificate) as well as nominating outstanding individuals in the field for the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV) Award. FIPLV is the only international multilingual association of teachers of languages. In 2016, Professor Joseph Lo Bianco and 2019, Professor John Hajek were nominated by the AFMLTA and both are now recipients of a FIPLV Award. Additionally, the AFMLTA co-sponsors the Patji-Dawes Award, the purpose of which is to honour outstanding achievements in teaching languages by an accomplished practitioner or team of practitioners in Australia (ARC Centre of Excellence for the Dynamics of Language: 2020). Governance and operations The AFMLTA Executive Committee ensures prudent organisational and financial management of the activities of the Federation by setting annual schedules of online and face-to-face executive meetings. The committee acts in accordance with the AFMLTA Constitution and Working Rules. Executive Committee members work towards succession planning of the committee and induct newly elected officers to the Executive Committee to make sure that there are suitable people on the executive to lead and advocate for high quality languages education now and into the future. Currently there are three MLTAQ members on the AFMLTA Executive Committee: Amanda Pentti, Sherryl Saunders and

Page 36 Anne-Marie Morgan (new to MLTAQ in 2020 and soon to commence in the role of Dean, College of Arts, Society and Education at James Cook University). Members of the executive ensure that there is ongoing development and review of the Federation’s strategic directions. Regular meetings with MLTA/LTA Presidents every term ensures that executive members are kept informed of the landscape for languages education across the country. Annual Assemblies of state and territory representatives also ensures that the committee has the opportunity to connect with people and retain a nation- wide perspective of the languages educational landscape in Australia. Strategic directions are regularly reviewed to ensure that all that the AFMLTA does aligns with the directions set and in response to needs across each state and territory as they arise. Leadership and representation The AFMLTA Executive Committee maintains a high profile for the AFMLTA as the peak body for languages educators in Australia and internationally. The Executive Committee regularly communicates with government to schedule meeting with politicians and bureaucrats and key organisations to show leadership and represent the views of members. Some recent examples include:  letters to federal minister(s) and shadow minister of education to request meetings about languages education in Australia  presentation of workshops/papers by members of executive at state/territory and international conferences  projects for the Australian Department of Education (e.g. ELLA project; Language Learning Space webinars; Professional Standards Project; MoReLEaPS project) and state/territory governments (Ketawa [WA]; Effective practice in early years (Prep-Year 2) language programs [Queensland])  facilitation of Special Interest Groups (SIGs) on matters of interest to members, e.g. advocacy, Content and Language Integrated Learning (CLIL)  liaising with committee members in international affiliate organisations, e.g. Association of Language Learning (ALL) in the UK and the American Council of Teaching of Foreign Languages (ACTFL) in the USA, FIPLV, New Zealand Association of Language Teaching (NZALT), Languages and Cultures Network for Australian Universities and Centre of Excellence for the Dynamics of Language (CoEDL)  engaging in strategic partnerships with AITSL, ACARA, ESA, Australian DoE, AEF, AFS. AFMLTA’s Australian and International affiliations are summarised in figure 1.

Figure 1: AFMLTA: National and International affiliations

Members of the executive continue to work nationally to advocate for languages curriculum (e.g. response to the Alice Springs (Mparntwe) Declaration), and in states/territories as required/where possible (e.g. the NSW Curriculum Review). We maintain our currency with state/territory and national policies and agendas both through our Executive Committee members who are situated in various places around Australia and by maintaining relationships and regular meetings with our state/territory Presidents.

Page 37 Research and professional practice Our signature professional journal, Babel, provides a platform for the dissemination of research on languages education and draws a link between research and classroom practice. Executive Committee members share their learnings about research and quality classroom practice in languages through the development of professional learning programs and papers/workshops at state/territory and international conferences. Of particular note in this area is the facilitation of numerous workshops on implementation of the Australian Curriculum: Languages across Australia since 2016. In 2020 the AFMTLA Executive Committee will continue work on the series through promotion of inquiry to inform practice and build teachers’ capability to lead quality languages education. The AFMLTA Professional Standards guiding professional practice of language teachers and Lead teacher of languages and cultures professional standards will be a key feature of this work with teachers and school leaders. As most members of the MLTAQ would be aware, the AFMLTA facilitates a biennial international conference in collaboration with the MLTAs to share research and practice. MLTAQ Executive Committee members worked with the AFMLTA to host the 21st International AFMLTA Conference at Bond University on the Gold Coast in 2017. An article on the evaluation of the conference can be found in Babel – Meeting professional learning needs: An evaluation of the AFMLTA 2017 International Languages conference participant evaluation (Scrimgeour and Morgan, pp 46-52, Vol.52, Issue 2/3). Most recently in 2019, the AFMLTA worked with the MLTAT to hold an extremely successful conference in 2019. Next, we look forward to working with the MLTASA to hold the 2021 conference in Adelaide. Keep an eye on the NIB and our website for details of the call for papers and dates – to be finalised in later in 2020. For more information about what members have identified they want from professional learning, see What members want: Evaluation of the AFMLTA Communications and professional learning member survey, 2018 article by Andrew Scrimgeour (Babel Editor) and Anne-Marie Morgan (Promotions Officer) in the latest Babel (pp. 18-24, Vol. 54, Issue 3).

References AFMLTA Submission to the Teacher Education Ministerial Advisory Group, 2014. Retrieved from https://submissions.education.gov.au/Forms/TEMAG/pages/item?SubmissionID=TEM14000 96. AFMLTA Awards recipients retrieved from https://www.afmlta.asn.au/content/awards. ARC Centre of Excellence for the Dynamics of Language 2020. Retrieved from http://www.dynamicsoflanguage.edu.au/education-and-outreach/dawes-award/. Education Council (2019). Alice Springs (Mpartnwe) Declaration, Education Services Australian for the Council of Australian Governments. Retrieved from www.educationcouncil.edu.au. Morgan, A. for AFMLTA: Response to The Alice Springs (Mpartnwe) Education Declaration (in terms of languages education). Retrieved from https://www.afmlta.asn.au/. Scrimgeour, A. & Morgan, A. Meeting professional learning needs: An evaluation of the AFMLTA 2017 International Languages conference participant evaluation Babel Vol.52 (2-3) 46-52. Scrimgeour, A. & Morgan, A. (2019) What Members Want: Evaluation of the AFMLTA Communications and Professional Learning Member Survey, 2018 Babel Vol. 54 (3) 18-24.

Page 38 Perspective from an Australian on the International Federation: FIPLV

Language Teacher Associations: A Personal Journey

Denis Cunningham, AM FACE

Denis J Cunningham AM has been involved in Languages education in a wide variety of contexts over nearly forty years. This has included teaching in Victoria and France, consultancy, and management within the Victorian School of Languages (VSL), where he was Assistant Principal until 2006. He has published and presented papers in over thirty countries, collaborated with UNESCO on projects and policies. Denis was President and Secretary general of the world federation of language teachers, FIPLV, for which he currently is an Honorary Counsellor. He is also a Fellow of the Australian College of Educators.

I was asked to pen a synopsis of my life in languages teacher associations: the MLTAV, AFMLTA and FIPLV. This follows my feeling honoured and humbled upon being made an FIPLV Honorary Counsellor in 2015 – the highest accolade accorded to any officer after the place of Président d’Honneur was removed in the reworking of the FIPLV Statutes from 1992. The request has caused me to reflect on my journey and consider the impact of language teacher associations and various colleagues over the years and how this involvement has enriched my life.

To clarify, the MLTAV is the Modern Language Teachers’ Association of Victoria Inc, one of eight such MLTAs - in the Northern Territory, it is LTANT, the ‘modern’ having been deleted - across the country. All these state/territory associations are affiliated to the national body, the AFMLTA, or the Australian Federation of Modern Language Teachers Associations Inc. This national body is, in turn, affiliated to the international federation, the Fédération Internationale des Professeurs de Langues Vivantes (FIPLV), created in Paris in 1931. When I was involved, we had as members some 25 national multilingual associations (such as AFMLTA) and up to ten international unilingual federations for EFL (IATEFL, TESOL, LATEUM), Esperanto (ILEI), French (FIPF), German (IDV), Hungarian (IATH), Italian (Rete AIM), Portuguese (SIPLE) and Russian (MAPRYAL). As such, FIPLV provided professional learning, policy advice, world congresses, regional conferences and other support to its several hundred thousand members across all continents.

The first educator who had a considerable influence on my pathway was Terry Quinn.1 At the time, he was Editor of Babel, the national journal of AFMLTA. I was fortunate to have Terry as a lecturer in post-graduate studies at Monash University. While I learned much from him, it was he who suggested to the small group in 1975 that we publish. Latently inspired, the first of my 300 contributions appeared ten years later when I volunteered to take over the redaction of Babel. Terry also recommended I join the committee of the local/state association, the MLTAV. I did so in my first year of teaching. The powerbrokers at the time were the inspectors of schools: Ian Adams2, Geoff Adams and Keith Corcoran. Two of these would continue to influence my career – and life – over the ensuing decades. It appears that they saw in me what I did not. These years saw me involved in (organising) a range of activities and becoming sub-editor of the MLTAV Newsletter. In late 1982, Keith Corcoran, then MLTAV Secretary, approached me to inform me that nominations were being called for the national federation, AFMLTA, and that he wanted to nominate me. Respecting his view, I agreed, not expecting to be elected. Strangely enough, I was.

The AFMLTA had a new look. Ian Adams and Terry Quinn had left, sadly, to be replaced by David Ingram as the president. I would be his secretary for the next fifteen years, at the same time as continuing with the MLTAV as (over time) the Newsletter editor, vice-president and president. It was a dynamic period for AFMLTA with David’s leadership, Barry Muir as vice-president and my fleshing out the triumvirate as secretary. David was inspiring and indefatigable. It was easy for me as the perception was that not much had been done in the role of secretary prior to my term.

Page 39 In 1984, I was identified as one of two Australian delegates (with Jane Zemiro) to attend the FIPF (Fédération Internationale des Professeurs de Français) World Congress in Québec. There I met Ted Batley, president of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes). The following year, I attended the FIPLV World Congress in Helsinki, became an Australian delegate to the FIPLV General Assembly – where I met Reinhold Freudenstein (Germany), Bengt Henningsson (Sweden), György Szépe (Hungary), all representatives of their national multilingual associations, among others - and was a member of the four-person promotional team (with Frank Keighley, David Ingram and Ruben Ketchell) for the 1988 FIPLV World Congress in Canberra. An additional role was to undertake a promotional global tour in 1987 to promote the 1988 FIPLV World Congress, meeting with Executive members and representatives of associations in fifteen countries. It was inevitable that I be a member of the organising committee for this FIPLV World Congress, where I was able to welcome several FIPLV friends to the General Assembly in Sydney in the final days of 1987 and the World Congress in Canberra on 1-4 January 1988 – and also where I became ‘minder’ to Ted Batley and Wilga Rivers3, another influential friend until her passing. It was 40C during the four days of the congress, so many of the seventy Finns escaping sub-zero winter temperatures at home, sunburned quickly. Later in the year, I found myself the FIPLV representative at the FIPF General Assembly and World Congress in Thessaloniki.

1989 was the bicentenary of the French Revolution. I sought a conference in Paris as where else would one want to be on 14 July 1989? The American Association of Teachers of French (AATF) obliged, so I found myself enjoying the company of Wilga Rivers once again and Ross Steele of AILA (Association Internationale de la Linguistique Appliquée (or the International Association for Applied Linguistics)). This was also a trip of rich encounters. I had received a letter – we wrote letters in those days – from Leonora Fröhlich-Ward (from Munich) wanting me to organise educational visits for her (and her husband) in Australia. She had written me on the advice of György Szépe, so I suggested that we meet on 8 July at the München Hauptbahnhof when I would be in transit – starting with Charles Gallo in Luzern, through Zürich on the train to arrive at 11:24 in Munich. Leonora and her husband, Walter, met me, fed me and put me on the overnight train to Paris via Köln. I was summoned to Tours to meet with an assistant to Jacques Lang, Ministre du Bicentenaire, to assist a couple of journalists about to visit Australia. This led to an invitation to the stands at Place de la Concorde for the parade on 14 July. I took Wilga. I would welcome Leonora and Walter and the French journalists in Melbourne some weeks later where I gave them the house keys, inviting them to make themselves at home. I indulge, but such relationships and friendships are the essence of FIPLV (and probably most voluntary associations). Leonora researched her ideas in primary schools in Australia, went home to create Kookie as the name and face of her course to teach English to the very young in Germany and became the biggest seller of such courses for Cornelsen in Germany. The friendship has lasted 30 years, cemented by regular visits (to the Oktoberfest) and shared professional pathways – as Walter also became a school principal, before we lost him suddenly in 2002.

In 1992 – a decade after Keith Corcoran had done similarly – David Ingram approached me to say that nominations were being called for the FIPLV offices. He wanted to nominate me. Again, believing it to be futile, I agreed. What I didn’t know was that the leaders of FIPLV - Ted, Reinhold, Bengt, György and others – had the firm view that FIPLV must be global. I may have been the token non-European rocking up at the right time but, surprisingly, I was elected secretary-general. This led to the ennobling experience of working with the above-mentioned revered FIPLV officers – and later to work with incoming president, Michel Candelier (France). These were exciting times. Michel was very active, especially in Europe, and the next World Congress was planned for Brazil (in 1997). Another significant encounter during these years was FIPLV Président d’Honneur, Josef Hendrich (Czech Republic), whom I was honoured to call a friend – as were most of the others mentioned above.

Having represented AFMLTA at the 1985 FIPLV World Congress and General Assembly in Helsinki – and been on the organising committee for 1988 – it seemed logical to continue as an AFMLTA delegate at the next FIPLV World Congress in Pécs in 1991. There were many memorable aspects

Page 40 but the highlight in 1991 was Linguapax. Linguapax was the initiative of UNESCO (United Nations Educational, Scientific, & Cultural Organization), marrying the notions of teaching languages and/for peace, as the Latin etymology suggests. I attended a session by Albert Raasch (Germany) on the project, supported by György Szépe who was at the seminal Linguapax meeting in Kiev in 1987. The eminent worth of Linguapax impressed me, so it was easy to prioritise the cause. A UNESCO project, the key players were Joseph Poth, head of the Languages Section at UNESCO, and Félix Marti, chair of the Linguapax Centre in Barcelona. As they wanted to conduct a Linguapax Workshop in Australia, I was asked to prepare a budget proposal, which I presented to UNESCO at a meeting in 1993. For historical reasons, Linguapax IV did not take place in Australia in 1994, but I would organise the fifth international workshop: Linguapax V. Journeying ‘downunder’ to Melbourne to participate in 1995 were specialists identified by UNESCO, FIPLV and AFMLTA representatives. I would edit the proceedings with Michel Candelier. It was at this time that, if UNESCO wanted a conference on language teaching organised in Australia, they would ask me.

The inevitable role of secretary-general was to be the powerhouse of FIPLV, supporting the other officers and member associations, but also organising all FIPLV meetings for the next 23 years from 1992. The organising, taking and preparing of the minutes of all these meetings may not have been exciting, but the interaction with colleagues and friends at these illuminating encounters was fun, productive and rewarding. The 1994 FIPLV World Congress took place in Hamburg, our meetings at the historical Haus Rissen. FIPLV was engulfed at this FMF (Fachverband Moderne Fremdsprachen – the German equivalent of AFMLTA) event. A keynote speaker I had the good fortune to meet was Stephen Krashen4, when we enjoyed each other’s company over lunch. Other significant encounters were Paolo Balboni (Italy) and Friederike Klippel (Germany), as well as many member association representatives.

It was in Paris when Michel indicated to me that the following term would be his last on the FIPLV executive. He suggested that I be nominated for the presidency. This result appeared more likely – and it was. The five years supporting Michel as president were productive and pleasurable. He led FIPLV well, capping it off by organising – almost single-handedly – FIPLV 2000 in Paris, abutting the FIPF World Congress. Among the many events he organised was an international workshop on languages and peace in 1998, hosted by the European Centre for Modern Languages (ECML) in Graz (Austria). The ECML would become a major player for FIPLV, providing itself as the official address and taking over this role from me. Its overarching body, the Council of Europe, would also be the location and provide the organisation of key conferences to which I was invited in Strasbourg and Moscow.

It is for others to judge the impact of my presidency over the nine years (1998-2006), but I would like to identify a few highlights: (1) at the IATEFL (International Association of Teachers of English as a Foreign Language) World Congress in Manchester in 1998, I was able to consolidate the friendship with David Crystal5, ambush the keynote speaker, Svetlana Ter-Minasova (Russia), eating alone at lunch-time, and was spotted by Ludmila Baranova of LATEUM – originally an association for EFL, this became an international association with the dissolution of the USSR, with members being in a range of new countries - (and of Moscow State University); this led to (2) Ludmila inviting me as a keynote speaker to the LATEUM International Conference in Moscow the following year, where I met Olga Alexandrova and Natalia Gvishiani, among others, who have become friends; when in Moscow in 1999, I (3) caught up with Irina Khaleeva, Rector of the Moscow State Linguistic University, who introduced me to Vitaly Kostomarov, revered academic and president of MAPRYAL. This visit led to FIPLV embracing three Russia-based federations: LATEUM, the RALMLT (Russian Association of Linguists and Modern Language Teachers) and MAPRYAL – the last of these after years of non-cooperation between FIPLV and MAPRYAL.

1998 was a good year, when I also found myself on the organising committee of the first WorldCALL Conference to take place in Melbourne. Keen to promote FIPLV, I offered to chair any sessions by South Africans. One of these was Anna Coetzee, who turned out to be the editor of the journal of SAALT (South African Association for Languages Teaching). Following our encounter, I found myself a keynote speaker at the 2001 SAALT Annual Congress in Bloemfontein. SAALT

Page 41 joined FIPLV and then hosted FIPLV 2003 in Johannesburg – organised by Anna Coetzee. She and her husband, Kobie, remain dear friends.

The 1993 meeting at UNESCO led not only to my organising Linguapax V, it was also the launching pad for a lasting, collaborative relationship with UNESCO. This became a dual pathway a few years later: (1) UNESCO and (2) the Linguapax Centre in Barcelona. For the former, I would be asked to organise another international workshop on endangered languages, again in Melbourne, in 2001. Joseph Poth and Félix Marti attended, along with other Linguapax representatives and specialists in language endangerment from the area of Oceania and the Pacific; these were identified by UNESCO and the Linguapax Centre in Barcelona. The collected papers were published through Multilingual Matters as Language Diversity in the Pacific: Endangerment and Survival in 2006, edited by David Ingram, Ken Sumbuk and me.

In 2001, I found myself included in an international colloquium hosted in Paris by the French Commission for UNESCO, where we focused on strategies to advance multilingualism. The following year, I became the FIPLV/Australian delegate on the UNESCO Expert Group on Language Policy – I had pointed out that the previous policy document at UNESCO was fifty years old – which led to the UNESCO policy document, Education in a Multilingual World, in 2003. This appeared in the six official languages of UNESCO (Arabic, Chinese, English, French, Russian & Spanish). Initiated by the Linguapax theme, the relationship with UNESCO continued through Joseph Poth (and later, Anna Maria Majlöf) with at least annual visits to UNESCO Headquarters (in Paris). The other pathway created by that 1993 meeting, was through the Linguapax Centre in Barcelona, as it began to organise initiatives in its own right. While the 2001 international workshop in Melbourne included both pathways, I was invited onto the Linguapax Advisory Board in 2003 - after having been on the International Linguapax Committee from 1999 – and in 2000 to the Scientific Council for the World Languages Report (published as Words and Worlds in 2003), the organising committees for the international conferences in Barcelona in 2002 (World Congress on Language Policies), in 2004 (Dialogue on Language Diversity, Sustainability and Peace) and to the 2006 Roundtable on Good Practices in Language Revitalisation in Different Continents. It was also in the context of the World Languages Report that I had the honour to meet and work with the UNESCO Goodwill Ambassador for Languages, Vigdis Finnbogadóttir6.

Keen to reduce expenditure and diversify revenue streams – and attenuate the over-reliance on membership fees – I looked to publishing. This led to An International Perspective on Language Policies, Practices and Proficiencies (with Anikó Hatoss) in 2005 – also the Festschrift for David Ingram AM – and Languages Teaching: A Worldwide Perspective: Celebrating 75 Years of FIPLV (with Reinhold and Cecilia Odé) in 2006, and the publication of the FIPLV History in 2009, taken over by Reinhold.

At the same time, membership expanded. Adding FUPL in Paraguay, MLA and CASLT in North America, SAALT in South Africa to AFMLTA in Australia, the Russian Federation and especially Europe – augmented by the inclusion of the Baltic States through Diana Rumpite (Latvia), Egle Sleinotiene and Olga Medvedeva (Lithuania) and Ene Peterson (Estonia) – meant that membership was representative of all continents. Diana, in particular, included FIPLV and me in several excellent conferences and events in Riga, usually celebrating the European Day of Languages. As Diana disappeared, Egle emerged and invited me to several excellent conferences and events in Vilnius (and to the scientific council for the organisation of these annual events and the publication of the proceedings). Ene is the “new kid on the block” and is already following in the footsteps of the wonderful organisers in the Baltic.

When president, I had the pleasure of working with excellent colleagues: Tuula Penttilä (Finland) always provided a sure cornerstone of wisdom and guidance, Eynar Leupold (Germany) revamped the image of FIPLV, Dieter Herold (Germany) maintained strict control of the finances and Cecilia Odé (Netherlands) produced a very good flagship publication in FIPLV World News. There were others and I shall make the mistake of mentioning some but not all – inadvertently and not deliberately.

Page 42 As a new team emerged in 2007 under Terry Lamb, I tried to step back to allow him to lead FIPLV the way he chose. He took FIPLV into the digital age, preparing a new website (with assistance), superseding the previous one, and facilitating new means of communication (eg Twitter) through the website. This is clearly a direction that must be pursued and prioritised. When I was president and secretary-general, I tried to promote FIPLV at as many events in as many countries as possible, enhancing membership through a personal and visible presence, presentations (220 in 33 countries) and publications (over 300 in 29 countries). Terry is already doing similarly and, I hope, will surpass me. I also made a point of meeting the keynote and plenary speakers at conferences, as well as experts in the field. This often led me to being able to invite them as main speakers at future conferences. It was advice I gave to a former student of 1976 with whom I have remained in contact. She did this and thanked me. She is now an internationally renowned keynote speaker in her field and finds it surprising that she is not accosted by conference participants after her presentations. They are overawed, just as I am extremely proud of Julie Bernhardt AM, who was awarded the Order of Australia this year.

Canada provided poetry and symmetry to my international involvement in FIPLV. The 1984 FIPF World Congress in Québec marked my entry to the worlds of FIPLV and FIPF (after the NZALT Annual Conference in Auckland in 1983), while Niagara Falls would provide a fitting departure at the FIPLV World Congress, organised by CASLT (Canadian Association of Second Language Teachers) in 2015. Both were exceptional world congresses.

As I enjoy the twilight years of my career, I am grateful that 35 years in the Department of Education - whatever it was called, as the years passed – did not remove my passion for teaching languages. Having had a variety of roles in my career – teacher, consultant, manager, principal – I am chuffed to be back in the classroom, mentoring younger colleagues and teaching students languages.

I am not the first languages teacher or professional involved in the teaching and promotion of languages to receive an Order of Australia for my voluntary work in the field – I follow in the footsteps of Dorothy Hoddinott AO, Dr David Ingram AM, Professor Joe Lo Bianco AM, Stefan Romaniw OAM and no doubt others – and I shan’t be the last.

Endnotes 1 Terry Quinn: An Australian linguist who became prominent in the USA before returning to lecture at Monash University. He had input to Wilga Rivers’ 1969 text, with Jim Wheeler, the methods lecturer in the Education Faculty of Monash University. Terry retired as the Director of the Horwood Language Centre at the University of Melbourne. 2 Ian Adams: An inspector of secondary schools, specifically for languages, until 1982 when inspectors were removed as a means of quality control in schools. Ian was also AFMLTA secretary at the time Keith Horwood died suddenly, so he took over as organising secretary. Geoff Adams and Keith Corcoran were the other inspectors for languages until 1982. 3 Wilga Rivers: French teacher in rural Victoria, her qualities saw her appointed to the French Department at Monash University. There, she published Teaching Foreign Language Skills – which seemed to say all there was to say on the topic at the time - in 1969, which catapulted her to the international scene, first at Pennsylvania State University, before moving to Harvard University, where she retired as Professor Emerita of Romance Languages & Literature. Some would say that she was instrumental in developing communicative language teaching. 4 Stephen Krashen: Leading American linguist in the 1970s & 1980s whose theory of the “input hypothesis” changed the views of many, as he focused on the message rather than form. Some still debate the distinction made between acquisition and learning. 5 David Crystal: The foremost international expert on the English language and many other related topics of linguistics, Shakespeare and language.

Page 43 6 Vigdis Finnbogadóttir: First democratically elected female president, Vigdis was President of Iceland for the period of 1980-1996. She was also a French teacher. Many of the advances which place Iceland at the top of graphs for human rights are, I believe, thanks to Vigdis.

Spotlight on the 2010s: The Impact of Technologies

Evolving technologies have impacted on teacher networking, MLTAQ communications and collaboration, (greater Executive membership and regional meeting participation is now possible) and on curriculum and methodology. One collaboration which benefits from technological advances is the Griffith University-MLTAQ Language Teachers’ Forum program which can be attended virtually. Another is the MLTAQ presence in social media channels with a Twitter account @MLTAQLD, a Community Advocacy Facebook Page @MLTAQ and a Professional Networking Facebook Group @MLTAQINC. More recently the MLTAQ website has begun to operate as a booking page for events, conferences and speech contests by accepting registrations and payments online. Finally, the LinQ is now made using E-news technology and sent electronically with embedded links, videos, media and more. Our website www.mltaq.asn.au is updated on a regular basis with news and events.

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