DOCSLIB.ORG

Languages Other Than English

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Languages Other Than English LANGUAGES OTHER THAN ENGLISH IN VICTORIAN GOVERNMENT SCHOOLS 2008 Published by LOTE Unit Student Learning Programs Division Office for Government School Education Department of Education and Early Childhood Development Melbourne August 2009 © State of Victoria 2009 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. Also published on: http://www.education.vic.gov.au/studentlearning/teachingresources/lote/research.htm For further information please visit: http://www.education.vic.gov.au/studentlearning/teachingresources/lote/default.htm Preface In 2008, the Victorian government continued its strong commitment to supporting and extending the teaching of languages other than English (LOTE) in Victorian schools. The data in this publication is based on schools’ responses to a web- based LOTE survey conducted between August and October 2008. The data provides a comprehensive picture of the provision of language education at that time in Victoria. The provision of languages education is a matter of careful planning and coordination between the various LOTE providers including mainstream government schools, the Victorian School of Languages (VSL) and community languages schools. This report focuses on the provision of languages through mainstream government schools and the VSL. LOTE programs conducted outside regular school hours by community languages schools have not been analysed in this report. Twenty-two languages were taught in government primary schools in 2008, 17 in secondary colleges and 47 through the VSL. In government primary and secondary colleges, a total of 316,035 students studied a language, with a further 16,097 primary and secondary students enrolled in the VSL. The Distance Education Section of the VSL provided courses in ten languages, which were accessed by 19.6% of secondary college students studying at the VSL. Italian, Indonesian, Japanese, French, German, Chinese (Mandarin), Auslan and Greek were the most widely taught languages across all government schools. However, at the VSL, community languages were of greater significance. The eight most widely studied languages at the VSL were Chinese (Mandarin), Vietnamese, Turkish, Greek, Japanese, French, Arabic and Italian. With 50 languages accessible through government schools and the VSL, the Department of Education and Early Childhood Development (DEECD) hopes to maintain a breadth of high quality programs and languages offerings in Victoria. ______________________________________________________________________ 3 List of Tables Table 1.1 Total enrolments in LOTE, government schools and colleges, and the VSL, 2008. ............................................................................................................. 15 Table 1.2 Number of primary schools and secondary colleges offering each LOTE, 2008. ...................................................................................................................... 17 Table 1.3 Enrolment trends in Italian, 2003 – 2008................................................................. 18 Table 1.4 Enrolment trends in Indonesian, 2003 – 2008.......................................................... 19 Table 1.5 Enrolment trends in Japanese, 2003 – 2008. ............................................................ 19 Table 1.6 Enrolment trends in French, 2003 – 2008. ............................................................... 20 Table 1.7 Enrolment trends in German, 2003 – 2008. ............................................................. 20 Table 1.8 Enrolment trends in Chinese (Mandarin), 2003 – 2008. ........................................... 21 Table 1.9 Enrolment trends in Auslan, 2003 – 2008. .............................................................. 22 Table 1.10 Enrolment trends in Spanish, 2003 – 2008. ............................................................. 22 Table 1.11 Enrolment trends in Korean, 2003 – 2008. .............................................................. 23 Table 1.12 Enrolment trends in Greek, 2003 – 2008. ................................................................ 23 Table 1.13 Enrolment trends in Vietnamese, 2003 – 2008. ....................................................... 24 Table 1.14 Enrolment trends in Turkish, 2003 – 2008. ............................................................. 24 Table 1.15 Enrolment trends in Arabic, 2003 – 2008. ............................................................... 24 Table 3.1 Number and percentage of primary schools with LOTE programs by year level, 2002 - 2008. .......................................................................................... 32 Table 3.2 Number and percentage of primary schools by language offered, 2008. (Percentage amongst schools offering a LOTE, not as a percentage of all schools.) Note that some schools offered more than one language. .......................... 34 Table 3.3 Primary LOTE enrolments by year level and percentage of total student population, 2002 – 2008. ........................................................................................ 35 Table 3.4 Primary LOTE enrolments by language and year level, 2008. ................................. 38 Table 3.5 Primary LOTE enrolments by language and program type, 2008. ............................ 43 Table 3.6 LOTE enrolments in primary schools by method of provision and LOTE, 2008. ...................................................................................................................... 44 Table 3.7 LOTE enrolments by language and target group, 2008. ........................................... 45 Table 3.8 Primary schools providing LOTE programs by region, 2007 and 2008. ................... 47 Table 3.9 Primary enrolments by language and region, 2008. ................................................. 48 Table 4.1 Secondary colleges providing LOTE programs, 2008. Note that many colleges offered more than one language................................................................. 52 Table 4.2 Compulsory LOTE study by year level 2005 – 2008. .............................................. 53 Table 4.3 Government secondary LOTE enrolments by year level, 2005 – 2008. .................... 55 Table 4.4 Secondary LOTE enrolments by language and year level, 2008. ............................. 57 Table 4.5 Secondary LOTE enrolments, selected languages at Year 7 and 12, 2008. ............... 59 Table 4.6 Secondary LOTE enrolments by gender and language, 2008. .................................. 61 Table 4.7 Student enrolments by language, Year 12 graduating classes of 2007 and 2008 (based on VCE unit 4 enrolments). ................................................................. 62 Table 4.8 Year 11 and 12 enrolments at secondary colleges and the VSL, 2006 – 2008. ...................................................................................................................... 63 Table 4.9 Secondary LOTE enrolments by language and program type, 2008. ........................ 66 Table 4.10 Secondary LOTE enrolments by language and target group, 2008. .......................... 68 __________________________________________________________________________ 4 Table 4.11 Secondary LOTE enrolments by metropolitan and country regions by year level, 2008. Students enrolled in taster courses are only counted once in the above table. .......................................................................................... 70 Table 4.12 Secondary LOTE enrolments by region and language, 2008. ................................... 71 Table 5.1 LOTE teachers by gender and language, 2008. ....................................................... 75 Table 6.1 Designated bilingual programs, 2008. ..................................................................... 79 Table 7.1 VSL enrolments by language and year level, 2008. ................................................ 83 Table 7.2 Primary school VSL enrolments by language, 2008. ............................................... 86 Table 7.3 Secondary VSL LOTE enrolments by language, all education sectors, 2008. ...................................................................................................................... 87 Table 7.4 Student enrolments in Distance Education by language and year level, 2008. ...................................................................................................................... 88 ______________________________________________________________________ 5 List of Figures Figure 1.1 Number and percentage of primary schools providing a LOTE program, 2002 – 2008. .......................................................................................................... 10 Figure 1.2 Number of primary schools offering the eight most widely studied languages, 2002 – 2008. ........................................................................................
Load more

Recommended publications
  • Our Loreto Values
    Online Information BAS Website The BAS Website (www.bas.vic.edu.au ) is a useful tool in accessing results, draws, ladders, and venue locations. Once on the homepage, click on ‘Sport’ and then the drop down ‘Results’ option. From here you can select the appropriate sport (and grade if applicable). E-Newsletter As part of the Loreto College Ballarat E-Newsletter, there will be regular updates on the progress of our sporting teams throughout each term, along with any other news and events. Our Loreto Values Freedom ‘It is an inner freedom, accepting of self, open to others and trusting of life.’ Justice ‘To recognise the inherent dignity of each individual and of the natural environment and to become aware of the rights and responsibilities of all.’ Sincerity Sport ‘Self-acceptance sets us free from pretence and defensiveness, Contact Details free to relate honestly and To contact the Sport Department or Ms Gabi Howard ‘The Church recognises sport to be one of the great affectionately..’ (Co-Curricular Leader of Sport), please contact the institutions of our society that helps individuals realise Loreto College Main Reception on (03) 53296100. their human potential and builds up the bonds of the Verity community, fostering communal initiative and ‘Integrity and truth, particularly the profound truth of who we responsibility. are and what gives meaning to our lives.’ 1600 Sturt Street Ballarat As our lifestyles become more and more sedentary, Felicity Victoria Australia 3350 sport makes an essential contribution to our health and ‘Felicity
    [Show full text]
  • Message from Campus Principals Hello Everyone
    1 September, 2017 KEY DATES Sept 22 Parent, Teacher Conversations 10.00a.m - 1.00p.m Year 11 Only - No scheduled classes Sept 22 Last Day of Term 3 Oct 9 First Day of Term 4 Oct 27 Student Free Day - College Wide. No bus services running Nov 1 - 24 Year 12 VCE Exams Nov 24 Year 12 Graduation Dinner Nov 27 - 1 Dec Year 11 Exams Dec 4 - 15 Head Start Dec 20 College Awards Ceremony 12 noon - 2p.m To get the latest news join www.facebook.com/ kurnaicollege Message from Campus Principals Hello Everyone. Governor’s Visit Kurnai’s third annual Big Day Out was a great success. Last week Victoria’s Governor, Her Excellency the Honourable Students and staff had a wide range of activities to participate Linda Dessau AC, visited Latrobe City. While in the Valley she in ranging from the craziness of Dodgeball, though to the had a number of meetings with various community groups noise of the African drumming and the serenity of the animal including a meeting with student leaders from Kurnai College, petting zoo. It was great to see students from the different Lavalla, Traralgon College and St. Pauls Traralgon. Campuses mixing so positivity. The day finished with Senior VCAL student Montana Babcock thanking all those involved in The Governor wanted to get the students’ opinions about the organising and taking part in the day. main issues she identified for young people in the Valley: Thanks in particular to The Smith Family and Corine Noblet for mental health, drug issues and the pressures of school life.
    [Show full text]
  • Message from Our Acting Campus Principal - Cleo Lazaris
    Friday 11th May, 2018 KEY DATES 15-18 May Year 7 & 9 NAPLAN 14-18 May Year 8 Karoonda Camp 30 May Awareness Day for Grade 5/6’s - only Year 10’s required at school 4-7 Jun Mid Year Exams 8 Jun Report Writing Day - STUDENT FREE DAY 11 Jun Queen’s Birthday Public Holiday - SCHOOL CLOSED 29 Jun END OF TERM 2 Message from our Acting Campus Principal - Cleo Lazaris Victorian Young Leaders to China Our group of Year 9 students, together with their teacher Clifton Kline, have returned from their six week immersion program in China. Along with other students and staff from Victorian schools they had the opportunity to develop their leadership skills and knowledge as they engaged with Chinese culture and attended schools in a number of cities. Students will be have an opportunity to reconnect with their fellow travellers in a couple of weeks at a get-together to be held in Melbourne. Awareness Day - Wednesday 30th May Grade 5&6 students from our local primary schools are spending the day with us on Wednesday 30th May as part of our Transition Program which supports students’ entry to secondary schooling. In order to accommodate the extra program we will need to modify attendance requirements for the day. Selected Year 7 students will assist our primary school groups on the day and Year 10 classes will operate as normal. All other students will not be required at school. Work Experience As I am writing this newsletter on Sunday afternoon, our Year 10 students will be getting themselves prepared for the world of work beginning on Monday 7th May.
    [Show full text]
  • 20 Years of the VET Cluster
    20 Years of the VET Cluster In 1993 a Local Industry Education Network was established called the Ballarat Industry Education Network (BIEN) with a commitment to expand vocational education and training (VET) options of Ballarat young people. All Ballarat secondary schools recognised that many students would benefit from studying a VET course and that they may not have sufficient students to make up a complete class to offer a range of programs for their students internally. The BIEN had representatives of the education sector (Department of Education and Training, Catholic Education Office, the School of Mines Institute of TAFE, University of Ballarat and the Ballarat Community Education Office) and industry (Australian Chamber of Manufactures, Victorian Employers Chamber of Commerce and Industry, Trades Hall Ballarat and Australian Timken Pty Ltd) as well as Central Highlands Group Training and the City of Ballarat. In late 1995 three separate applications for an incentive grant were sent to the Australian Student Traineeship Foundation (ASTF). Nine Ballarat schools (Daylesford joined later) and the Department of Further Education from the School of Mines Ballarat (SMB) formed a Cluster to progress the applications. The ASTF approved a grant and a Steering Committee for the Cluster met prior to the Easter break to formulate a plan of action with the aim to introduce student workplace learning programs to students entering VCE in 1997. Claire McKenna was appointed as the Project Officer to start negotiations as to what and how the programs would be implemented. Margaret Stewart, who wrote the funding application, spent many hours negotiating agreements to establish the Cluster.
    [Show full text]
  • In2science Reflections
    Reflections Science and Maths Peer Mentoring in Schools Megan Mundy and Dr Emily Cook November 2013 Contents Executive Summary 4 From The Board 5 Challenges in Australian Science/Maths Education 8 Background of the In2science Program 9 – Who are the Peer Mentors? The Aims of the In2science Program 11 Growths and statistics 12 Stakeholder Perspectives 15 Feedback Survey Results 15 Management Structure 21 Discussion & Futures 24 Appendix A – In2science Board Members 26 Appendix B – Academic Publications about and resulting from In2science 7 2 Appendix C – List of participating schools 28 Appendix D – Regional Roadshows 32 Appendix E – Resources 34 Appendix F – Award winners 35 3 4 Executive Summary This report looks back on the In2science program, its inception, growth, achievements and the challenges faced along the way. Over the last 9 years In2science has been the outstanding peer mentoring program in supporting science education in Australia, and has played a critical role in addressing the decline of secondary school science participation in STEM subjects. The In2science program has been a genuine partnership, with multiple universities and schools working together to improve enthusiasm and outcomes in the middle years of science and maths education. Over the duration of the program more than 50,000 students have enjoyed a different science experience thanks to the efforts of 1,900 Mentor volunteers. Feedback about the program has been overwhelmingly positive. The full impact of the program in terms of increased uptake of science courses and the secondary or tertiary level cannot be assessed accurately, but is substantial. The In2science program faced enormous challenges, not least of which was its own spectacular growth.
    [Show full text]
  • Right School Right Place
    Right School Right Place A Guide to Victorian Government Schools Enrolling International Students Published by the International Education Division For information including how to apply Department of Education and Early Childhood Development visit our website, www.study.vic.gov.au, or contact an education agent in Melbourne February 2013 your country. © State of Victoria (Department of Education Department of Education and and Early Childhood Development) 2013 Early Childhood Development The copyright in this document is owned by the State of International Education Division Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be Tel: +61 3 9637 2990 reproduced by any process except in accordance with Fax: +61 3 9637 2184 the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) or Email: [email protected] with permission. Web: www.study.vic.gov.au An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. ISBN 978-0-7594-0700-8 Accessibility If you would like to receive this publication in an accessible format, please telephone 1800 809 834, or email [email protected] This document is also available on the internet at www.study.vic.gov.au 3 Right School Right Place 2013/2014 Where our s t u d shapes our future Choosing the right school and right place opens windows of opportunity for life.
    [Show full text]
  • 2Nd Nov 2012
    LAVALLA Lavalla Catholic College CATHOLIC COLLEGE I S S U E 1 4 N o v e m b e r 0 2 2 0 1 2 this issue FROM THE PRINCIPAL P.1-2 CAMPUS UPDATES P.3 - P.5 SPORTS UPDATE P.6 UPCOMING EVENTS / PILGRIMAGE P.7 ATTACHMENTS P.8-10 Prayer Attributed to From the Principal St. Augustine Dear members of the Lavalla community Watch, dear Lord, As most of you are aware, our principal Ms Erica Pegorer has begun her sick leave. She will be in Canberra with her family for her surgery and convalescences. Before her departure she received many with those who wake or gifts, cards and expressions and of good wishes, these have certainly touched her heart and I know she watch or weep tonight, leaves us well aware of the affection and concern of our whole community. Until her return in 2013 I and give your angels will be Acting Principal and look forward to working with the College community in this role. charge over those who Thursday, 1st November saw students begin the VCE exams. This can be a time of stress for many students and families as they work through the exam process. We wish students and families well and sleep. remind them that exams simply test what students know and how well they can express it – not who they are. Hopefully their efforts will gain them the scores they deserve and open doors to future study Tend your sick ones, and careers. O Lord Jesus Christ, All Saints and All Souls Days rest your weary ones, The 1st and 2nd of November are set aside in many Christian churches, including the Catholic church, bless your dying ones, for remembrance of and prayers for the saints of the church and for those who have died.
    [Show full text]
  • Hol Mid Year Newsletter 2019
    IMAGE BY SONIA MARTINOVIC: BROOKSIDE P-9 COLLEGE Hands on Learning enewsletter August 2019 MANSFIELD SECONDARY COLLEGE EXCITING GROWTH Thanks to our generous supporters we have been able to support 45 new schools to train and start Hands on Learning in 2019. NEW SOUTH WALES Barellan Central School Murumbidgee Regional High School Lavington Public School Leeton High School WIMMERA/MALLEE, VICTORIA Chaffey College It is no understatement when School Council President Alison Walker describes Mansfield as a fairly unique community. The HoL program was kickstarted with support from the local Bendigo Bank, Mansfield Rotary Club and Yenken’s Mitre Ten. “The school isn’t a separate entity it is part of our community. People here NORTH EAST VICTORIA want to support our kids and keep them connected to school.” Mansfield Secondary College Bouchier Street Primary School Gowrie Street Primary School CENTRAL VICTORIA NORTHERN MELBOURNE SOUTH EAST MELBOURNE GIPPSLAND, VICTORIA Wangaratta West Primary School Beaufort Secondary College Sydney Road Community School Clayton North Primary School Lakes Entrance Primary School Creswick Primary School Jacana School for Autism Cranbourne East Secondary College NORTH CENTRAL VICTORIA Mordialloc College TASMANIA Cohuna Secondary College SOUTH WEST VICTORIA EASTERN MELBOURNE St Francis Xavier College (Officer) Cosgrove High School Echuca College Hampden Specialist School Gladysdale Primary School Pakenham Secondary School The Sorell School (Primary) Echuca Specialist School Koroit and District Primary School Heathmont
    [Show full text]
  • High Achiever Data 2019 Student List
    High Achiever Data 2019 Student List A AALBERS Andreas Julian Jarvis Haileybury College, Keysborough Music Investigation 40 A ALMAJEED Ameer VSL Distance Education, Thornbury Languages:Arabic 42 AARON Lottie Rosina Williamstown High School Food Studies 44 AARONS Liam Cameron Braemar College, Woodend Chemistry 42 Mathematical Methods 40 Physics 40 AARONS Raife Alexevich Woodleigh School, Langwarrin South Further Mathematics 41 ABAYAWARDANA Naomi Suzanne Cory High School, Werribee Psychology 42 ABBAS Salma Thornbury High School Health and Human Development 46 ABBAS Shiraz Adil Mohamed MacRobertson Girls High School, Melbourne Economics 43 ABBENANTE Christopher Francis St Bernard's College, Essendon Physics 41 ABBOTT Aaron Glen Waverley Secondary College Computing: Software Development 40 ABBOTT Charlotte Leslie Camberwell Anglican Girls Grammar School, Canterbury History Revolutions 43 Legal Studies 44 ABBOTT Jamilla Jean Jaffers Eltham High School English 40 Health and Human Development 43 Philosophy 40 Psychology 47 ABBS Caitlin Sylenna Ballarat Clarendon College Further Mathematics 47 Health and Human Development 45 ABDALLAH Laura Anne Genazzano F.C.J. College, Kew English 43 Languages:Italian 40 ABDELLAH Sohaib Sirius College - Meadow Fair Campus, Broadmeadows Further Mathematics 43 ABDI Zina Keilor Downs College Biology 40 ABDULLAH Afra Sirius College - Eastmeadows Campus, Broadmeadows English 46 Psychology 41 ABDULLAH Hasan Ali VSL - University/Brunswick/Collingwood, Parkville Languages:Arabic 42 ABDULNOUR Juline Nicola Penleigh and
    [Show full text]
  • Inquiry Into the Extent, Benefits and Potential of Music Education in Victorian Schools
    Education and Training Committee Inquiry into the extent, benefits and potential of music education in Victorian schools ORDERED TO BE PRINTED November 2013 by Authority Victorian Government Printer Parliamentary paper No. 277 Session 2010–2013 Parliament of Victoria Education and Training Committee Inquiry into the extent, benefits and potential of music education in Victorian schools This report is also available at www.parliament.vic.gov.au/etc Printed on 100% recycled paper ISBN 978-0-9871154-2-3 ISBN 978-0-9871154-3-0 Electronic ii Contents Contents ............................................................................................................................. iii List of figures ................................................................................................................... viii List of case studies ............................................................................................................. x Committee membership ................................................................................................... xii Functions of the Committee ............................................................................................ xiii Terms of reference ........................................................................................................... xiii Chair’s foreword .............................................................................................................. xiv Executive summary ........................................................................................................
    [Show full text]
  • Our Promise: Tackling Educational Disadvantage
    OUR PROMISE: TACKLING EDUCATIONAL DISADVANTAGE SEVEN YEARS OF TEACH FOR AUSTRALIA FOREWORD FROM THE CHIEF EXECUTIVE OFFICER Down through the ages, every As this report shows, we have accomplished much in our generation hopes that the next first seven years of operation. will have greater opportunity and security. Every morning We can celebrate early success with over 400 Associates and across Australia, parents Alumni improving student outcomes and making significant send their children to school leadership contributions. The experience of our longer-running wanting them to learn, achieve Teach For All network partners, such as Teach First in the United and build the skills that they Kingdom and Teach For America, shows that our impact can need to realise their dreams grow to be transformational in the decade ahead. and live a life of choice and contribution. For me, the vision and mission of Teach For Australia is deeply personal. I know first-hand – having grown up in a poor, rural While Australia boasts a good education system, too many community on the other side of the world – that education can children are being left behind in a cycle of disadvantage. change one’s destiny. One third of children from the lowest socioeconomic households I am excited to share this report on our progress with our enter school without being developmentally ready. Many partners. At our core, Teach For Australia is not an organisation, never catch up. Forty per cent do not complete Year 12. The it is a movement. We are a joint effort of governments, schools, vast majority do not attain a university degree.
    [Show full text]
  • 'In Knowledge There Is Opportunity'
    ‘In Knowledge there is Opportunity’ June 2018, Issue 6 PRINCIPAL’S REPORT Our values are the basis of interactions between Aspiring for Excellence students, teachers and members of our community. Working in this way enables us to activate opportunities At Phoenix we are not shy about our ongoing aspiration for your students. to achieve excellence in all that we do. In our busy schedule it is important that we stop, reflect and Transition Grade 6 to Year 7 – NEW process for celebrate our individual and collective achievements as a 2019! Please remember the process has changed this school. The following are just a couple of examples of year. If you have questions please contact the College. how we are achieving excellence every day at Phoenix. Mrs Karen Snibson Students - Mikayla Hogg: Selected to compete in Russia Principal in the Youth Games in her chosen event of show jumping. Tazmin Forrest: Selected to compete in the World Archery Oceanic Championships in her chosen MIDDLE/SENIOR SCHOOL REPORT sport of archery. At times, when we spend too long scanning social media or listening to the radio, we can think the youth of today are the cause of everything that is wrong in the world. However, I am here to remind you of the positive, energetic, caring and capable students we have in our College. As a cohort, they want the community to know that they are ready and able to take on all the challenges of living and learning in the 21st Century. Over the past few weeks, there have been numerous times when our College Sport teams have been faced with adversity.
    [Show full text]