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Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia

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Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia DOCUMENT RESUME ED 365 111 FL 021 663 AUTHOR Campbell, Stuart; And Others TITLE Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. INSTITUTION Australian National Languages and Literacy Inst., Deakin. SPONS AGENCY Australian Dept. of Employment, Education and Training, Canberra. REPORT NO ISBN-1-875578-08-0 PUB DATE 93 NOTE 124p.; For related documents, see FL 021 664-666. Volumes 5-9 not yet in print. AVAILABLE FROMNLLIA, Level 3, 112 Wellington Parade, East Melbourne, Victoria 3002, Australia. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adul.t Education; *Arabic; *Bilingual Education; Course Descriptions; Educational Policy; Elementary Secondary Education; Foreign Countries; Higher Education; Instructional Materials; Language Attitudes; Language Maintenance; Modern Language Curriculum; *Second Language Learning; Second Language Programs; *Second Languages; Surveys; Teacher Education; Uncommonly Taught Languages IDENTIFIERS *Australia ABSTRACT is work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data concerning student numbers; references; and an attitudinal survey form and results. (Contains 56 references.)(JP) **k******************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 4 44 I S DEPARTMENT OF EDUCATION and improvement "PERMISSION TO REPRODUCE THIS Oftrce ot Educatronal Research MAT,RIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCESINFORMATION CENTER IERICI ../chrs document has been reproduced as received from the person ororgantzatton ortotnattng r Minor changes havebeen made to ,mprove reproduchon quahty Points of vrew or opmonsstated MINS 00CLI meet do not necessantyrepresent other& TO THE EDUCATIONAL RESOURCES OE RI posaron or pohcy INFORMATION CENTER (ERIC) 14, .4411014, '4111111111n, Unlocking Australia's Language Potential PROFILES Of 9 KEY UINUAGES IN AUSTRALIA Volume 1: Arabic THE NATIONAL LANGUAGES & ,LITERACY rNSTITUTE OF AUSTRAUA Canberra National Library of Australia Cataloguing in Publication Data Unlocking Australia's Language Potential: Profile of 9 Key Languages in Australia: Volume 1 - Arabic Bibliography. Includes index. ISBN 1 875578 07 2 (set) ISBN 1 875578 08 0 (v.1) ISBN 1 875578 09 9 (v.2) ISBN 1 875578 10 2 (v.3) ISBN 1 875578 11 0 (v.4) ISBN 1 875578 12 9 (v.5) ISBN 1 875578 13 7 (v.6) ISBN 1 875578 14 5 (v.7) ISBN 1 875578 15 3 (v.8) ISBN 1 875578 16 1 (v.9) ISBN 1 875578 17 X (v.10) 1. Language and languages Study and teaching- Australia.2. Australia - Languages Study and teaching - Foreign speakers. I. National Languages and Literacy Institute of Australia. 11. Australian Second Language Learning Program © Commonwealth of Australia and NLL1A ISBN 1 875578 08 0 (v.1) This work is copyright. Apart from any use permitted under the Copyright Act 1%8,no part may be reproduced by any process without the written permission of the NLL1A. 418.007 Funded by DEET under ASLLP, with additional resource support from the NLLIA. The views expressed here do not necessarily represent the views of the Commonwealth. National Languages and Literacy Institute of Australia Limited Level 2, 6 Campion St, Deakin ACT 2600 Australia Tel: (06) 281 3366 Fax: (06) 281 3096 The NLLIA The National Languages and Literacy Institute of Australia Limited (NUIA) began operations in June. 1990. The Institute is largely funded by the Federal Government and is closely linked to the implementation of policis on language and litera- cy adopted in recent years by Federal and State governments. The NLUA provides national leadership and guidance on lan- guage education issues by: providing professional development activitie-3 for language lecturers, teacher trainers and teachers: ceating and operating a database/clearing house on lan- guage education issues and regularly disseminating infor- mation from these: facilitating and conducting research needed to improve practice in language education: and regularly asAessing language education needs by providing advisory and consultancy services to government, unions. business and the community on relevant language issues. The NLUA consists of: A Directorate located in Canberra which is responsible for the overall management. co-ordination and policy develop- ment work of the Institute. The Directorate conducts the NUIA's nationally co-ordinated projects which are major projects in language and literacy education with a policy focus. The Directorate also has a Business & Projects Unit in Melbourne. :,ILUA Centres in universities across Australia include: The Language Acquisition Research Centre The Language and Society Centre The Language and Technology Centre which includes the national database of language professionals. courses and materials The Centre for Deafness and Communication Studies The Language Testing Centre The Language Testing and Curriculum Centre The Centre For Workplace Communication and Culture NLUA Business Language Services Document Design & Research Unit Western Australia Office For further information: The National Languages & Literacy Institute of Australia Limited NLLIA Directorate Level 2, 6 Campion Street, Deakin ACT 2600 Tel: (06) 281 3366 Fax: (06) 281 3096 NLLIA Business & Projects Unit Level 3, 112 Wellington Parade, East Melbourne Vic 3002 Tel: (03) 416 2422 Fax: (03) 416 0231 THE NATIONAL LANGUAGES & LITERACY INSTITUTE OF AUSTRALIA Arable Profilo Table of Contents Preface i Acknowledgements i i i Steering Committee i i i Recommendations i v 1.0 Overview of Arabic In Education 1 1.1 Overview of Arabic Education in Primary Schools 1 1.1.1 Arabic Education in New South Wales Primary Schools 1 1.1.2 Arabic Education in Victorian Primary Schools 5 1.1.3 Arabic Education in Other States Primary Schools 8 1.2 Overview of Arabic Education in Secondary Schools 9 1.2.1 Arabic in Secondary Education in New South Wales 10 1.2.2 Arabic in Secondary Education in Victoria 16 1.3 TAFE 19 1.4 Overview of Arabic Education in Tertiary Institutions 19 1.4.1 The Australian National University 21 1.4.2 The University of Melbourne 21 1.4.3 Royal Melbourne University of Technology, Coburg 22 1.4.4 The University of Sydney 23 1.4.5 Deakin University Toorak (formerly Victoria College) 24 1.4.6 The University of Western Sydney, Macarthur 25 1.5 Overview of Arabic Education in Ethnic Schools 26 1.5.1 Ethnic Schools in Mew South Wales 27 1.5.2 Ethnic Schools in Victoria 35 1.5.3 Ethnic Schools in Other States 35 1.6 Overview of Arabic Education in Adult Education 36 1.6.1 Distribution of Courses 37 1.7 Diplomatic Language Training 41 1.8 Curriculum Approaches 42 1.8.1 Typology of Programs 42 1.8.2 Curriculum Models 43 1.9 Qualitative Trends in Arabic Education 43 1.9.1 Quantitative Trends in Schools 44 1.9.2 Quantitative Trends in Universities 45 1.9.3 Factors Contributing to Change 46 1.9.4 The Future 46 1.10 Teacher Education Existing Programs to Train Arabic Teachers 47 1.10.1 Teacher Education Proposals and ikely Changes 47 1.11.1 The Arabic Teaching Workforce Numbers and Supply 48 1.11.2 Qualifications and Experience of Existing Teachers 48 , 1.11.3 Problems of Overseas Trained Teachers 48 1.12.1 Arabic Teaching Materials Existing Materials 51 1.12.2 Standard Arabic Language Courses for Native Speakers 51 1.12.3 Standard Arabic Language Courses for Non-native Speakers 52 1.12.4 Colloquial Arabic Language Courses for Non-native Speakers 52 1.12.5 Other Materials 52 1.12.6 The Australia Second Language Learning Program Project 53 1.12.7 The LOTE Framework P-10 54 1.12.8 Strengths and Shortcomings of Materials and Pedagogical Approaches 54 1.13.1 School Syllabuses in New South Wales 54 1.13.2 School Syllabuses in Victoria 56 1.13.3 National Syllabuses 57 Unlocking Australia's Language Potential 1.13.4 Assessment Objectives and instruments in the NSW Syllabuses 57 1.13.5 Assessment Objectives and Instruments in the Victorian Syllabuses 59 1.13.6 Strengths, Shortcomings and Examinations in the NSW School Syllabuses 59 1.13.7 Strengths, Shortcomings and Examinations in the Victorian School Syllabuses60 1.14.1 Student Attitudes to Arabic in Education 60 1.14.2 Parent Attitudes to Arabic in Educat;on 61 1.14.3 Community Attitudes to Arabic in Education 62 1.15 Policy Considerations 65 1.16 Issues Specific to Arabic in Education 66 1.16.1 Diglossia in the Educational Context 66 1.16.2 11-,e ;,-nage 3f Arabic in Education 68 1.16.3 Non-Arab Users of Arabic 68 1.16.4 Arabic-speaking Ethnic Minorities 68 1.16.5 Non-Arab
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