028216 Languages Education
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 24 credit points of completed study in spk(s): CBK90005 Country Choice combined Degrees with BA IntStud AND 028234c Professional Experience 5: Teacher as Researcher
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject aims to develop student professional knowledge, skills and understanding to effectively teach languages in New South Wales schools. Students develop an understanding of the rationale for language teaching in the New South Wales primary and secondary school context, based on in-depth knowledge of the NSW Languages K-10 syllabuses and the scope and nature of the teaching of their chosen language in NSW and wider Australian contexts. Students engage with task-based pedagogy and develop a wide range of practical, active learning strategies. Students read view and discuss texts to identify and analyse trends in current practice and will engage with reflective practice as a tool in their ongoing professional ability. Students apply knowledge of syllabus content, and the alignment of syllabus content, outcomes, activities and assessment, in their creation of a rationale for a school languages program, as well as language lesson plans and an original sample unit of work for a school language classroom.
Subject learning objectives (SLOs)
| a. | Apply the concepts and features of the New South Wales K-10 Languages syllabuses in creating quality language learning in the classroom, and stimulating intercultural enquiry |
|---|---|
| b. | Apply research-informed understanding of effective pedagogy, through demonstrating and participating in active learning activities |
| c. | Communicate research-informed understanding of the professional and contextual role of the language teacher |
| d. | Devise sequence of lessons and larger units of work grounded in syllabus outcomes and using a variety of effective and differentiated teaching/learning and assessment strategies |
| e. | Interact collaboratively with others in pairs and groups, to model and maximise classroom learning |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2) (1.1)
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)
Contribution to the development of graduate attributes
- professional readiness
- critical and creative inquiry
- international and intercultural engagement
- Indigenous competencies
- active citizenship
- effective communication
Teaching and learning strategies
Face-to-face workshops will incorporate a range of active teaching and learning strategies including short presentations, videos, weekly student-led demonstrations of teaching games, discussion of readings and student groupwork. Independent student reading, writing and reflection will complement these strategies. Students will be expected to demonstrate high levels of pro-active participation in the development of professional skills and persona, as an advocate for the value of school language learning. Students will receive formal and informal feedback on their work
Content (topics)
Workshops in this subject will focus on a process of facilitating active practice and assessment of knowledge skills and understanding, of the primary and secondary school language learning context. The subject will focus on understanding and applying the concepts of the NSW K-10 syllabus, to the creation of stimulating active and fun language lessons and units. Major content includes:
- the organisation, concepts and resources of the NSW K-10 Language Syllabuses
- opportunities for intercultural learning in language learning and the broader school
- designing sequenced active learning strategies within lessons, towards longer-term task-based learning within units of work
- the integration of literacy and numeracy strategies within language learning
- diverse assessment strategies within language learning
- the value of reflecting on teacher narratives as exemplars of professional development.
Assessment
Assessment task 1: Profile and rationale of [your language] in New South Wales classrooms
| Objective(s): | a, b, c and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||||||
| Length: | 500 word written report, and 5 Powerpoint slides, 4 - 5 minute oral presentation | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: An original unit of language learning
| Objective(s): | a and d | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Length: | 2000 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Active contribution and participation (specific)
| Objective(s): | a, b and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 10% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at workshops is essential in this subject because important information is only available through the essential workshopping, practice tasks and interchange of ideas with other students and the lecturer.
References
Australian Federation of Modern Language Teachers' Associations (AFMLTA). (2021). National Languages Plan and Strategy: Discussion Paper Altitude and Amplitude, The Case for a Blue-Sky Blueprint for Languages Education in Australia. 78 pp. Available online at: afmlta.asn.au
Blaz, D. (2018). The world language teacher's guide to active learning: strategies and activities for increasing student engagement. New York: Routledge.
Blaz, D. (2006) Differentiated Instruction: A Guide for Foreign Language Teachers. Eye on Education.
Browett, J. (2006). Teaching languages in the primary school. Curriculum Corporation.
Bryfonski, L., & Mackey, A. (2023). The Art and Science of Language Teaching. Cambridge University Press.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Chik, A., Benson P., Moloney, R. (2019). Multilingual Sydney. Routledge.
Choi, J., & Ollerhead, S. (Eds.). (2018). Plurilingualism in Teaching and Learning: Complexities across contexts. Routledge.
Clyne, M. (2011). Three is too many in Australia. In C. Hélot, & M. Ó Laoire (Eds.), Language Policy for the Multilingual Classroom: Pedagogy of the possible (pp. 174 – 187). Multilingual Matters.
Clyne, M, Fernandez, S., & Grey, S. (2004). Languages Taken at School and Languages Spoken in the Community—A Comparative Perspective, Australian Review of Applied Linguistics, 27 (2) p1-17.
Conteh, J., & Meier, G. (Eds.). (2014). The multilingual turn in languages education: Opportunities and challenges (Vol. 40). Multilingual Matters.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Cordy, G., & Morgan, A.M., (2023). Literacy and numeracy outcomes of students with backgrounds other than English in Australian NAPLAN tests: Implications for languages learning in Australian schools. Babel, 56 (1-2), 26 – 45.
Crozet, C. (2008). Australia's linguistic culture and its impact on languages education. Babel, 42(3), 19.
Crittenden, K., & Murray, J. (2019). Experiences of language maintenance and shift among second generation Australians of Arabic background. In A. Chik, P. Benson & R. Moloney, (Eds). Multilingual Sydney. Routledge.
Cruickshank, K., & Wright, J. (2016). A tale of two cities. Australian Review of Applied Linguistics, 39(1), 72-94.
Fielding, R. (2015). Multilingualism in the Australian Suburbs. Springer Imprint: Springer.
Fielding, R., & Harbon, L., (2022). Dispelling the monolingual myth: Exploring literacy outcomes in Australian bilingual programs. International Journal of Bilingual Education and Bilingualism, 25 (3), 997 - 1020.
Garcia Mayo, M. P. (2017). Learning foreign languages in school: research insights. Multilingual Matters.
Hajek, J. (2001). Riding the multilingual tiger: Languages and cultures in Australia in the 21st century. In M. Gillies, M. Carroll & J. Dash (Ed) Humanities and Social Sciences Summit (pp.85-94).
Hajek, J., Aliani, R., & Slaughter, Y. (2022). From the periphery to center stage: The mainstreaming of Italian in the Australian education system (1960s to 1990s). History of Education Quarterly, 62, 475 – 497. DOI:10.1017/heq.2022.30
Hajek, J., & Slaughter, Y. (2014). Challenging the monolingual mindset. Clevedon: Multilingual Matters.
Harbon, L. (2013). Learning additional languages in the primary school and the link with literacy. In J. Johnson (Ed.). Contemporary Issues in Australian Literacy Teaching, (2nd Ed.). (pp. 127-139). Primrose Hall Publishers.
Harbon L., & Moloney, R. (2017) Language teacher stories from their professional knowledge landscapes. Cambridge Scholars Publishing.
Harbon, L. & Moloney, R. (2013). Language teachers’ Narratives of Practice. Cambridge: Cambridge Scholars. NB This is a collection of teachers’ personal and professional stories and best practice, including teachers of German, Spanish, Latin, Japanese, Chinese, Arabic, Aboriginal languages, Indonesian, Hindi.
Harbon L., Fielding R., Liang, J. (2016). The innovation and Challenge of a content and language integrated learning (CLIL) approach to Chinese, in one Australian Primary school. In R. Moloney and H. Xu, (Eds.). Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a foreign language . (pp. 193-212). Springer.
Hinton, L., Huss, L., & Roche, G. (Eds.). (2018). The Routledge Handbook of Language Revitalization. Routledge.
Johnson, K. (2017). An introduction to foreign language learning and teaching. Routledge.
Liddicoat, A.J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Wiley-Blackwell.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Lo Bianco, J. (2017). Language policy and education in Australia. In T.L. McCarty, T L. & S. May, (Eds.) Language Policy and Political Issues in Education (3rd ed). Springer International Publishing.
Lo Bianco, J., & Aliani, R. (2013). Language planning and student experiences: Intention, rhetoric and implementation (Vol. 93). Multilingual Matters.
Lo Bianco, J. & Freebody, P. (2001). Australian Literacies: Informing National Policy on Literacy Education. Melbourne: Commonwealth of Australia.
Mollick, E. & Mollick, L. (2023, 16 March). Using AI to implement effective teaching strategies in classrooms: Five strategies including prompts. Social Science Research Network paper id: 4391243. Available from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4391243
Moloney, R., Harbon, L., & Oguro, S. (2024). Teaching for linguistic diversity in schools: Student wellbeing and achievement. Cambridge University Press.
Moloney R., & Xu, H.L. (2018) Teaching Chinese in schools: case studies of quality practice. (London: Palgrave McMillan). NB The pedagogies profiled in these case studies are of equal relevance to all languages, and both primary and secondary contexts.
Morgan, A. M. (2010). Me, myself, I: exploring conceptions of self and others in Indonesian names and pronouns with early learners. Babel, 45(2/3), 26.
Musgrave, S. & Hajek, J. (2013). Linguistic Diversity and Early Language Maintenance Efforts in a Recent Migrant Community in Australia: Sudanese Languages, their Speakers and the Challenge of Engagement. International Journal of Multilingualism, 10, 394 – 410.
Nikolov, M., & Djigunovi?, J. M. (2006). Recent research on age, second language acquisition, and early foreign language learning. Annual review of applied linguistics, 26, 234-260.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rubino, A. (2019). Multilingualism in the Sydney landscape: The Italian impact. In A. Chik, P. Benson & R. Moloney, (Eds). Multilingual Sydney. Routledge
Santos, V.D.O. (2024). What makes us human? UNESCO Ebook. Eerdmans Books for Young Readers.
Scrimgeour, A. (2023). Pondering the future: Linguistic diversity and language learning in Australian schools. Babel, 56 (1-2), 4 – 9.
Slaughter, Y. & J. Hajek. (2007) Community languages and LOTE provision in Victorian primary schools: Mix or match? Australian Review of Applied Linguistics. 30.
Smith, S. (2018). Becoming an outstanding languages teacher. Routledge.
Smith, S., and Conti, G (2017). The Language Teacher Toolkit.
Taylor-Leech, K., & Starks, D. (Eds.). (2016). Doing Research within Communities. Routledge.
Ur, P & Wright (1992). Five Minute Activities. Cambridge University Press.
Worsley, J. & Harbon, L. (2001). How Language Teaching Can Enhance Children's Literacy: A Tasmanian Example. Babel, 36 (1), 27-31, 38.
Online resources
First Languages Australia: https://www.firstlanguages.org.au/
Australia: community profile: Languages spoken at home https://profile.id.com.au/australia/language
Languages spoken in Sydney https://profile.id.com.au/sydney/language
The Magic of bilingual education https://www.washingtonpost.com/magazine/interactive/2022/dual-language-education/
The top 50 books every child should read: https://www.goodhousekeeping.com/uk/lifestyle/editors-choice-book-reviews/a42567640/top-50-books-children/
Why language learning matters – centre double page lift-out in Babel, 56 (1-2).
Learning grammar is just as important as it always was, but the way we teach it has changed : https://theconversation.com/learning-grammar-is-just-as-important-as-it-always-was-but-the-way-we-teach-it-has-changed-196285
Community Language Resources: http://openlanguage.org.au/
Literacy/Numeracy and Languages Learning
https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy
Numeracy and Languages Learning
NSW Languages YouTube Channel
https://www.youtube.com/c/Languages-NSWDepartmentofEducation
Bilingualism – the bilingual brain, when its best to learn other languages, and benefits of bilingualism https://www.youtube.com/watch?app=desktop&v=WSUj3PRvzzg
Languages learning helps students understand each other better - https://www.abc.net.au/education/learning-a-language-helps-students-better-understand-each-other-/102737964?utm_campaign=abc_education&utm_content=link&utm_medium=content_shared&utm_source=abc_education
Is the impact of learning another language always positive? - https://www.psypost.org/learning-a-new-language-makes-it-harder-to-remember-previously-learned-foreign-languages/
Intercultural language learning in the Australian classroom - https://www.aisnsw.edu.au/newsroom?ArticleId=477f4d35-f8c6-4b70-b100-25b584a51ed7&utm_campaign=education_news_edition_3_2024&utm_medium=newsletter&utm_source=edm&utm_content=language&_cldee=0QuRCIAMrgCNrWVVS4jN_2LsTe1RkA6lJtpbOgQ1jExuujq5nGQz49wUz4LY_AUn&recipientid=contact-f0f812c596b4e911a2c00050568d2360-7e585103e8a5416794dddfcb5a977c5c&esid=bc708b2e-0deb-ee11-a322-e1d5aafd257a
Radio Programs (recorded online)
https://www.abc.net.au/listen/programs/latenightlive/myriad-of-tongues-caleb-everett/103457754