PowerPoint Presentation

Developing language-specific curricula in the Australian CurriculumBiennial Conference of the AFMLTAAustralian National University, Canberra6-8 July 2013

Presenters:Angela Scarino, Andrew Scrimgeour, Michelle Kohler,Michael Walsh, Jaky Troy

1PresentationsPart 1: Language-specific curriculum developmentAngela Scarino: The Languages Curriculum DesignAndrew Scrimgeour: Development of Chinese in the Australian CurriculumMichelle Kohler: Developing Indonesian in the Australian CurriculumDiscussion

Part 2: Developing the Australian Languages FrameworkMichael Walsh: Developing a framework for teaching Australian LanguagesJaky Troy: Reflections on the processDiscussion

Part 3: Overall discussion

22The Languages Curriculum Design

Angela ScarinoResearch Centre for Languages and CulturesUniversity of South AustraliaEmail: angela.scarino@unisa.edu.au

3Context

4Learning languages in the context of super-diversity (Vertovec 2009; Blommaert, 2010)A recognition of the changing nature of multilingualism and multiculturalism (Leung 2005; Kramsch & Whiteside 2008)The centrality of language and communication in the new economy (Heller 2009)Changing curricula and pedagogies that engage with and build on the diversity in semiotic modes that learners bring to the classroom (Stroud & Heugh 2011)

Expanded conception of language, culture and learning and their relationship

5An expanded conception of language; language as personal, expressive - how we want to be in a language (Shohamy 2007).Learning a language is not a monolingual activity as there are always at least two languages at play (Kramsch 2009).Language mediates learning learning how to mean (Halliday 1993).Language is not only something that we use; we are at home in language; to learn a language is to learn an inheritance (Gadamer 2004).The shifts

6Understanding language as form, as practice and as the interpretation and creation of meaning. As Kramsch (2006) states:Today it is not sufficient for learners to know how to communicate meanings. They have to understand the practice of meaning-making.

Understanding the crucial role of language and culture in meaning-making; learners learn through the lens of their culture; learning languages is not only about how to see through this lens but also to bring to learners awareness that they have this lens.

Understanding the crucial role of language and culture in learning (learning how to mean)

within an interlinguistic and intercultural perspective (Liddicoat & Scarino 2013) within an interpretive, reflective, reflexive (reciprocal) orientationA further expansion to consider

7Hasan (2003) on the changing nature of literacy in the globalised world:Three forms of literacy:(1)recognition literacy: the regular kinds of literacy practices typical in education such as encoding and decoding language(2)action literacy: enables learners to write to mean including self-expression and the production of texts in genres that are educationally valued(3)reflective literacy: it aims to create in the pupil an understanding of reading and writing as bearers of deep social significance, not simply a vehicle for information but as a potent instrument of social formation: it is a form of literacy that goes beyond simple interpretation to reflection on how the same words can be made to construe different meanings and what is the significance of such semantic construals. This implies that reflection literacy moves from comprehensive into enquiry: the literate person should be able to interrogate the wording and the meaning of the utterance why these words, what might they achieve, to whose loss and to whose benefit (pp.446-447.)

The Languages Design - Aimscommunicate in the target language

understand language, culture, and learning and their relationship, and thereby develop an intercultural capability in communication

understand themselves as communicators

And for Australian Languages:understand the process of language building ( to develop knowledge of linguistic techniques and processes of language revitalisation)

8Strands and sub-strandsCommunicating

Socialising and taking actionObtaining and using informationResponding to and expressing imaginative experienceMoving between/translatingExpressing and performing identityReflecting on intercultural language use

9Understanding

Systems of languageVariability in language useLanguage awarenessRole of language and cultureLanguage building for Australian Languages)Socialising and taking actionSub-strand 1.1: Socialising and taking action

Socialising with others (orally and in writing) to exchange ideas, opinions, experiences, thoughts, feelings, intentions and plans, and to take action with others.

Students learn to socialise with others in the target language (both orally and in writing); to interact with others to build relationships and participate in shared activities; to negotiate, to make decisions and arrangements and take individual and collective action.

10Socialising and taking action

11Concepts

Text-types

Processes

friendship (experiences, values, conflict, reconciliation)relationships (family, generations)leisurecelebrationneighbourhood (geography, distance, environment)etiquette (greetings, politeness)namingattitudeeducation (learning, knowledge)journeycommunitytimespace/placenegotiationhealth/wellbeinginterconnection across concepts and actionsConversation:face-to-face interaction; telephone conversations; participating in shared communicative activities, discussions, debatesCorrespondence:emails, text messages, class blog/chat forums, notes, invitations, greeting cards, letters, postcardslistening, speaking, reading and writingexplainingexpressing preferences and feelingspersuadingcomparingadvisingnegotiatingcommentingmaking decisions and arrangementsdescribinggiving and following instructionsdebatinginvitingtransactingaccepting and decliningthankingdiscussingplanning and participatingexpressingconnecting/relatingjustifying Socialising and taking action: sequencing

12Examples of sequencing in broad terms (predominantly for second language learning)Early primary years(pre-literacy/early literacy)Upper primary(developing literacy)Junior secondary(expanding literacy)interacting/socialising is guided; often occurs as a whole-class response; is based on the learners own experienceinteracting/socialising to give, share, roleplay; articulate and exchange ideas, feelings, preferencesinteracting/socialising to state and exchange thoughts, feelings, plans; begin to discuss/debate; take social/community action; express opinion; reflect on and compare self with others; understand reciprocallyinteracting/socialising takes place within the context of the classroom and is connected to the home and local environmentinteracting/socialising takes place within the neighbourhood and local community; beginning to take community actioninteracting/socialising takes place in diverse contexts, local and global, in real time and virtual; taking group action; understanding consequences; communicating with parents/othersstudent as participant with teacher; students participate by naming, pointing, miming, participating in games and action-related talkpeer to peer; student to teacher; student to known people; with one of multiple participantsstudent to diverse participantsrepeated language; active listeningaccessing resources, including digital resources; can find out/research/ compare; supported writingstudents vary their language according to age and gender; socialising through a range of texts, including narratives, diaries, records of experience; intercultural exchangeMoving between languages/translating:concepts, text-types, processes

13Concepts

Text-types

Processes

equivalencerepresentation (words, icons, symbols)individual (character, values, relationship)nation (origins, social order, politics, religion)taboo (transgression, respect, conformity)linguistic landscape (language in the environment)sensitivity and empathy (values and beliefs, respect, tolerance)interconnection across concepts and actionstranslatinginterpretingexplainingcomparing translationscomparing bilingual textsanalysingjudging adequacy/evaluatingconsidering the validity of different meaningsconnecting/relating interculturallytranslating (written)interpreting (oral)explanation (oral and written)Moving between languages/translating: sequencing

14Examples of sequencing in broad terms (predominantly for second language learning)Early primary years(pre-literacy/early literacy)Upper primary(developing literacy)Junior secondary(expanding literacy)students know that some people use different codes in communicating; they can identify different codes, give equivalence, match real objects and words, and begin to navigate between the known and unknown at the level of codestudents are aware of languages in the environment; they recognise cultural ways of behaving, can make comparisons, explain to others, and note the lack of word-for-word equivalencestudents are able to compare and explain concepts, processes, views and experiences in culturally responsive and reciprocal ways; they understand that meaning can be lost in translation Sequencing

Content descriptions: ItalianObtaining and using information

15Sub-strand 1.2: Obtaining and using information

Obtaining and processing informationIdentify and order factual information from a range of spoken, written, digital and multimodal texts, and process and represent meaning, e.g. through classification, sequence and summary[Key processes: ordering, classifying, tabulating]obtaining information as a dimension of this sub-strandthe fact that it is factual information suggests the appropriate levelkey processes here give a sense of the level of information givingGiving informationConvey ideas and information through a range of spoken, written, digital and multimodal texts in ways that allow comparison of diverse perspectives and practices [Key processes: describing, presenting]giving information as a dimension of the sub-strandthe fact that it is factual information suggests the appropriate levelkey processes here give a sense of the level of information givingNote: This is an introduction only to the reality of diverse perspectives.An example: Signs in every-day lifeLearners will be taught to:recognise, identify, interpret and respond to the meaning being communicated in signs (e.g. warning, instruction, direction) and other graphic representation (e.g. illustrations, cartoons)

Concept presentationpresentation and comparison of signs and placards used in signsdiscussion of language used in signs (commands, instructions, warnings) and their function in societyexamination and discussion of cultural values reflected by the language of signs e.g. responsibility of state for providing warning, expectations of public, shorthand ways of mediating meanings

Concepts key language featureslinguistic structures that convey commands, instructions and warnings that require actions (Do x; Dont do Y); demands (More parks now!)examination of social consequences of language structures that indicate power relations

16The interrelationship of the strands and sub-strandsThe interrelationship of the strands and sub-strands is best seen as three facets of the same experience:

performance and experience of communication (performance) analysis of various aspects of language and culture involved in communication (analysis) reflection on the comparative and reciprocal dimensions of language learning and use (reflection)

17ReferencesAustralian Curriculum, Assessment and Reporting Authority [ACARA]. (2011). Shape of the Australian Curriculum: Languages. Sydney: ACARA. http://cuture.arts.gov.au/sites/default/files/discussion-paper/national-cultural-policy-discussion-paper.pdf

Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge. Cambridge University Press.

Gadamer, H-G. (2004). Truth and method (2nd ed.) (J. Weinsheimer & D.G. Marshall, Trans.). New York. Continuum.

Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93116.

Heller, M. (2009). Multilingualism and transnationalism. In P. Auer and L. Wei (Eds.) Handbook of multilingualism and multilingual communication. Berlin. Mouton de Gruyter (pp.539-553).

Kramsch, C. (2009). The Multilingual Subject. Oxford: Oxford University Press.

Kramsch, C. & Whiteside, A. (2008). Language ecology in multilingual settings. Towards a theory of symbolic competence. Applied Linguistics, 127, doi:10.1093/applin/amn022.

Leung, C. (2005). Convivial communication: Recontextualising communicative competence. International Journal of Applied Linguistics, 15, 119144.

Liddicoat, A.J. & Scarino, A. (2013) Intercultural language teaching and learning. Malden. Wiley-Blackwell.

Shohamy, E. (2007). Language Policy. Hidden agendas and new approaches. London and New York. Routledge.

Stroud, C. & Heugh, K. (2011). Languages in education. In R. Mesthrie (Ed.) Cambridge handbook of sociolinguistics (pp. 413429). Cambridge: Cambridge University Press

Vertovec, S. (2009). Transnationalism. London: Routledge.

18The development of Chinese in the Australian Curriculum

Andrew ScrimgeourResearch Centre for Languages and CulturesUniversity of South AustraliaEmail: andrew.scrimgeour@unisa.edu.au

19Outline: the development of Chinese curriculumContextthe distinctiveness of Chinese learner diversity in Chinese classrooms

Curriculum responses developing oral & print literacy in Chinesedeveloping learner pathways for Chinese

Future challenges teacher knowledge & experience in classroom contexts

2020The distinctiveness of Chinese odlyrnkushodfngd odly rnku sho, dfng d . Australia population few, area big. Australia has a small population and a large area.

The challenge capturing the distinctiveness of each mode oral & writtendetermining the nature and rate of conceptual development and performance in each mode

21Learner diversity learner background data (SAALE) 22

Learner diversity a complex cohort a diversity of knowledge, experience, engagementcomplex histories, blurred boundariesdiversity of needs, interests, aspirations within each group The challenge Determining the nature of the learner group and the pitch for each pathway

23

The curriculum development challengeConceptualising the language Determining developmental sequences of concepts and processes for learning and using Chinese language Representing language use experiences providing access to & promoting exploration of the nature of the spoken & written language in diverse contexts of use

for young learners of diverse background

24How does the Australian Curriculum Chinese address issues of character learning and literacy development in Chinese ?

25ACARA Languagesresponding to learner diversity Three learner pathways will be developed to cater specifically for second language learners, background language learners and first language learners of Chinese

26

Learner Groups the pitch Second language learnersLearners who are introduced to learning Language at school = new learnersBackground language learners Learners who use the Language at home (not necessarily exclusively) and have knowledge of Language (to varying degrees) and have a base ready for literacy development in Language = Bilingual learners First language learners Learners who are Language first language users who have undertaken at least primary schooling in the Language; they have had their primary socialisation as well as initial literacy development in Language = think in the Language

27Responding to distinctiveness the curriculum structure Communicating Strand using CHINESE for communicative purposes involves Oral interaction (listening and speaking)Written interaction (reading and writing)

Understanding strand analysing the systems and characteristics of Chinese Phonology , Orthography, Morphology Grammar, Text Appreciating diversity in communities of speakers in spoken languages / in writing in contexts of communication The role of technology in language The power of language The role of culture in language use

28Oral-written distinction Years 7 and 8 (Level 1)Years 9 and 10 (Level 2)Socialising and taking actionOral Interacting and responding exchange information and opinions about interests, routines and family life and establish and maintain friendships with others in conversations and class discussionsrequest information and compare experiences, opinions and preferences relating to daily life, such as routines at home, study habits, extracurricular activity Transacting Make choices from available options and request quantities of items in transactions Negotiate and comment on prices, quantities or quality to complete transactionsTaking Action Participate in group action to share aspects of Chinese culture with others through performance participate in planning and presenting a social or cultural event such as conducting a speech competition or performance Classroom InteractionAsk and respond to questions, seek permission and make requests, and follow instructions in classroom routinesshare opinions and experiences, clarify understandings and take initiative in Chinese language learning and useWritten Interacting and responding Relate aspects of their daily experience to others such as sporting and leisure interests, home and school routines via social media or correspondenceShare perspectives on people, places and activities across cultures through social media or correspondenceTaking Action Collaborate with others to promote Chinese language and culture at school by producing bilingual signs and postersCreate visual displays to promote for example well-being and intercultural understanding among peers29

Systems Foundation to Year 2(Level 1)Years 3 and 4(Level 1)Years 5 and 6(Level 2)Years 7 and 8 (Level 3)Years 9 and 10 (Level 4)PhonologyMimic pronunciation, tone and rhythm in Chinese speech Recognise the tone-syllable nature of Chinese spoken language and compare Chinese and English sounds Discriminate between similar or related syllables and words by listening with attention to tone, stress and phrasingDiscriminate differences in pronunciation and tone and recognise systems of sound flow in Chinese speechIdentify differences in intonation, rhythm and pronunciation when listening to speakers of diverse age, gender and regional backgroundOrthographyRecognise Chinese characters as a form of writing and associate character forms with their meaningsExplore structural features of Chinese characters, such as stroke types and sequences, and component forms and their arrangementAnalyse character structure, sides and component sequences to relate the form of a character to its particular sound and meaningRelate characters containing a common component or side to explore the degree of reliability in how sound and meaning are conveyedRelate prior knowledge of character form and function to infer information about sound and meaning30

Learner pathways Obtaining and using informationL2 9-10BL 9-10 Oral Obtaining and processing information Summarise, and compare factual information obtained from for example video podcasts and interviews about people, places and lifestyles in diverse communities Evaluate diverse interpretations of contemporary social issues or events heard in media such as documentaries and current affair programs, related to for example natural disaster and human endeavour in diverse communities Using informationengage in class discussions to share information gathered about everyday life experiences in diverse communities such as significant or distinctive cultural, social, leisure or educational practices Present a position by referring to sources to connect with ideas and perspectives of others on issues of interest to young people such as popular music, film, TV and fashion in diverse communities Written Obtaining and processing information collate information about education experiences and daily life drawn from diverse sources such as websites and brochures Collate information under topical headings from brochures, advertisements and websites to develop an insight into for example features of contemporary society across the Chinese speaking worldUsing informationcreate visual and textual displays to report on topics of interest such as distinctive features of life and education and compare lifestyles across communities Connect information drawn from personal sources and correspondence with others comparing experiences of youth across cultures to present in online multimedia displays to share with readers overseas31

Challenges in implementation ContextDealing with composite classes attending to needs of specific cohorts Acknowledging Community schooling experience

Teacher background - experiences expectations practices as Native speaker teachers of Chinese (esp. as a second language) Teacher positioning in relation to the language & the learnerconverting experiential knowledge into pedagogical knowledge conceptualising and representing Chinese as appropriate to learner background understanding the task from the learners perspective

32Developing language specific curricula: the case of Indonesian in the Australian Curriculum

Michelle KohlerResearch Centre for Languages and CulturesUniversity of South AustraliaEmail: michelle.kohler@unisa.edu.au

33A welcome opportunityLanguage specific curricula is welcome after previous generic orientationOpportunity to convey sense of distinctiveness of the language and culture, its teaching and learning greater clarity and shared understandingMany considerations in development

34The design construct

35Two major influences on language specific development(1) The AC construct:FeatureExpectationsContent DescriptionsSingle statement of what will be taught (2 year period)Includes concepts, processes, text typesElaborationsExamples to illustrate and exemplify content descriptionsImplicit stem this may involve students Commence with verb in present continuous tense, e.g. identifying, exploring, describingAchievement Standards

Statement of skills and understanding in two paragraphs1: students performance/doing in the target language2: students understanding related to performance/ doingLanguage-specific examples to capture level of sophistication

The design construct

36(2) The Shape and design papers for Languages: Contemporary understandings of language teaching and learning - intercultural orientation e.g. social, experiential, interpretive, reflectiveDescribed through strands and sub-strands (cascading representation)StrandSub-strandCommunicatingSocialising and taking actionObtaining and using informationResponding to and expressing imaginative experienceMediating (translating, interpreting)Expressing and performing identityReflecting on intercultural language useUnderstandingSystem of languageVariabilityLanguage AwarenessReflecting on role of language and cultureLanguage specificity: content

37How to conceive/represent distinctiveness?Both from current practice and intention of new aspects of design e.g. mediating, reflection on intercultural language useProcessExamplesMap culturally fruitful concepts nasib (fate), gotong royong (mutual support), pulang kampung (return home/to ones origins)

Map linguistic content (functional orientation)

- identifying things using concrete nouns, for example, school (ruang kelas); objects (bak mandi) and places (desa, masjid) - referring to numbers of things using cardinal number system (puluh, ratus) and things in sequence using ordinal number system (pertama, ke-) - telling others to do something using imperatives, for example, Duduklah, Diamlah- specifying place and location, for example, di sini, di atas

Language specificity: content

38An example:

Language specificity: achievement

39How to render achievement at a give point?How to render achievement over time/progression? 2 year intervals, not just more but qualitative shift in learning, important to select indicative language use and understandingsTwo paragraphs:Communicating: evidence base for Year 6 & 10 (SAALE study)Understanding: anecdotal evidence (writing panel experience)Overall, intercultural orientation anecdotal, experimental, hypotheticalLanguage specificity: achievement

40Extracts from Year 7 and 8 (Level 1)(Communicating) Students refer to others using a range of pronouns (saya, kamu, dia, mereka, Bu/Pak), and use these in possessive form, including using -nya (sepatunya trendi, filmnya menarik). They refer to events in time and place using prepositions (pada, di and ke) as well as tense markers, such as sebelum/sesudah, yang lalu, depan.

(Understanding)Students recognise that Indonesian has similarities with English, such as the same alphabet, and similar word order, apart from possessives and noun-adjective order. They are aware of major features such as base words (main, makan, tidur, jalan) and how to apply affixes such as -an to create nouns and ber- to create verbs.

Reflections on the experience

41Working with the design construct: struggles and benefits for language specificityComplexity of holding multiple frames at once e.g. AC construct, Languages design, language specific/generic content, current and new dimensions of teaching and learning, existing and envisaged practice - at a given point (2 years) and over time (F-10)It is a process of conceptualising, abstracting/specifying, weaving, foregrounding/backgrounding, crafting the language for maximum meaningIn practice, teachers integrate, build connections between various dimensions to shape programsThe AC Indonesian is a reference point, a contribution to professional dialogue and a potential lever for enhancing teaching and learning of Indonesian into the future

Introducing the Draft Framework for Australian Languages

Michael WalshAIATSIS Centre for Australian Languages, Australian Institute of Aboriginal and Torres Strait Islander Languages

42Oversight of the curriculum development processThe ACARA Board [the ultimate bosses]The Aboriginal and Torres Strait Islander Advisory GroupLanguages Advisory GroupAboriginal and Torres Strait Islander Languages Advisory GroupLanguages National PanelAboriginal and Torres Strait Islander PanelConsultations with the public

43Overview of the curriculum development processShape paper lead writer: Angela Scarino; companion writer: Jaky TroyDraft Framework for Australian Languages writers: Doug Marmion; Jaky Troy; Michael Walshvarious drafts looked over by the advisory groups and national panels before going out to consultation12 August Languages Advisory Group discusses proposed directions for revision of the Framework12 September - Languages Advisory Group considers the revised Framework

44Timetable for consultations on the Draft Framework for Australian LanguagesOnline consultations: 20 May 25 July 201318 face-to-face consultations, one for each capital city as well as other key centres for larger areas e.g. Northern Territory: Alice Springs 14 June; Darwin 29 JulyWestern Australia: Broome 17 June; Hedland 18 June; Perth 19 June; Kalgoorlie 20 Juneothers: Hobart, Melbourne, Adelaide, Port Augusta, Sydney, Vincentia, Port Macquarie, Parkes, Canberra, Brisbane, Cairns, Thursday Island 45Overview of the FrameworkRationaleAimsPrinciples and protocolsPathwaysStrandsSub-strandsSub-sub-strands: content descriptions; content elaborations

46An example from JapaneseStrand: CommunicatingSub-strand: Socialising and taking actionSub-sub-strand: 1.1 Interact in simple exchanges everyday intercationsContent description [blue]Content elaborations [black]

47Overview of the FrameworkRationale why are we doing this?Aimswhat do we hope to achieve Principles and protocolsshow some respect!Pathwayscatering to 3 different kinds of learners Strandsbroad organizing principle for any languageSub-strandsthe nitty-grittySub-sub-strands: content descriptions; content elaborationseven nittier-grittier

48Rationale why are we doing this?The overall rationale for learning Aboriginal languages and Torres Strait Islander languages in Australian schools is that they are the original languages of this country. Through learning them all students gain access to knowledge and understanding of Australia that can only come from an Aboriginal or Torres Strait Islander perspective. The languages by their nature embed this perspective. Developing the ability to use these unique languages can play an important part in the development of a strong sense of identity and self-esteem for all Australian students.

and five more

49Aims what do we hope to achieve To communicate in the target languageTo understand language, culture, and learning and their relationship and thereby develop an intercultural capability in communicationTo understand oneself as a communicator (as performer and audience)To understand the process of language building (to develop knowledge of linguistic techniques and processes of language revitalisation).

50AimsTo communicate in the target languageTo understand language, culture, and learning and their relationship and thereby develop an intercultural capability in communicationTo understand oneself as a communicator (as performer and audience)To understand the process of language building (to develop knowledge of linguistic techniques and processes of language revitalisation).

the 4th aim is unique to Australian Languages

51Principles and Protocols - excerptsAppropriate consultations with relevant Aboriginal or Torres Strait Islander communities are always the touchstone for the development and provision of language learning programs. Before, during and after the introduction of such programs the following guiding principles and protocols should be integral to the development and delivery of Australian languages programs:

Each Australian language is recognised as belonging to a group of people who are the language owners or custodians.Sufficient time and resources should be allowed for thorough and ongoing consultation processes in accordance with local situations.. The ultimate authority regarding the choice of target language rests with the local community.

Issues to be considered might include: whether the target language is the language of the land on which it will be learnedthe level of documentation for that language the proportion of students identifying with the languageavailability of appropriate human resources for teaching the language.

52Curriculum architecture: Pathways

53Languaging the content elaborations: before

54Languaging the content elaborations: afterSample content elaborations for L1 non-Pama-Nyungan: Murrinh-Patha.

Errata: white blossom orange blossom; thitay thithay 55Languaging the content elaborations

56Languaging the content elaborations

Erratum: thitay thithay57Languaging the content elaborations

58Languaging the content elaborations

59Languaging the content elaborations

60What its all for?!It is intended that the Framework will be used by state and territory jurisdictions and schools to develop language-specific programs. Of necessity a framework is general and abstract. This is because it needs to be potentially applicable to the entire range of all 250 Australian languages which display a very wide variety of language ecologies. There will be a number of instances of specific language exemplification in which content descriptions and elaborations which have hitherto been general and abstract are applied in a concrete fashion to these specific languages.

61