Languages other than English: Years 1 to 3 curriculum

'Y~ar~ Carricalam ~

QUEENSLAND SCHOOL

CURRICULUM COUNCIL

* * LANGUAGES OTHER THAN ENGLISH

* \'~ar~ 1 to 3 Carricalam Gaid~lin~~

QUEENSLAND SCHOOL

CURRICULUM COUNCIL

Project team

Photographs

Cover photographs

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Deleece Batt and Amanda Pentti wrote t he Years 1 to 3 Languages other than English Curriculum Guidelines in consultat ion with Carolyn Harrod (Principa l

Proj ect Officer) and Barry Salmon (Ass istant Director, Curricu lum

Deve lopment) of the Queensland School Curriculum Counci l.

The cont ributi on of the ten t ri al schools is gratefully acknowledged

Specia l thanks are extended to members of the LOTE Management

Group; the LOTE Syllabus Advisory Committee and tertiary crit ica l

friends. Details of these groups can be found in Acknowledgments, p. 83.

The va luable contributions of staff and children of the following early

childhood comm un it ies and schools are gratefully acknowledged:

AB. Paterson College, Arundel

Benowa State School, Benowa

Brisbane Centra l State School, Spring Hill

Cairns Adventi st School. Cairns

Hamilton House Early Chi ldhood Centre , Ascot

Our Lady of Mt Carmel, Coorpa roo

St Francis Xavier School, Goodna

West End State School, West End

Birthday bear, waterp lay, read ing visua l texts, puppet play,

hiragana snap: Deleece Batt

Fi reworks star: Gerard Batt

Globe, handprints Sti lls Photo Library

Student groups © The State of Queensland (The Office of the

Queensland School Cu rri culum Counci l ) 2000

ISBN 0 7345 2145 6

©The State of Queensland (The Office of the Queensland School Curriculum Council) 2000

Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction by whatever means is prohibited. Lim ited photocopying for classroom use is permitted by educational institutions that have a licence with the Copyright Agency Limited {CAL)

Any inquiries should be addressed to:

Queensland School Curriculum Council PO Box 3 I 7 Brisbane Albert Street , Q 4002 Australia

Telephone: {07) 3237 0794 Facsimile: {07) 3237 1285 Email: [email protected] edu au Webs ite: www.qscc.qld.edu.au

PIP: LOTE99009

• LANGUAGES OTHER THAN ENGLISH • • YEARS I TO 3 CURRICULUM GUIDELINES •

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Foreword iv

Introduction

I . Background information 3

Rationale for learning another language in Years I to 3 3

Nature of the key learning area in the early childhood years 4

Contribution of the key learning area to lifelong learning 5

2. Understandings about learners and learning I 0

Learning another language I 0

Characteristics of young learners II

The influence of first language acquisition 13

Interaction in th e language classroom 14

Key aspects of learning and teaching another language 18

Goals for learning and teaching 19

Developing communication skills 24

Catering for individual needs 29

3. Outcomes for planning and assessment 32

Framework 32

Strand of the key learning area 32

Levels 32

Suggested learning outcomes 33

Elaborations of learning outcomes 36

Foundation fields of learning 39

Ideas for learning experiences: sequence for learning and teaching 41

Planning for tasks 43

Three phases for sequencing tasks 45

General decisions that impact on all planning 46

LOTE planner: sample unit of work 4 7

Reflective questions for planning 50

4. Assessment 5 I

Principles of assessment 51

Techniques for gathering information 53

Making judgments and reporting 55

Appendixes 57

Appendix I Play to promote communicative interaction 57

Appendix 2 Learning approaches 66

Appendix 3 LOTE planner template 70

Appendix 4 Assessment template examples 72

Glossary 76

Select bibliography 79

* Acknowledgments 83

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The Years I to 3 Languages other than English (LOTE) Curriculum Guidelines is an

initiative of the Office of the Queensland School Curriculum Council and is

designed to interface with the Years 4 to I 0 Languages other than English

Syllabuses and associated curricu lum materia ls. These guidelines have

been designed for teachers implementing a variety of LOTE programs in the early childhood yea rs of schooling in a diverse range of settings

including state, independent and Catholic schools.

Language learning in the early chi ldhood years makes an important

contribution to the child's sense of self and cu ltural identity and the

development of social and cognit ive ski ll s. In LOTE programs children use

language in purposefu l tasks that contribute to their understanding of the

world and their ability to interact with people and to negotiate meaning.

The curriculum guidelines offer a framework for developing age

appropriate programs and describe ways in which teachers could provide

tasks that promote communicative interaction.

This book cont ributes to establishing the foundations for lifelong language

learning. As such it wi ll play a significant role in the national initiative to

promote language proficiency and wi ll help ensure that Queensland

students become part icipants in our global language networks.

J E Tunsta ll

Director, Queensland School Curriculum Council

November 2000


Languages other than English in the early childhood context

Purposes

Content

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The Years I to 3 Languages other than English (LOTE) Curriculum Guidelines publication has been developed for teachers who are implementing

LOTE programs in the early ch ildhood years of schooling. LOTE programs in these years are diverse in nature. Programs range from those that raise

child ren's awareness of language and culture to approaches that embed an

add it iona l language into the early childhood curricu lum. Programs may also

differ in the time allocated to the Languages other than English key learning

area. These guidelines acknowledge the diverse nature of programs in

varied settings includ ing Catholic, independent and state sectors.

The Years I to 3 LOTE Curri culum Guidelines are intended to describe,

rather than prescribe, ways in wh ich teachers might provide language tasks

that promote culturally appropriate comm unicative interaction in the

language context.

These gu idelines have been developed by LOTE Project Officers of the

Queensland School Curriculum Council in consultation with stakeholders

in LOTE education in the early years of schooling. They:

• provide a framework to assist teachers in developing, implementing and evaluating an effect ive Years I to 3 LOTE cu rriculum;

• highl ight the value of LOTE learning and it s contribut ion to establish ing the foundations for lifelong learning;

• provide suggestions of language functions for the linguist ic content of the LOTE program;

• promote developmentally, socially and culturally appropriate opportunities and outcomes for children learning another language in Years I to 3.

These guidelines describe the essentia l elements of an effective LOTE

program consistent with the developmental levels of children in the early

yea rs of schooling. A rationale has been included as well as a description

of the nature of the key learning area . The primary target audience consists

of LOTE teachers who are not experienced in early childhood teaching.

Experienced early childhood LOTE teachers should find that this book

confirms their current practice and provides new ideas to incorporate into

their programs.

Learning is enhanced when it involves making connections between

different areas of knowledge and experience. This is recognised in the

foundation fields of learning in the guidelines, which provide a suggested

framework for the integrated organisation of the content and contexts for

tasks. The implications of the children 's leve ls of development have been

emphasised.

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Learning involves

interaction with others

Individuals differ in their

styles and rates of

learning

To ensure continui ty in LOTE learning across Yea rs 1 to 10, links are established to the val ued attributes of a lifelong learner, described in the

Years 4 to 10 Languages other than Engli sh Syllabuses.

The influence of first language acquisition on LOTE learning in the early

years is discussed to ass ist teachers to reflect on, and critique, their

current beliefs and pract ices. Comprehensib le input and output are suggested as a means of informing LOTE teachers of suitable

methodologies for promoting language interact ion in the classroom. ideas to assist teachers in the development of an interactive classroom have

been provided for modification according to individual school contexts.

Teachers cons ider the individua l needs of children as they plan tasks .

These gu idelines provide suggestions for supporting individual needs and

learn ing styles Strategies are also provided for mixed ability groupings

and for background speakers of the language being taught

Goals for language learning

Learning outcomes

Further reading

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The Australian Language Levels Guidelines (Scarino et a!. 1998, Book 1,

pp. 29- 31) identifies five broad categories of goals that are relevant to

LOTE programs in all bands of schooling. Each broad category is described

and adapted, and pract ica l ideas are provided for incorporating

socioculturally appropriate tasks into programs.

Suggested learning outcomes for LOTE learning are provided to assist

teachers as they plan, facilitate tasks and monitor learning. Learning outcomes at Leve ls 1 and 2 in the Years 1 to 3 LOTE Curriculum Guidelines

are the same as the Leve l 1 and 2 outcomes in the Years 4 to 10 Languages

other t han English Syllabuses. This helps teachers to plan programs with a smooth transition fo r children between early and middle primary school.

An Introductory Level of outcomes has been suggested for children learning

another language in Years l to 3. The principles and modes of assessment

are included together with a wide range of strategies that supports

individual differences in demonstrating the suggested learning outcomes.

Teachers can use the se lect bibliography to extend their knowledge about

second language acquisition, early chi ldhood, diversity and learning

approaches.

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** * Learning in volves interaction with others.


* * Bac~roand information

Rationale for learning another language in Years I to 3

LOTE provides young

children with many

enriching experiences

Aust ralian society is cultural ly and linguistically diverse and functions

increasingly wi thin a wider global community It is important that teachers

acknowledge, va lue and accept the diverse l inguistic and cultural

perspectives that children bring to a learning context. They should

encourage all chi ldren to communicate with, understand and value those who come from different backgrounds . For young chil dren, learning a

language other t han Engli sh significantly enriches their cogn it ive, cu ltural.

educational and social development.

Language learning for the individual

Benefits of learning a LOTE

Learning another language has numerous benefits for children. It can

enable them to

• communicate in the target language;

• enhance t heir intellectua l and socia l development;

• enhance their understanding of their first language and cu lture;

• expand the ir knowledge so that they approach tasks with insights gained from another language and culture;

• participate in the life of another cu lture and ga in an understanding of the similarities and differences between cultures;

• enhance their se lf-esteem;

• develop a sense of social justice;

• enhance their future vocat ional prospects.

(Scarino eta! 1988, Book 1. 1)

In addition to intellectual , social and cognitive benefits, there can be

future economic benefits since learning a LOTE enables people to interact wi th other cultures more sensitively and effectively.

Benefits of learning another language at an early age

Cognitive benefits

Children in the early childhood years have a natural curiosity about the

world, are eager to learn and are very receptive. Early childhood is an

ideal age to begin learn ing another language When children begin to

acknowledge cultural diversity, they begin to learn the positive value to

society as a whole of understanding and sharing between different cu ltu res

Children are helped to interact sensitively wi th people of other cultures.

Children involved in LOTE programs in the early childhood years have

more opportuniti es to develop th eir metalinguistic awareness , wh ich is the

ability to think and reflect upon the nature and functions of language

(Clyne eta! 1995.8). Early metalinguistic awareness supports reading

development. Learning another language requires children to switch

between their first language and new language systems (Lipton 1994.11 ).

This promotes the development of skil ls in divergent thinking, verba l * flexibi l ity, creativity and higher-order thinking skills.

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Cultural benefits

Pronunciation more authentic

Extended years of learning

All cultures have different world views, and each language has its unique culture embedded in it. From a very young age, children are aware of, and interested in, the human diversity that surrounds them. As a result of the messages they receive, most children between age two and age five begin to learn their group's predominant social attitudes towards human differences (Creaser & Dau 1996:3). One cultural benefit of learning another language in the early childhood years is that children begin to discern the similarities and differences between human beings. They then learn cultural ly appropriate ways of interacting with people of the target language community. They begin to see that there are alternative ways of looking at the world. They also start to recognise and challenge bias and stereotyping.

The pronunciation of young learners of LOTE has been demonstrated to more closely approximate that of the target language. This happens because young learners are able to establish phonetic categories in a LOTE that are independent of their first language Young children also tend to be uninhibited and are not afraid to take risks in mimicking and trying to use the target language, so the early childhood years are an optimum period for learning languages. Many argue that the early childhood years are critical since, beyond this period, learners are not likely to attain the almost background speaker levels of pronunciation and intonation that most young children acquire (Patkowski 1994:205;

Clyne et al. 1995147; Harley et al. 1995:44-45).

Supported with rich communicative experiences, younger children have the potential to enjoy all the benefits of learning another language over an extended period of time. As a result. they become more proficient in the language than do those who begin later (Patkowski 1994:21 0) .

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•* * An early start promotes language acquisition .

Nature of the key learning area in the early childhood years

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These guidelines take a functional view of language learning, recognising that languages are a means of communicating that allow for the expression and exchange of information about individuals' ideas, views, feelings and attitudes. LOTE programs in the early years of schooling provide opportunities for children to:

• express personal knowledge, experience and thought;

• begin developing a sensitivity to a variety of cultures;

• engage in social interaction through the exchange of information;

• reinforce concepts learnt in other key learning areas by revisiting them;

• increase self-confidence as language users;

• develop skills in linguistic creativity and imagination .


Focus on communication

The learning of another language in the early childhood years introduces

children to the experience of communicating differently The linguistic

features of communication are integrated within a cultu ral context unique

to the target language commun ity and in appropriate contexts for

children's ages and developmenta l stages These contexts may require children to draw on concepts from other key learning areas. This reinforces

concept knowledge and understandings through the target language.

Young children learn that there is more than one way of looking at the world. This enhances divergent thinking

LOTE is about communication, which involves comprehending and

composing. In the early childhood years, the focus is principally on oral

language communication. The expectations of children communicating through the written mode should be adjusted according to their stages of

development and interest Ch ildren will communicate with real language

for real purposes within the foundation fields of learning, which are detailed later.

Due to the focus on oral language communication in this LOTE program,

some students with disability, including speech-language impa irment and

hearing impairment. and some students with learning difficulties may

require modified learning experiences and assessment to ensure they have

access to programs and can participate in and benefit from them. Support

teachers, teachers of the deaf or speech-language pathologists can

provide specific strategies for the needs of individua l children.

Contribution of the key learning area to lifelong learning

The world that children are growing into is continually changing, so teachers must help children inquire more than acquire.

The Queensland school curriculum is designed to assist chi ldren to

become lifelong learners. The overall learning outcomes of the curriculum

contain elements common to all key learning areas and collectively

describe the valued attributes of a lifelong learner.

A li felong learner is

• a knowledgeable person with deep understanding;

• a complex thinker;

• an active investigator;

• a creative person;

• an effective communicator;

• a participant in an interdependent world;

• a reflective and self-directed learner.

Attributes of a lifelong learner

Knowledgeable person with deep understanding

The Languages other than English key learning area provides many

opportunities for young children to begin developing the va lued attributes

of lifelong learners.

Children understand that different people communicate using a variety of

languages and communication styles to meet their personal. social and

cultural needs. In acquiring another language, children begin to learn how

to interact in culturally appropriate ways in a wide range of contexts.

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Complex thinker

Creative person

Active investigator

Effective communicator

Participant in an interdependent world

Reflective and selfdirected learner

Chi ldren think about the language they have learnt and make decisions

about how to respond effectively in a given situation. Children also

develop thinking strategies to internalise and comprehend new language when modelled by the teacher. Recognising patterns and relationships

between elements of language is another th inking strategy children develop through a LOTE program.

Children create with imagination, originality, aesthetic judgment,

enterprise or a risk-taking approach when learning another language.

They can use the target language imaginative ly to create original items

for communicative tasks . Children clarify contexts , explore options and

consider the consequences and implications of choices. They use a variety

of methods to generate new ways to resolve problems, view situations,

make or express new meanings or envision alternative futures.

Children pose problems or initiate questions or hypotheses about a

particu lar topic or issue in the LOTE classroom. They use a variety of

information gathering, processing and management techniques and

technologies to search for, locate, collect, record and collate information.

Children begin to draw conclusions based on verifiable evidence to

support hypotheses or form generalisations

Children communicate orally, nonverbally and, in some cases, in writing

as they use the target language to negotiate meaning in different contexts and for authentic purposes. In their own experiences, children

comprehend a range of spoken and visual texts. Children use problem

solving in practical contexts and use known mathematical language and

symbols to do so.

Children participate in tasks as individuals and interact with others to

communicate. They learn to va lue the perspectives of others, which may be

different from their own. This prepares them to become more sensitive and

informed members of a culturally and linguistica lly diverse community.

Children reflect, with the support of teacher modelling, on the language

they have learnt and how they have learnt it They become aware of how

they learn best and how to use language effectively for a particular purpose

or audience. This ability to reflect assists children as they begin to develop

as independent learners.

Cross-curricular priorities

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In an embedded LOTE program where tasks are based on concepts and

topics from other key learning areas, learning another language allows

children to consolidate and reinforce concepts and skills across the curriculum. The Languages other than English key learning area

incorporates the cross-curricu lar priorities of literacy, numeracy, lifeskills

and a futures perspective.

• LANGUAGES OTHER THAN EN GLISH • • YEARS I TO 3 CURRICULUM GUIDELINES •

Literacy Literacy is the ability to

read and use written information and to write appropriately in a range of contexts. It also involves the integration of speaking, listening, viewing and critical thinking with reading and writing, and includes the cultural knowledge which enables a speaker, writer or reader to recognise and use language appropriate to different situations. (Queensland School Curriculum Council 1999(a), p. 3)

Numeracy

Numeracy is the manifestation of practices and dispositions that accurately, efficiently and appropriately meet the demands of everyday situations involving number, space, measurement and data. (Queensland School Curriculum Council 1999(b), p. 4)

In languages other than English the text structures and features may be

quite different from those that relate to the English language. The culture

in which the text has evolved wil l determine the language patterns and

conventions used . Children wi ll need to be shown explicitly how to

organise their texts in the target language. This knowledge will then allow

children to make comparisons between how texts are organ ised in the

target language and how they are organised in English . Children wil l also

begin to learn which texts in the target language have purposes and

audiences simila r to English and those that differ for sociocultural reasons.

The Languages other than English key learning area promotes literacy by

contributing to the development of metalinguistic awareness. As children

constant ly switch between l inguistic systems, they develop verbal

flexibility and more divergent thinking. The experience of another culture

and language can lead to deeper, general understanding of how language functions. The ski l ls deve loped in the learning of a LOTE encourage most

learners to better understand the surface structures of their first language.

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•* * Learning a LOTE promotes literacy.

Languages other than English involve learners in real-life applications of

space, number, measurement and data concepts. They engage in pattern

reading and problem-solving that may be applied to, and reinforce ,

numeracy skills in the early childhood years. LOTE programs promote

numeracy as children use mathematics in real -li fe tasks that involve

• using time (clock time, days, months, sequencing events ) through stories and learning experiences that involve the use of ca lendars;

• counting using whole numbers , incorporating place va lue and reading and writing of numbers;

• constructing and interpreting graphs using people, phys ical objects and pictures;

• investigating sizes and plane and 30 shapes including length and mass;

• investigating patterning and position ;

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Lifeskills

'Lifeskills' involves four overarching components which, when taken together, reflect a set of inescapable human experiences. Fulfilment of these life roles entails the development and demonstration of particular skills. These are: personal development skills, social skills, self-management skills and citizenship skills. (Queensland School Curriculum Council 1999(c), p. 6)

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• identifying the currency of the target language community through role-playing in situations, such as shopping or carrying out operations involving money;

• problem-solving operations using addition and subtraction and, possibly, multiplication and division;

• collecting and organisi ng data in activities such as simple surveys.

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•* * Learning a LOTE promotes numerac~:~ .

The concept of 'lifeskills' is founded on an assumption that there are at least four interrelated and interdependent life roles that are fundamental to life situations and experiences of people. Learning another language provides young children with extended opportunities to develop and demonstrate the skills necessary to fulfil their life roles.

Communication is a skill that is central to the fulfilment of life roles. Communication in another language develops the ability to solve problems and make decisions about how to communicate to achieve a particular purpose in any situation.

The outcomes that accompany such participation in these life roles are dependent on the complex mix of knowledge, practical performance, attitudes, beliefs and values that each chi ld is ab le to bring to, and develop, within these roles.


Futures perspective

A 'futures' perspective assists children to identify possible, probable and preferred individual and communal futures, and to

understand the value bases of the decision making that enacts such preferred futures. (Queensland School

Curriculum Council

1999(d), p. 4)

Learning another language enables young chi ldren to develop:

• personal skills, such as increased confidence and self-esteem and confidence in being risk takers;

• social ski lls, such as interact ing and cooperating as members of a group and with people of other cultu res;

• self-management skills, such as maintaining a focus and remaining on task without constant teacher direction;

• citizenship ski lls, such as being aware of, and va luing, sociocultural diversity

A 'futures ' perspective attempts to prepare individuals to take steps to create a desirable future. This approach encourages ch ildren to take responsibility for their actions and decisions, to think ahead and to participate in the processes of social innovation, recovery and renewal. Children develop sociocu lturally appropriate linguistic and cultura l competencies through communicating and working cooperatively. The Languages other than English key learning area provides an ideal basis for the problem-solving and decision making required to prepare for the future.

Learning another language prepares children for the complexities and uncertainties of the future. Children who learn another language from an early age develop an international perspective in their outlooks. Children develop a cu ltural awareness, sensitivity and competence that can lead to greater understanding of diversity in a global society. It encourages children to think about alternatives for the future and the possible consequences of their choices.

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Learning another language

Children are exposed to a new language through tasks that allow for practice and use in a number of contexts.

A task-based approach helps children learn a LOTE in a more holistic way.

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Tasks engage learners in using language for rea l or li fe like purposes and need to be extensively scaffolded for chi ldren in the early childhood

setting. Young ch ildren engage in activit ies that are sequenced to achieve

some central purpose within a context that has relevance to their socia l. school and persona l lives. In th is way, children become involved and invest

personal meaning in what they comprehend and compose. Through a

task-based program children are exposed to new language that is linked

to prior knowledge They are given opportunit ies to pract ise and use this

language in a number of contexts to achieve their purposes.

Learning a LOTE in the early chi ldhood years provides opportunit ies

for children to reinforce concepts learnt in other key learn ing areas.

A task-based approach in an embedded program all ows children to focus

on using a new language with fam iliar concepts and topics. An embedded

program differs from an immersion one that focuses on content with the

target language being the medium for learn ing. An embedded program

focuses firstl y on the target language, using concepts and topics from

other key learn ing areas for organ ising learn ing Thi s approach allows

ch ildren to learn more holistically. In an embedded program children make

connections between the cultures of the target language and ideas about

the world that they already have. Concepts covered in other areas of the

cu rr icu lum are re inforced so that children are not learning a language as a

subject in itsel f. By learning another language th rough this approach,

ch ildren ga in in con fidence as the ir prior lea rning is recognised

* * Learning a LOTE reinforces concepts from other learning areas.

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I enjoy using art to teach LOTE. Children are

relaxed and tend to

absorb and learn without realising it. If I teach

about the face, I will

make a mask. Children

say the parts of the face as we are making it. We

can talk about size,

colour and revise names of items needed in the

production of the mask. (Years I to 3 LOTE

teacher)

Through an embedded program the LOTE teacher is able to use the

themes and topics included in the chi ldren's regular classroom program,

so that the ch ildren learn holist ica lly. Incorporat ing subject content into

early programs puls language learning into a larger, more meaningful

context and provides si tuations and tasks that requi re rea l-language use

for rea l purposes. Through the use of graphics, gestures, act ion and

repetition, the teacher can make the language comprehensible.

Comprehensible input is discussed further in the next section.

The types of tasks provided will be relevant and engage children's interests

as well as cater for individual needs. In negotiating the curricu lum with

young children, teachers should acknowledge their prior learning. Children should be given cho ices within the ir LOTE programs and be incl uded in

the co llaborative planning of uni ts of work. This approach supports

mu ltilevel teachi ng and learning.

A partnership with the regular classroom teacher is a key componen t of

th is approach. Discussions about the concepts and themes being used in

other learning areas can be tapped into by the LOTE specia list through

such partnerships with classroom teachers Other issues, such as

observations about an individual chi ld 's development, can also be shared

by the classroom teacher and the LOTE teacher to ensure that these issues

inform the planning of inclusive LOTE experiences

Characteristics of young learners

Developmental characteristics

Individual children bring unique characteristics to the communicat ive

context, and effective teaching takes these into account. Many

characteristics at this stage of development promote the acquisition

and learning of another language. Young children usually:

• have a natural enthusiasm for learning, curiosity and a sense of wonder;

• are confident of their own abi l iti es;

• have a growing awareness of the ir own thinking and actions;

• are interested in investigating their world and exploring symbolisation processes;

• have an intense interest in se lf-chosen tasks where they can explore ideas in purposeful contexts;

• are vulnerable and need adult assistance to ensure the ir safety;

• are reliant on adu lts for support and encouragement when learning;

• are rapidly developing physica l and communication ski ll s;

• have a strong interest in the ir fam ilies, communities and developing friendships;

• learn th rough playing and exploring and enjoy pretending;

• learn through the mediums of music, rhythm and movement and are receptive to any activity involving aural perception;

• interpret and represent their world through tangible objects;

• are generally inventive and imaginative;

• demonstrate an emerging sense of right and wrong;

• begin to use renson to solve problems.

(adapted from the Preschool Curriculum Guidelines 1998)

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Implications for teachers

The joy of LOTE learning in the lower primary

years is the utterly fresh insight that children bring

to the target language. Teaching this age group

allows teachers to see the world through the eyes of

the children and brings freshness to teaching.

(Years I to 3 LOTE teacher)

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These characteristics of young children have implications for teachers who are facilitating their learning. Teachers should ensure learning is:

• developmentally appropriate and inclusive of all children;

• purposeful, integrated and relevant to children's needs, interests and abilities;

• relevant to family contexts;

• set in meaningful contexts.

Social relationships are important in the learning environment, and the teacher plays a vital role as a facilitator and guide who extends children's reasoning and understandings. Children need to be supported in taking intellectual risks and developing as self-directed learners.

To promote engagement in learning, teachers can make available a variety of tasks in which children use a range of senses. It is especially useful to note which activities the children enjoy most and which get the attention of the whole group. Learners who are working on a self-chosen task are often able to remain focused for extended periods of time.

Opportunities to invent and discover through engagement and participation should be provided so that curiosity is stimulated and experiences can be shared. Most children are beginning to learn about the symbol systems in their first language and other languages that shape their world. The emphasis should be on children

• listening to and using the target language for real purposes and within real contexts;

• enjoying, using and exploring the target language;

• recycling and reusing the target language;

• thinking about the culturally appropriate use of the target language;

• focusing on , and discussing, modelled strategies used to internalise language;

• engaging in memory-enhancing activities;

• developing a sense of pattern and structures.

Short discussions and multi-sensory experiences give children opportunities to form personal opinions, conclusions and values about their use of the target language and how it differs from, and is similar to, their own language(s) and culture(s) Through talking, listening, looking and doing, children tend to develop the cognitive skills needed to make decisions about how to use language that is culturally appropriate.

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As children mature, they usually bring more finely tuned intellectual. motor and social skills to the classroom as well as a wider knowledge of

the world. All these can be applied to the process of acquiring another

language. It is important to develop linguistic and sociocultural ski lls as

chi ldren use language in a wide range of contexts that draw on other key

learning areas in the curriculum. Younger learners' written skills in the

LOTE will vary according to their stages of development, abi l ities, learning

styles, cultural and linguistic backgrounds, and the time available.

Beginners typically comprehend more than they compose. It is important to remember that some children may spend a long time listening to

language before they actua lly produce it Insisting that children

communicate in the target language before they feel ready cou ld cause

emotional stress. Even though some children may choose not to produce

any spoken language for some time, most children wil l still be

internalising it and some may engage in 'private speech'.

The influence of first language acquisition

Similarities between first and additional language learning

Differences between first and additional language learning

There are both similarities and differences in how young learners tend to

learn their first and additional languages. Research shows that most

chi ldren actually pass through simi lar stages as they learn both first and

additiona l languages (Brumfit eta! 1991216) The difference between the

two lies in the conditions under wh ich children learn each language.

Learning language needs to have a purpose. Young children learn

language in context, such as when they need or want something. Children

learning their first language typically begin the process of acquisition by

relying mainly on the use of content words or telegraphic speech. Learners use approximations for standard grammatica l forms as they are acquiring the

language. It appears that learners make hypotheses about language use

that they later subconsciously confirm or reject For example, when using

new vocabulary, they may apply a rule that may or may not be

socioculturally appropriate.

Learners in the early stages of language learning usually rely heavily on the

rehearsed chunks of language and set phrases that they have learnt. From

these they develop generalisations about the structure of the target

language, which they apply in new contexts with new vocabulary. Both first

and additional languages are learned through a process of scaffo lding

where the adu lt or caregiver provides support to ensure that children's

interactions are successful This pattern of language learning is similar for

both first and additional languages

The differences become evident when observing the linguist ic environment

in which languages are learned. In the home situation, there are many

occasions where children interact in one-to-one exchanges . This context is

difficult to replicate in the classroom since one teacher is facilitating

language learning for 20 to 30 children at one time. During interactions at

home, adults usually adjust their speech, through tone of voice, stress,

slower rate, facial expressions, gestures, and actions to tailor responses to

the child's needs. These techniques shou ld be replicated by the teacher

when interacting with young learners of another language.

*

*

* *


Another difference is the developmental level of the learners at the time of

acqu isit ion Children learning another language at school have already had

the opportunity to use language to meet their needs. They begin learning

another language using their prior experiences with language as a basis.

They attempt to express meaning and concepts previously learnt in their

first language This serves as an excellent conso lidation of the concepts

and meanings already acqu ired as we ll as extending cognitive flexibil ity.

Cognitive flexib ility comes about as learners switch from one language to

another

The home usually provides a stress-free environment as chi ldren acquire

their first language When children learn another language at school , the

environment is different; and the classroom may somet imes be a

threatening p lace for t he learner A supportive environment promotes

learning of another language and enhances ch ildren's capaci ty to take risks

in learning. Thi s in turn may influence children's se l f-esteem. It is crucial.

therefore, for teachers to create a supportive classroom environment where

ch i ldren are not afraid to 'have-a-go' or take risks in their language learning.

The focus wi ll be more on fluency than accuracy at this stage of learning.

Interaction in the language classroom

An interactive classroom promotes language use

Research into both first and additiona l language learning supports the

belief that language development occurs through the use of the language.

Learners do not learn the language by merely being immersed in it or by

having good language mode ls around them although these are essential in

a balanced program Exposure to the target language is not sufficient

alone in promot ing language development. An interactive classroom

promotes the use of the language being learnt Teacher-learner and

learner-learner interaction promotes language use and develops new

ways of compos ing and connect ing ideas.

The interactive classroom needs to provide many opportunities for use of

the target language. A learner-centred approach to learning is most helpful

in promot ing language use. Tasks that prov ide young chi ldren with

opportunit ies to be active in their own learning wi ll also promote language

development

To encourage children to learn through usi ng spoken language, teachers

must regularly set up sma ll group, task-oriented situations in which

children have direction and purpose for their talk. They must ensure that

those children who are not so competent have opportunit ies to interact

with more proficient communicators. It is the negotiated interaction that

leads to comprehensible input that in turn promotes language acquisit ion.

Interact ion provides language learners with the opportunity to revisit new

words and st ructures to which they have been exposed in language lessons

and to practise them in context

While the target language should be used in the classroom as often as

practicable, young learners may sometimes require scaffo lding in their first

language. Young child ren will usually want to commun icate and will often

use combinations of their first and additiona l languages This is a normal

part of language acquisition

Teachers need to consider how much of the target language should be * used by observing the needs of the chi ldren and achiev ing the best

ba lance according to th ose needs

* * *


Varied groupings for interaction benefits the learner

Negotiation of the curriculum

Young language learners benefit also from va ried groupings in their

learning Opportunities for chi ldren t o work col laboratively include:

• pair work;

• group work;

• whole-class group activi ti es;

• act ivities across classes including intercultural Internet experiences

Working in groups encourages learners t o begin to take respons ibil ity for

their own learning and learn to work without constant supervision. Working

in pa irs or in groups may be difficult in the early stages of development for

you ng learners, with whole-class and individual work being t he start ing

point Chi ldren can be made aware of how to interact appropriately in pair

and group work situat ions by being helped to focus consciously on the

ski lls required to do so effectively. Bui lding young learners' abilities to

cooperate in pair or group work situations wi ll be of benefit for their

development in the LOTE key learning area, as well as in others

* * Learning to interact appropriately in varied groupings

*

Negotiation of the cu rri cul um is an effect ive strategy to ensure that the

LOTE program is relevant to the chi ldren When teachers and learners

negotiate, they develop a plan together to achieve an agreed purpose. This

could be as simple as col lect ively deciding wh ich topic child ren want to

learn about The children, with guidance from their teacher, could also

plan tasks to learn about the topic and decide on how they could share

what they had learnt For example, chi ldren could decide to use their new

communication ski l ls to present a simple role-play with finger puppets to

an audience or make a labelled col lage of al l the pets that belong to class

members As the curricu lum is planned and developed with children, the

teacher has an important role in identifying the linguist ic content

including both reviewed and new content

Comprehensible input and output

Comprehensible input defined

Comprehensible input is t he modelling of the target language using forms

and structures just beyond the learner's current level of competence in the

*

* *

*

* *


LOTE. is about negotiation of meaning

Comprehensible output defined

*

language. This provides models of new ways of expressing meaning. The

language can be made comprehensible for the children by means of:

• gestures;

• contextual cues;

• props;

• references to prior knowledge the child brings to the language classroom.

Language input needs to be sufficient for the child to comprehend what is

being said and to provide the basis for future production of the language.

*

•* * Using puppets to help make a snared reading experience comprefzensible

Learners of a second language should have access to meaningful and

comprehensible input through conversational interactions with teachers

and other children. Through negotiation of meaning, children learn language forms that carry meaning Learners can negotiate meaning

through asking for:

• clarification;

• confirmation;

• repetition.

Comprehensible output can be defined as the opportunities given by teachers for the children to use the target language and to negotiate

meaning. This facilitates the development of language proficiency Children

who learn language through group work, pair work and learner-centred

activities use verbal and nonverbal language to a large extent. They also

use a wider range of language for social purposes, such as disagreeing,

requesting and clarifying, when these are modelled extensively and encouraged by the teacher.

In learner-centred approaches, children may not always provide one

another with input that is as grammatically correct as the teacher's. On the

other hand, when children participate in activities that are learner centred,

they offer each other genuine communicative practice that includes

negotiation of meaning. It is this negotiation that is one of the essential

components for language acquisition. So although learners may make

errors, the negotiation is important for acquiring language. When

children are working with peers, the focus is on what they say. These

experiences are complemented by the teacher's incidental focus on form

(i.e. highlighting grammar in the context of use). Correction of errors

should not interrupt the children's flow of talk. Instead, classroom

activities should be developed to correct recurring errors.


Focus on form in the early childhood years

Providing corrective feedback

Children's language learning development advances through input and opportunities for output

The focus for young learners of a language other than English is

communication. Where appropriate, teachers might draw their attention to

the forms of the language as part of the communicative task. There is little

motivation for children to pay attention to structural distinctions that are of minimal importance for expressing meaning in the early stages. This

does not mean, however, that children learn language without any kind of

conscious awareness. As children progress in their language learning, they

increasingly benefit from deliberately focusing on the forms of the

language in tasks that are compatible with their age and which are integrated with overall curriculum themes. When children participate in

tasks involving the use of stories, rhymes and songs, their attention is

indirectly drawn to the structures and forms of the target language. As

young learners play games, a relaxed environment is created in which

real-life retrieval and practice of linguistic features can take place Teachers

should modify their language so it can be understood by young learners.

Teachers can echo children's speech to correct or extend structures while

maintaining the meaning and communication. In this way children's

attention is informally drawn to the forms of the language.

Recently there has been a shift in the way errors are corrected in the classroom. Errors in language use are a natural part of children's learning

and should be seen as positive signs of acquisition. When learners'

attempts are not accurate, teachers can:

• praise or encourage the attempt to make meaning and respond to the children's intention;

• model the correct form in the response to the children;

• use T statements, such as 'I like the way you.

• refrain from overcorrection;

• model correct language.

Many errors will be corrected over time by the presence of good models in

the target language. The priority for young learners is on making meaning

rather than on accuracy at their stage of language learning.

Programs that provide children with corrective feedback and occasional

focus on form instruction are more likely to promote communication in

the target language than programs that emphasise accuracy and fluency.

Teachers can help, for example, by highlighting a particular structure or the

pronunciation of a word. As children make errors in their communication

in the target language, gaps in their interlanguage system become evident.

Teachers can use this information to guide their planning of future

experiences, which will help children to advance their language learning

development and avoid fossilisation of interlanguage patterns.

The concept of interlanguage evolved in an attempt to explain the errors

that children make as they learn another language. Interlanguage is an

internal system of language that is made up of components of the child's

first language(s). components of the language being learned, and

components that tend to occur in all language systems. Children's

interlanguage is constantly evolving as they receive more input or

opportunities for output in the language using a particular language feature

or rule in a variety of contexts. Children tend to reconstruct rules for a second

language by imposing rules from their first language and trying to compose

in the target language guided by those rules. The responses and feedback

that children receive from speakers of the target language gradually help

them to recognise that the rules are different for that language.

* * *


Key aspects of learning and teaching another language

Children especially enjoy

a sense of movement in combination with the use

of their visual and

auditory senses - like singing a song that

involves the use of

actions. It re-energises the children and is also a

perfect way to regain

their attention as children sit back together

as a class group after

working independently.

(Years I to 3 LOTE. teacher)

Tasks for children in Years l to 3 need to be hands-on and enjoyable,

providing children w ith a real or realist ic context for learning that is

meaningful and integrated with other key learn ing areas. When teachers

all ow children to participate in making choices and provid ing input during

col laborat ive planning of the LOTE program, they ensure that it is

inclusive of the chi ldren's interests and that it acknowledges their prior

learning in the area. One of the choices that some chi ldren make is to stay

silent. They are st ill learning, however, through the comprehending mode.

This silent period can serve as a base for subsequent composition of

language as children respond to the teacher's modelling of the target

language within ordered tasks.

The five senses are significant learning channels for young children.

Language tasks collect ive ly make use of these senses. Some tasks

appropriate for learning another language in the early yea rs are included

below These learning experiences are not used in isolation but are

incorporated into the wider topic of the unit:

• perform ing role-plays , possibly using puppets, invo lving the use of the target language;

• listening to, reading and singing along with songs in the target language, with the possibility of involving actions in these songs;

• reciting rhymes, tongue-twisters , chants and short poems in the target language;

• learning about the body through communicating about persona l hygiene, such as wash ing hands, brushing teeth;

• exploring the concept of objects floating and sinking as children learn t o name classroom objects;

• measuring the growth of plant seedlings as ch ildren learn the numbers in the target language;

• ident i fy ing, preparing and eating foods from the target culture;

• p laying word games (Memory, Fish) in the target language;

• making models using a variety of mediums (play dough, construction blocks, spaghetti) through instructions given in the target language;

• exploring new vocabu lary in the target language through the use of 'feely bags';

• listening to, participating in shared reading experiences, and re-enacting stories in the target language;

• constructing masks and puppets and using these in a variety of communicative language tasks;

• playing games with numbers that involve counting in the target language;

• using the target language to make and taste food from the target language community;

• using musical instruments from the target language community

Some children may be eager for tasks that incorporate reading and writing

in the second language. Their interest is usually a good indication that

they are ready to read and write in the target language It is important for

teachers to acknowledge children as individuals , some of whom are at a * stage where they are ready to be introduced to reading and writing earlier

than others

* * *


Catering for multi-proficiency levels in learning another language

With the implementation of LOTE programs across all bands of schooling,

it is possib le for children in any one class or yea r leve l to have dispa rat e

leve ls of language pro fi ciency It could be that

• background speakers of the LOTE taught are present in t he class;

• it is a compos ite class with a range of yea r levels;

• t here are chi ldren new to t he school who have not lea rned a LOTE before or who have lea rn ed a d ifferent LOTE.

Teachers ca n use a number of strategies to cater fo r multi -profi ciency

levels in the classroom. A task-based approach t hat focuses chil dren on

learni ng through purposeful language use provides t he opportu nity to

adapt tasks to sui t diffe rent profi ciency leve ls. In a task that has a listening

component. beginners could be expected to li sten for specific key words

(for example, to identify or sequence pictures) and more pro fi cient

chi ldren cou ld be expected to answer more deta il ed in fo rm at ion (for

example, to give a description or identify miss ing items). Ro le-p lays could

also cater fo r mixed pro fi ciency leve ls. Teachers once aga in adjust thei r

expectati ons fo r beginners and more proficient language users. Beginners

could be expected to use some simple memori sed language, whereas more

proficient chi ldren could adapt memorised material on rehea rsed topics

using previously mode ll ed new language.

Teachers ca n also make organi sati ona l changes such as:

• provid ing extra time fo r the new chi ld ;

• assign ing a peer t utor or buddy to the new chi ld to help him or her settle into class;

• if possible, t imetabli ng chi ldren into different cl asses depending on t heir profi ciency level (deri ved from prior learni ng experiences in t he target language) ;

• in the case of background speakers of the LOTE, preparing a program especially for t he child by enlist ing t he help o f commun ity ass ista nts or language teaching ass istants from th e target co untry

Goals for learning and teaching

The goa ls for language lea rning, adapted from the Australian Language Levels Guidelines (Sca rino et al. 1988, Book 2: 17). are interrelated broad categori es

that refl ect the needs of LOTE lea rners. Communica tion is the primary goa l

o f the LOTE curri cu lum and is developed through using the target language

in socioculturally appropriate ways fo r a ra nge of rea l-life or lifeli ke purposes.

•* Engag ing in intercu ltu ra l communication

*

*

* *

*

* *


Intercultural communication

As children participate in tasks using another language, they become

aware of cultural practices and develop skills in communication in many

contexts. Young children begin to build up their repertoire of language to establish and maintain relationships and to obtain and share information.

Communication skills develop as a result of children having opportunities to interpret, to negotiate and to express meaning in real -life or lifelike

situations. The skills of communication are developed best when the

children interact with messages in the target language that are

comprehensible to them and that convey meaning that is relevant and

interesting. Through using language in relevant, challenging contexts, children learn not only what is appropriate but how to say it

Learning to communicate interculturally involves children in developing:

• socioculturally appropriate ways of communicating in a particular language (intercultural understanding);

• familiarity with the functions of language (language awareness);

• the skills and strategies used to internalise the new language together with self-management of their learning;

• general knowledge according to their needs, interests and prior learning (developing knowledge through language and content).

Intercultural understanding

Each year a group of children from Japan visit

our school. They are hosted by school families

and are involved in a busy program during the day at school. This is such a

wonderful opportunity to

exchange cultures and to

experience language first hand. My children are

always excited about the visit from Japan, and

there is usually a mad rush to get their hosting

forms in first. (Years I to 3 LOTE

teacher)

Language and culture are interwoven.

*

In learning another language, children develop an awareness and

appreciation of the culture of the people who use it They can use this

knowledge as a basis for comparing their culture with others and take their

first steps in negotiating another cultural system. Sociocultural

understandings assist language learners to behave according to the social

and linguistic conventions of a given target language community in a

variety of contexts. Through an awareness of culture and of how to

communicate in appropriate ways, young children tend to move towards a

greater acceptance of their own personal identity in a global society.

In the early childhood years sociocultural language learning promotes and

fosters an awareness of aspects of the target language community. These

could include:

• how young children in the target language community live;

• contemporary society in the target language community;

• cultural practices- dress, festivals, songs, games, dancing, folk stories and family life;

• relationships to the children's own communities;

• some significant geographical features of the target country/countries;

• some significant cultural achievements and global contributions;

• major current events in the communities of the target language.

(adapted from Scarino et al I988, Book 2 I8)

It is essential that children are helped to make strong connections

between language and culture in addition to the links they make between

their own cultural backgrounds and the culture of the target community.

Children need to know not only the words to communicate in the target

language but also the customs and manners that govern social


Ways to include sociocultural input

interactions in the target culture. They begin to not ice how language

actua lly provides cu ltural information.

Teachers need to avoid stereotyping views of the cu ltu re of the target

language comm unities. It is important for children to learn that no one

cultural group is homogeneous. For example, not everybody from the

target language community eats a particular food , listens to certain music

or wears a special style of cloth ing Care also needs to be taken to ensure

that children receive information about how people of the target

community live their daily lives and how cultures are dynamic and

constantly changing as cultural groups interact in a global society.

Language and culture are interwoven and, where possible , teachers shou ld

provide ch ildren with sociocu ltural input as part of their language learning experiences. These suggested tasks should not be used in iso lation but

should be incorporated into a unit of work. In the main, these are not

independent tasks , but children can take part in them with teacher support .

Children might:

• access authentic materials in the target language;

• create cultural collages using: examples of visual arts ; themes , characters and events from folktales; examples of folk arts; examples of currency, stamps and other realia; or traditional or holiday foods;

• make celebration cards using the target language;

• play traditional child ren 's games from the target cult ure;

• look at brochures and videos from the target language community;

• discuss the origins of writing systems and their cultural links (e.g. Chinese characters);

• participate in cultural dances, music and songs from the target culture;

• make a class restaurant and discuss menus, dance, music and presentation of food;

• celebrate cultural days of significance to the target cu lture;

• participate in 'sister school' relationships using the Internet or ema il to contact children at the schoo ls by scanning in photographs, children 's work and the children's ideas of what to send with the teacher as scribe;

• use a dress up box to re-enact traditional tales in the target language;

• create big books of cultural festivities in the target culture and have chi ldren write or match captions in the target language;

• create cultural col lages using pictures from target culture magazines including examples of: home and school life; favourite leisure or recreational activities; shopping pract ices ; meals and eating practices; symbols associated with holidays; monuments;

• learn about sports that are currently popu lar in the target language community;

• hold a target language community activities day involving the whole school ;

• investigate the life of children in the target language group;

• begin to learn appropriate language and practices (e.g. greetings) and how they change for various contexts , for example, in child- adu lt interactions;

• investigate how different language forms reflect different cultural practices, for example, forms of address.

* *

*

* *

• LANGUAGES OTHER THAN EN GLISH • • YEARS I TO 3 CURRICULUM GUIDELINES •

Language awareness

*

*

•* * Language and culture are interwoven.

Through LOTE programs lea rners become aware o f the ways in which

cu ltural and social pract ices are reflected in language use. They

progressively understand that the nature o f cu lture involves not only

visib le pract ices but also less visib le ways of making mean ing, such as

va lue systems , att itudes and socia l processes. Young chi ldren ca n begin

developing insights, understand ings and an appreciation of the target

culture. At t imes, however, it may be difficult for them to understand t he

beliefs underpinning a cu ltural practice due to the ir developmental stage.

Chil dren learn by explorat ion, by trying out ideas, by en tering another

way of l ife momenta rily t hrough imaginative experiences and by being

motivated to learn more about the people of th e target language

commun ity Teachers can access the rich cultural and li nguisti c resources

from within the school commun ity by inviting people associated wi th the

language community to share the ir knowledge and ski l ls with t he children.

Through learning about significant cultural practices in the ta rget

community's life and comparing these with their own , children wi l l come

to understand that there can be quite diverse bel ief systems, va lues and

practices. Th is in turn wi ll help children to understand that cultu re is

about making meaning, and t hat their fa m il iar way of making meaning

is on ly one way among many.

Chi ldren wil l begin to develop an awareness of the ro le of language as

wel l as culture wit hin t heir world as they learn another language An

understand ing of these ro les helps ch ildren to become more conscious of

t he diversity of t he world that su rrounds them and to learn how to respond

appropriate ly

Chi ldren wi l l begin to develop an awareness of:

• t he features of their own language and t he language of others;

• t he funct ion of language in their everyday l i fe;

• language as a system and how it works;

• appropriate language fo r varying contexts;

• how language is learnt;

• how diversi ty is enriched t hrough cultural variat ion.

(adapted from Scarin o eta ! 1998, Book 2 appendix 1)


Learning how to learn

While the principal focus for young learners is on meaning, discussions

about strategies that assist in internalising language are va luable. By

participating in learning experiences in the target language, ch ildren begin

to develop an awareness of the ski ll s and strategies required to take

responsibility for their own learning Through discussion teachers can draw

ch ildren's attention to part icu larly useful learn ing strategies Teachers also

model these strategies and encourage child ren to use them. These

discussions help ch ildren develop their metacognitive awareness and

explicitly learn the language required to talk about their own thinking and

learning

Teachers cou ld use some of the following st rategies to support children 's

development of cogniti ve abi li t ies and metacognitive awareness

• provide open-ended materials and questions to help children identify and discuss a problem;

• provide tasks that challenge children 's thinking by varying learning and teaching based on a va riety of t hinking skill s (see Bloom's Taxonomy in appendix 2, 'Learning approaches' ) and on a variety of teaching and learning st rategies (see multiple inte lligences informat ion in appendix 2, 'Learning approaches' );

• model and discuss critica l and reflective thinking;

• support chi ldren's initiatives and persistence in complet ing tasks ;

• encou rage children to share with the teacher and with other class members the ways in which they have solved problems;

• scaffo ld chi ldren's attempts to use new thinking strategies ;

• provide opportunities for children to explore new ideas and apply prior learning;

• discuss with the children how to access or locate information and provide opportuniti es for children to access a range of sou rces of information ;

• ce lebrate creat ive approaches to so lving prob lem s;

• encou rage children to predict and imagine possibi l ities in different situations.

It is the responsibility of all teachers to increase the number of strategies

chi ldren use by explicitly teaching and modelling thinking and problem

solving strategies It is through th is exp licit teaching that chi ldren in the

early childhood years can begin to add to their strategies and monitor and

assess their own thinking It is important to liaise with the classroom

teacher to discuss the thinking ski lls the children have been developing

since these partnersh ips wi ll ass ist chi ldren to use st rategies across

learning con texts.

The learning-how-to-learn goal also encompasses the development of

commu nication strategies that provide the means for children to sustain

commun ication in the LOTE. Some examples of this type of language are

'I don't understand' , 'Could you say it aga in please?' o r 'How do you say.

in Chinese?' . This type of language needs to be taught explicit ly to

encourage use of the LOTE as the children are engaged with the language

focus of tasks. Learning-how-Lo-learn includes bui lding one's strategic

competence, so young children need to be helped to focus on the overa ll

mental processes that they use to mobilise all their knowledge to

communicate.

*

*

* *

* * *


Developing knowledge through language and content

For communication to take place there must be some knowledge or

information to be shared. Children's language proficiency develops as

ch ildren interact with one another or with the teacher in a context that is

sign ificant for each of them. Incorporating content from other learning

areas sets language in a meaningful context and places ch ildren in a

situation that requires language use rather than focusing on ta lking about

language. The use of content from other key learning areas creates a need

to know. Children should want and need to comprehend and compose in

another language to carry out meaningful tasks.

As young children learn other languages, they develop their general

knowledge across many areas related to their personal needs, interests

and aspirations. The general knowledge gained through participation in LOTE programs will reinforce concepts from other key learning areas.

LOTE programs contribute towards children's general knowledge to varying

extents, depending on the characteristics of the learners and the language

program of individual schools. Those schoo ls with LOTE programs that

invo lve chi ldren in using the content of other learning areas as they learn

language will part icularly enhance children's general knowledge.

•*

*

* General knowledge gained in LOTE reinforces concepts from other

learning areas.

Developing communication skills

The development of communication skills is an important aspect of

learn ing another language. These skills are most effectively learnt in

programs that have a balance between focusing on form and focusing

on meaning.

Developing listening and speaking skills

*

Young learners of another language will develop their listening and

speaking skills prior to their reading and writing skills. In the early

childhood years, LOTE experiences that emphasise ora l language ski lls

build a solid foundation for the development of reading skill s. To facilitate

• LAN GUAGES OTHER THAN ENGLISH • • YEARS I TO 3 CURRICULUM GUIDELINES •

the development of listen ing and speaking skill s, teachers are encouraged

to consider implementing t he following strategies in meaningful contexts:

• expose chi ldren to the target language a little in advance of their current level of language output as real communication wi ll provide opportunities to hear unpredictable language;

• model accurate pronunciation and intonation;

• maximise invo lvement by appealing to the children's level of interest;

• provide numerous occasions for repetition and reinforcement;

• provide opportunities for interactions in groups, such as playing group games to practise language;

• expose children to a variety of speakers from the target language including both male and fema le visiting teachers and exchange children, chi ldren's television programs, CDs, CO-ROMs and videos.

Teachers should use gestures, facial expressions , illustrations and

examples to make language comprehensible for children. Through the

teacher's use of target language just beyond the chi ld's current level , the child will always be challenged but not to a point of frustration.

The benefits in learning a second language apply to all children including

those with disabilities. To this end, it is important that all children have

the opportunity to experience and learn a LOTE. Some children with disability, in particu lar, deaf/hearing impaired children and children with

speech-language impairment, may have difficu lties developing listening

and speaking skills in another language It may be that for these children

listening is carried out through viewing (e.g. lip-reading, watching signing,

using visual cues such as pictures, overhead transparencies, diagrams).

Speaking is carried out by signing or using alternative or augmentative

communication devices, such as voice output devices and communication

boards. For specific advice regardi ng the chi ld or children in a LOTE class,

the teacher should consult a support teacher, teacher of the deaf or

speech-language pathologist

*

* *

Ora/language builds a solid foundation for the development of reading and writing skills.

Developing recognition skills

While children are often eager to initially write in the target language,

most children require practice in recognising written words and symbols

before they are ready Lo begin to write. Teacher judgment as to chi ldren's

readiness to write is important since it depends on the individual child's

li teracy development in his or her first language. It is helpful to allow

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children to develop a good foundat ion in their fi rst language before

introducing them to these ski l ls in another language, particularly those

that use the roman alphabet Teachers need to allow children t ime to

develop the ir confidence pri or to introducing wri t ing. Teachers can judge

the readiness of children to engage in reading and writing in the target

language by such indicators as the ch ild :

• shows an interest in print in the target language, e g t he child attempts to 'wri te ' in the target language;

• asks many questions of the teacher about print in the target language;

• jo ins in extensively during shared reading experiences of fam iliar texts, demonstrating a good recognition of familiar words or characters.

Most you ng chi ldren require an environment ri ch in print to enable them

to begin to recognise the target language Thi s type of envi ronment for

children needs to reflect the cultural aspect of the target language. This

can be ach ieved in a number of excit ing ways th at wi ll capture the interest

and imagination of younger learners.

The foll owing strategies may help in planning for the development of

recogn ition skills when incorporated into a unit of work:

• Engage the children wit h visuals in the classroom including cha rts, posters , mobiles , signs, class co llections of work and labels , encouraging chi ldren to add to these independently as they learn new language.

• View authentic materials, such as food packaging, greeting cards. advertising material, magazines and newspapers, in the target language.

• Teach scripted languages with th e use of mnemonic techniques, enabli ng child ren to explore the target language.

• Play language games to aid the recogni tion of words (Concentration, Shopping Bag, Happy Families, Guess the Word, Body Cards. Snap)

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** * Promoting recognition through shared reading experiences

Some chi ldren wi th disabil ity, in part icu lar children with vis ion impairment.

may have di fficul t ies developing read ing and wri t ing skill s through regular

print It may be that, for some chil dren who are blind, reading and writ ing

is carri ed out by using brail le (e ither English or that of the target language)

For speci fi c advice regarding part icu lar ch ildren, the LOTE teacher should

consult a support teacher or teacher of the vision impa ired.


Moving from recognition to reading

Introducing writing

Strategies that teach reading should encompass reading for understand ing

in the ta rget language When chi ldren are ready to move from the

recogn it ion phase to engage in reading in t he ta rget language, the

following strategies could be used within meaningfu l contexts. Children:

• high l ight fami l iar words in a text, such as a World Wide Web site page, and read the words aloud with teacher support;

• match words to pictu res;

• provide the missing words in sentences ;

• read simple captions and guess the meani ng;

• read se lf-made books and class co llections of work;

• use big books;

• publish their own works;

• associate melody or rhythm patterns with a word;

• read environmenta l pri nt - words they see around them on buildings, stores and products of in terest;

• read charts of previous work on boards etc. around the classroom;

• read wall stories and friezes in the classroom.

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** * Reading environmental print in the LOTE classroom

Chi ldren frequent ly want to learn how to write the language they have

learnt in the LOTE program. Strategies that assist with both composing

text and handwriting in scripted languages in a meaningful context include

the teacher's

• introducing symbols and basic ideographic characters when introducing scripted languages or words in context for non-scripted languages;

• encou raging chi ldren to paste fam iliar words on a graffit i chart and/or labell ing articles in the classroom ;

• for scripted languages, writing the children's names in the language and attaching them to their desks;

• asking chi ldren to complete missing words in sentences and write short familiar sentences and captions ;

• encouraging children to progress to writing short pieces of information , such as birthday greetings or poslcards, wh ich have been modelled for t hem to copy;

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• ensuring that pieces of co llaborative writing, labelled charts and wall stories are displayed for chi ldren to refer to when writing;

• modelling for children how texts are organised in the target language and composing co llaborative ly rather than independently.

Teaching scripted languages

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Many children are interested in experimenting wi th the writing of scripted

languages due to their fasci nat ion with t he pictographic aspects of the

script. For ch ildren to learn to write scripted languages, provide them with rich and varied opportunities to experiment in tactile and kinaesthetic

ways. These may include the chi ldren's:

• using the computer mouse to shape script;

• creating characters with cooked spaghett i ;

• moulding characters with co loured dough;

• selecting characters out of 'feely bags';

• tracing over character shapes cut from sandpaper;

• forming character shapes with pipe-cleaners, using d ifferent co lours to differentiate stroke order;

• matching characters with pictu res;

• identifying characters in wa ll stories and friezes in the classroom;

• playing games to reinforce ideographic characters, such as script aerobics - making symbols or characters through use of the body;

• using mnemonics as an aid to remembering symbols and characters.

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* Matching characters with pictures to develop recognition

The amount of time devoted to reading and writing experiences wi ll vary

according to the developmental levels of the ch ildren and the time

avai lable for the LOTE program. In early ch ildhood programs, tasks that

give emphasis to oral/aural language provide a solid base to build on for

later reading experiences. Focusing on oral/aural language first also

enables young lea rners to transfer reading skills from first to additional

languages. Early reading tasks cou ld invo lve ch ildren in incidental

exposure to written language that fl ows out of listening and speaking

tasks, such as teacher story reading and storytelling. Teachers who have

limited time available and who consequent ly focus children's efforts on

oral/aural language shou ld expect a delay in ch ildren 's demonstrations of

reading and writing outcomes.


Catering for individual needs

Catering for individuals is crucial for the successful learning of another

language. There are numerous intellectual, physical, emot ional, social and

cu ltural differences between individuals, which the LOTE teacher needs to

consider to ensure the program runs smooth ly and is equitable.

It is important that the LOTE specialist establ ishes partnerships with

classroom teachers to gather important in format ion about individuals in a

class group. Classroom teachers are invaluable sources of information

si nce they are aware of the stages of development of ch ildren in their care.

They may also share teaching strategies and ideas that they know are

effective with particular individuals.

Considering learning styles is also important to cater for individuals with in

a class group. Learning styles develop as a result of both nature and

nurture and can be influenced by factors, such as ethnicity, gender, age,

motivation, prior knowledge, sub ject matter and/or context.

Perceptual learning styles

Learners process new information differently depending on preferred learning styles.

It is now generally accepted that all ch ildren bring their own strategies and

ski lls for learning to tasks. Some of these relate to how chi ldren initially

process unfamiliar information presented to t hem. For some there is a

need for information to be presented through body movement. These

children are usually cons idered to be kinaesthetic learners. Similarly,

tactile learners learn more effect ively through hands-on experiences and

through touch. For others, new information needs to be seen to be

effect ive ly learnt. These children are usua lly described as visual learners

Others, who may be referred to as aural learners, need to hear new

information before they internal ise it. There is also evidence that some

children learn more effectively working with others (group) while some

prefer working alone (individual). All learners learn in these ways to

varying extents, with various preferences for one or more styles of learning

* *

Learners process new information differently. *

By acknowledging that learners have different ways of perceiving new

information, teachers can plan tasks for children to learn in ways that suit

them as individuals. A useful starting point for teachers is to first think

about their own preferred learning styles since these are often mirrored in

teaching styles It is helpful when teachers provide tasks that cover not

only their own preferred learn ing style, but also those other styles that

may not be in their usual repertoire o f strategies and ski ll s. This * broadening of tasks to encompass various learn ing styles ensures that the

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lnclusivity

A couple of weeks ago, the mother of a little girl

with Down Syndrome came to me all excited

since her daughter Ruth, who has quite a lot of

trouble verba/ising in general, had said,

'Bonjour, Teddy!' the night before as she

cuddled her teddy bear. (Years I to 3 LOTE

teacher)

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individual needs of ch ildren are catered for as they learn a new language

By providing for a range of learn ing styles, teachers are also extending the

styles used by the ch ild ren. This enables them to be more autonomous

in lea rn ing situat ions in the future. Extension of children's perceptual

learning styles also assists children to better process new in formation

since commu nicati ng in a new language requires them to draw on all the

perceptual learn ing styles

An inclusive curricu lum responds to both the divers ity of the student

popu lation and the demands of a changing world marked by globa lisat ion ,

increas ing diversity in communities, and an increasing pace of change.

It acknowledges that:

• some groups of ch ildren experience barriers to participating in, and benefiting from, schooling;

• some groups of ch ildren are less likely than others to find their knowledge, va lues and experiences reflected in learn ing experiences and resources;

• all chi ldren need to develop an understanding of, and respect for, diversity so that they can operate effectively in a changing society and contribute effectively to social justice

An inclusive curricu lum makes del iberate cho ices in relation to content

and skill s, teaching and learning methods, curriculum resources and

assessment, based on an awareness of and respect for t he diversity of

human knowledge and experience.

An inclusive curricu lum works on three levels:

• promoting access - by identifying and addressing barriers that limit children's opportunities, participation and benefits from schooling;

• acknowledging diversity - by including, va luing, and using as a basis for learn ing, the perspectives, contri butions and experiences of the ful l range of socia l and cu ltural groups and by acknowledging diversity both within and among these groups;

• encou raging a socia lly cri tica l perspective- by developing the knowledge, ski ll s, attitudes and processes necessary to: - question how disadvantage has developed and exists wi thi n socia l

structures; - challenge rather than accept social injustice; - empower people to participate as equa ls.

(adapted from the Principles of Inclusive Curriculum 1996)

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* Valuing diversity


Background speakers of the LOTE

Australian society is diverse and many teachers find that some ch ildren

in their classes are background speakers of the language that they teach In this case many strategies may be used to enhance the learn ing of the

background speaker, other members of the class, and teachers who are not

background speakers of the language Teachers could cons ider the

fo llowing:

• allow the background speaker to fu rther develop his or her communication ski lls by providing tasks in consultation with the ch ild's fam ily to develop the child 's literacy in the background language;

• encourage other class members to commun icate with the background speaker in the LOTE:

• group chi ldren to allow others in the class to share in the background speaker's linguistic and cultu ral expertise:

• examine the possibil ity of invo lving other fami ly members in the LOTE program:

• regularly talk with the background speaker as a way of maintaining their own LOTE proficiency

It is important to recognise that. whi le background speakers of a LOTE

may have advanced oral/au ral skill s, they may not be able to read and/or

wri te in the ir first language

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* Sharing linguistic and cultural expertise

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Framework

Key learning area outcomes

* * Oatcom~~ for pla1111i11g and a~~~~~m~nt

These guidelines provide a framework for planning learning experiences

and assessment tasks through which children demonstrate what they know

and can do in a Years I to 3 LOTE program.

The key learning area outcomes highlight the uniqueness of the Languages

other than English key learning area and its particular contribution to

lifelong learning. As a result of LOTE studies, it is expected that children

demonstrate communicative ability by comprehending and composing a

range of texts in the target language for a variety of purposes. In their

communication it is expected that children can:

• use a range of linguistic features;

• apply process skills and strategies to maintain discourse;

• demonstrate cultural understanding and sensitivity.

Strand of the key learning area

A single strand, Communication

Levels

Learning outcomes of the Languages other than English key learning area

are described in the single strand, Communication. Traditionally,

assessment in LOTE is described under the four macroskills of listening,

speaking, reading and writing. Since outcomes are informing both

planning and assessment, however, the outcomes have been grouped

under the one strand of communication. This means that learning another

language is a holistic and purposeful undertaking with children engaged in

listening, talking, viewing and, eventually, reading and writing about the

world. The learning outcomes are organised under the headings of

comprehending and composing. The adoption of only one strand that

emphasises the comprehending and composing of language provides

greater flexibility for core learning. In Years I to 3 of the LOTE program the

focus is principally on oral and aural skills with reading, writing and

viewing tasks flowing out of the listening and speaking tasks

The learning outcomes identified in these guidelines are written in three

levels: Introductory Level and Levels I and 2. The learning outcomes for

Levels I and 2 are the same as those in Levels I and 2 in the Years 4 to I 0

Languages other than English Syllabuses The Introductory Level focuses

on comprehension of language and responding through imitation or by

nonverbal means. A level statement is included for each of the

developmental levels through the single strand of communication. The level

statement summarises the suggested learning outcomes for each level and

provides the contexts of language use including the level of support required * for demonstrating the outcomes. They describe the sequence of language

learning appropriate for young learners of languages other than English.

* * *


Suggested learning outcomes

The suggested learning outcomes describe what ch i ldren are expected to

know and be able to do as a result of planned tasks in the key learning

area. They:

• in form curriculum planning so that tasks are developed to offer chi ldren opportunities, support and resources to demonstrate the level suggested in the learning outcomes;

• provide a framework for assessment that allows chi ldren to demonstrate the suggested learning outcomes in a range of contexts.

The learning outcomes describe communicative abilities in the

comprehending and composing modes. These include listening and

speaking and , later, reading, writing and viewing and wi ll be manifested in

holistic tasks.

The learning outcomes describe what is typ ically expected for young

children as they participate in the LOTE program The focus of LOTE

programs in Years I to 3 is on bui lding listening and speaking ski lls in comprehending and composing, and only some chi ldren will demonstrate

the outcomes related to reading and writing.

The focus of the LOTE program and the frequency with which children

engage in using the language wi ll influence the level of outcomes

demonstrated. Chi ldren could be demonstrating learning outcomes at the

Introductory Level, Level I or Level 2 at the end of Year 3. Background

speakers of the language may demonstrate outcomes above Level 2.

Beginner stage of language learning

In Years I to 3 most chi ldren wi ll be beginning language learners, and their

learning programs wil l be focused on demonstrating the Introductory Level,

Level I and Level 2 learning outcomes in the target language. Because the

same Levels I and 2 learning outcomes are used in these guidelines and in

the Years 4 to 10 Languages other than English Syllabuses, the transition

for children in their language learning wi ll be seamless.

All children should have the opportunity to develop the knowledge and

skills related to another language. It may be necessary, therefore, to

provide a variety of pathways through the learning experiences and

assessment tasks to ensure equity of outcomes for all children. For specific

advice regarding children with special needs in LOTE classes, the teacher

could consult a support teacher. The Introductory Level could be used for

the development of individualised programs to support the specific needs

of children with disability

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Learning outcomes at the Introductory Level and Level I

Strand: Communication

Introductory Level

Beginner

Level statement: Children demonstrate an acceptance of unknown language, relying almost exclus ively on the teacher's gestures, facia l expressions and tone, and concrete and contextual support for comprehension.

Children respond nonverbally to input. They may attempt to speak by repeating words or phrases. Attempts to speak may not be accurate but indicate an awareness of the basic sounds and rhythm of the language.

Children rely completely on graphic detail and the teacher's dramatisation to comprehend meaning when participating in shared reading experiences with the teacher and the class.

Ch ildren produce written texts of single words or phrases that are traced or copied.

Children demonstrate a beginning awareness that different cultures interact in different ways.


Comprehending

IL. I Children distinguish familiar sounds and sound patterns and understand high-frequency language with support from visual cues.

IL.2 Chi ldren associate words with sounds and meaning related to familiar contexts and rely completely on graphic detai l and teacher modelling to comprehend meaning.

IL.3 Children demonstrate a beginning awareness of the culture of the target language.

Composing

IL.4 Ch ildren respond to fami liar questions nonverbally or by repeating words or phrases.

IL.5 Children communicate through tracing, copying or writing fami liar text combinations, such as signs, captions and labels.

IL.6 Children demonstrate a beginning awareness of cu ltural appreciation through the use of language and gesture as modelled by the teacher.

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Level I

Beginner

Level statement: Chi ldren engage in tasks that are tightly scaffolded and sequenced, focusing on high-frequency formats, more for comprehension than production.

Ch ildren respond nonverbally or reiterate utterances that are drawn from frequent and consistent teacher modelling. Chi ldren rely on explicit contextual clues for comprehension.

Children interact with texts marked by highly predictable text structure and with simple, repetitive sentence structure and vocabu lary. Content of texts is familiar and accessible with some explicit sociocultural content. Children read texts that contain on ly a few ideas and are supported by clear and frequent visuals that illustrate these ideas. Ch ildren listen to texts that are appropriately language-rich but heavi ly dependent on context for understanding

Children produce texts of a few words in writing and a few turns in dialogue with the audience confined to peers.


Comprehending

I. I Children distinguish sounds and sound patterns and understand and respond to high-frequency language with support from visual cues.

1.2 Chi ldren understand the meaning of key written words to which there has been significant exposure, as well as decode and recognise some written words from ora l vocabulary through an awareness of soundsymbol relationships

1.3 Children recognise when content refers to the target culture rather than their own and demonstrate understanding of some cultura lly specific gestures in a limited range of contexts.

Composing

I .4 Children respond to questions with short memorised utterances and maintain interaction when their speaking partner uses repetition and/or simpli fication.

I .5 Children label items and write set phrases used regu larly in class approximating spelling of words written from memory and demonstrate an awareness of the conventions of print in the target language.

I .6 Children imitate culturally appropriate language and socioculturally appropriate gestures in highfrequency, learned situations.


Learning outcomes at Level 2


Level 2 Beginner

Level statement: Child ren engage in tasks that are t ight ly scaffo lded and sequenced, focus ing on an increasing range of high-frequency formats that are likely to be both comprehended and produced.

Chi ldren respond nonverbally sometimes but also use fami l iar modelled utterances with minor creative variations. They are sti ll dependent on obvious contextua l support for global comprehension

Chi ld ren interact with texts marked by predictable text structu re with simple, repetitive sentence st ructure and vocabulary. Content is fami l iar and accessib le with some explicit sociocultura l content. Children read texts that contain only a few ideas and are supported by explicit visuals. Children listen to texts that are appropriately language-rich but heavily dependent on context for understanding.

Chi ldren produce texts of a few words in writing, a few turns in dia logue and short simple presentations with the audience mainly confined to peers.


Comprehending

2. 1 Children understand a range of famil iar statements and questions with visual support, controlled language when the context is obvious, and key words in short. spoken. authentic texts of several linked utterances.

2.2 Ch ildren identi fy the main purpose in a simple text on a fami liar topic, relying on key words for understand ing, and read and identify single items of informat ion in short , repet it ive texts conta ini ng famil iar language.

2.3 Children identify some key explic it cultural references to very familiar aspects of the target culture in texts and can determine meaning by interpreting cultura ll y specific gestures. intonation and other visual o r auditory cues.

Composing

2.4 Children make requests and interact with peers and familiar adults using key words or phrases and adapting memorised material on rehea rsed topics usi ng spoken models.

2.5 Children write phrases or short sentences based on models and contribute to the production of stories . class books. posters and other simple texts.

2.6 Children display appropriate body language and gestures in basic social situations.

* Understanding familiar statements and questions with

visual support

I I

Interacting with peers using key words and phrases

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Elaborations of learning outcomes

Sequence of learning outcomes with elaborations


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Elaborations for the Introductory Level,

Level I and Level 2

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These tables contain elaborations to help teachers understand the intent of the suggested learning outcomes. They present typ ica l demonstrations that teachers cou ld expect to see as children in Years I to 3 progress in their language learning. It is not intended t hat the elaborations of the suggested learning outcomes be a checklist of skills that teachers must observe. Instead, the elaborations assist teachers in discriminating between levels as they make observations about children's demonstrations of outcomes.

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IL. I Children distinguish familiar sounds and sound patterns and understa11d high-frequency language with support from visual cues. The child may:

• produce appropriate actions or illustrations when li steni ng to si mple familiar words (in action rhymes/songs, games, poems. chants. jingles) with frequent repet ition and rephrasing;

• produce appropriate actions or illustrations when listening to simple familiar directions and descriptions (Simon says ... please stand, please sit etc.) with frequent repetition and rephrasing;

• respond rapidly to formula ic language in familiar contexts but need time to process new language relying on repetition. simplificat ions. paraphrasing and visual cues.

1.1 Children distinguish sounds and sound patterns and understand and respond to high-frequency language with support from visual cues. The child may:

• produce appropriate actions or illustrations when listening to simple familiar words and phrases (in action rhymes/songs, games. poems, chants, jingles) with little repetition and rephrasing;

• produce appropri ate actions or illustrations when li sten ing to simple directions and descriptions (Simon says ... please stand, please si t etc.) wi th little repetiti on and rephrasi ng;

• respond to very familiar language in famil iar contexts but need time to process new language relying on repetition , simplifications and paraphrasing and visual cues.

2. 1 Children understa11d a range of familiar statements and questions with visual support, controlled language when the context is obvious, and key words in short, spoken, authentic texts of several/inked utterances. The child may:

• produce appropriate actions when listening to familiar words and phrases (in action rhymes/ songs, games, poems, chants, jingles) independently;

• produce appropriate actions or illustrations when li stening to simple directions and descriptions (Simon says ... please sta nd, please sit etc.) independently;

• respond rapidly to very familiar language in new contexts but need time to process new language relying on repetition , simpl ification s and paraphrasing and visua l cues.




IL.2 Children associate words with sounds and meaning related to familiar contexts and rely completely on graphic detail and teacher modelling to comprehend meaning. The child may:

• recognise very familiar words i f these have been recycled often in a va ri ety of language acti vities (in simple puzz les , simple memory games) and match them to illust rat ions;

• respond in shared read ing of familiar texts by repeating parts of the text, laugh ing appropriately and joining in , requ iring high levels of support t hrough frequent repetition to comprehend the gist of the story;

• recognise very familiar sociocultura l artefacts (b irthday ca rds, New Year's ca rds) relying complete ly on graphic detail and context.

1.2 Children understand the meaning of key written words to which there has been signiffcant exposure, as well as decode and recognise some written words from oral vocabulary through an awareness of sound-symbol relationships. The child may:

• recognise familiar words and short word clusters if these have been recycled often in a va riety of language acti vities (i n simple puzzles, simple memory games) and match them to illustrati ons;

• respond in shared reading of familiar texts by repeating parts of the text, laughing appropriately and joi ning in , requiring support from repetit ion to com prehend the gist of the story;

• recognise key wri tten familiar sociocu ltural artefacts (birthday ca rds, New Year's ca rds) when supported by graphic detail and context.

2.2 Children identify the main purpose in a simple text on a familiar topic, relying on key words for understanding, and read and identify single items of information in short repetitive texts containing familiar language. The ch ild may:

• recognise familiar words and short word cl usters if these have been recycled often in a va ri ety of language activities (in puzzles, memory games) without relying on illustrati ons;

• respond in shared reading of famil iar texts by recognising key words and identi fying the gist of the story with little repetition;

• recognise key words in sociocultural artefacts (birthday cards, New Year's ca rds) to identi fy gist.

IL.3 Children demonstrate a beginning awareness of the culture of the target language. The child may:

• reproduce appropriate act ions when hearing routine greetings and courtesy phrases (good mornin g, goodbye, please, thank you);

• recognise very fami liar symbols associated wi th the target commun ity (temple, post offi ce , police station, hospital) in a lim ited range of contexts, following repetition.

1.3 Children recognise when content refers to the target culture rather than their own and demonstrate understanding of some culturally speciffc gestures in a limited range of contexts. Th e child may:

• recogn ise and reproduce appropri ate act ions and gestures when using social fo rmul ae (cou rtesy phrases , congratulatory messages, direct ions, classroom instructions) in a limited range of fam il iar sociocu ltural contexts;

• recogn ise fa miliar symbols associated with the target community (temple, post offi ce , po li ce station , hospital) in a l im ited range o f contexts , following repet ition

2.3 Children identify some key explicit cultural references to very familiar aspects of the target culture in texts and can determine meaning by interpreting culturally speciffc gestures, intonation and other visual or auditory cues. The child may:

• recognise and reproduce appropriate actions and gestures when using social formul ae (courtesy phrases, congratulatory messages, directions, classroom instructions) in a range of fam iliar sociocu ltura l contexts ;

independently recognise familiar symbols associated with the target community (temple, post office, police station, hosp ital ) in a limited range of contexts.

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IL.4 Children respond to familiar questions non verbally or by repeating words or phrases. The child may:

• respond to fami liar questions (name, age) using very fam iliar language and relyi ng heavil y on gestures to convey mean ing with frequent repetition required by the teacher;

• sing (simple act ion songs) with appropriate actions. with support from teacher modelli ng and repetit ion;

• respond to fa miliar questi ons in short utterances using very limited language when playing simple games (snap, memory, Fee ly bag) with teacher support.

I .4 Children respond to questions with short memorised utterances and maintain interaction if their speaking partner uses repetition and/or simpliffcation. Th e child may:

respond to fami liar questions or im itate short memorised ut terances (name, age, birthday) re lying more on language than on gestures to convey meaning with frequent repet it ion required by the teacher;

• sing (simple songs, chants, jingles) or recite (s imple poems, rhymes) with support from teacher modell ing;

• make simple req uests to elicit informat ion when using key words and phrases in d iscuss ion (games) with repetition and teacher modell ing

2.4 Children malie req uests and interact with peers and familiar adults using lie y words or phrases and adapting memorised material on rehearsed topics using spoken models . The child may:

respond to fam iliar questions (name, age, birt hday) usi ng key words and phrases, with repeti tion requi red only occasiona lly by the teacher;

independently sing (s imple songs, chants) or recite (simple poems, rhymes) fa mi liar material with appropriate actions;

• independent ly make simple requests to el icit information from peers/familiar ad ults us ing key words and phrases in d iscuss ion (ti me ca psule, dream house, weekend fun ).

IL.5 Children communicate through tracing, copying or writing familiar text combinations , such as signs , captions and labels. The child may:

• reproduce fa mil iar text by t racing, copying or wri t ing single fam il ia r words (name) ass igning mean ing to thei r approximations of writ ing;

• write simple famil ia r set phrases with supporti ng pictures in (big books/concert ina books. b irthday ca rd s) with teacher modelli ng and detai led guidance.

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I .5 Children label items and write set phrases used regularly in class approximating spelling of words written from memory and demonstrate an awareness of the conventions of print in the target language. Th e child may:

• labe l items and produce set phrases (ID ca rd . passport. t hankyou ce rtifi cate) relyi ng on teacher support through modell ing approx imating spe l ling;

• write si mple set phrases of texts with pictures to support t he text in (big books/concertina books, birt hday ca rd s) using exa mples as models;

• write simple rehearsed questions (for a class survey, questionna ire) relying heavily on teacher support th rough modell ing.

2.5 Children write phrases or short sentences based on models and contribute to the production of stories, class boo/is, posters and other simple texts . The child ma y:

design and reprod uce set phrases and short sen tences (poster, time capsule. diary entry) relying on modelling to begin , then complet ing t he task independently;

• wri te simple set phrases with supporting pictures (guess ing games. treasure hunts) usi ng examples as models to begin , then completing the task independent ly;

• write simple rehearsed questions (for a class survey) relying on teacher support through model l ing to begin, then complet ing the task independent ly.

IL.6 Children demonstrate a beginning awareness of cultural appreciation through the use of language and gesture as modelled by the teacher. The child may:

• im itate and approximate appropriate gestures in routi ne greetings and courtesy phrases (shake hands/bow) when greeted with teacher modelling and detailed guidance

I .6 Children imitate culturally appropriate language and socioculturally appropriate gestures in high-frequency, learned situations. The child may:

• reply with appropriate gestures and familiar language to routine greetings and courtesy phrases (shake hands/bow) with teacher modelling

2.6 Children display appropriate body language and gestures in basic social situations. Th e child may:

• independent ly use appropri ate gestures and familiar words and phrases in rou tine situations (shake hands/bow. agreeing/disagreeing, accepting/ded i n i ng).

• LANGUAGES OTHER THAN ENGLISH • • YEARS I TO 3 CURRICULUM GUIDELI NES •

Foundation fields of learning

I recently began using the foundation fields to organise the tasks

for the Years I to 3 LOTE program and

found the fields were valuable in making

sure that the language functions required to

carry out the planned tasks were reused and

recycled throughout the program. I plan to

cover a unit of work in each of the fields at

least once each year. Next year I will recycle

and build on the language skills

developed this year. (Years I to 3 LOTE

teacher)

The foundation fie lds of learning suggest commun ication con texts for

organisation of a LOTE program. The fi elds encourage an embedded

program in wh ich content is based on concepts and top ic areas in other key

learning areas in terpreted as appropriate for language lea rn ing. The fie lds

also assist teachers to ensure t hat li nguisti c content is reused and recycled

t hroughout the LOTE program rather t han being unrelated and fragmented.

The suggested foundat ion fi elds of lea rni ng are

• Sense of Self and Others

• Socia l Living and Learning

• Cultural Understanding

• Health and Phys ica l Understanding

• Understand ing Environments.

(derived from the Preschool Curriculum Guidelines 1998)

These fi elds are not intended to prescri be the nat ure of LOTE programs

but, instead, allow for development of tasks for un its of work that li nk

LOTE lea rning to other key lea rn ing areas. They are a too l fo r teachers to

ensure that a balanced range of con ten t is covered in an embedded

program They also provide a foundation for the fi elds of human

knowledge and endeavour in t he Yea rs 4 to I 0 Languages other t han

Engl ish key learn ing area materials

Table I ou tl ines some ideas for suggested uni ts of work that cou ld be

developed for each of the foundat ion fi elds of lea rn ing A unit of work for

lower primary chil dren about 'Climate and seasons' could conta in

language funct ions t hat relate to the fi elds of both Understanding

Environments and Cultural Understanding The tasks may guide chi ldren

to learn about climate and seasons in the target country in add ition to

learning about t he Austral ian cli mate and seasons. By provid ing ch ild ren

with tasks that are set in contexts related to each foundat ion fi eld of

learning, teachers are engaging them in using language for many purposes,

rat her t han for just express ing information about them selves.

When deciding on topics for units of work, the LOTE teacher should

consul t wi th the classroom teacher to determi ne chi ldren's pri or lea rning

in the chosen area. Discuss ions wit h the classroom teacher also allow the

LOTE teacher to plan in a more hol ist ic way, bas ing language topics o n

those being used by the classroom teacher.

* *

* Explorin g the school environment

* * *

* * *


Table I: Suggested units based on foundation fields of learning

Sense of self Social living Cultural Health and Understanding and others and learning understanding physical environments

understanding

All about me Our ne ighbourhood School li fe in Sl ip, slop, slap Stranger danger (Japan) •

Introducing our People in our How (Japanese) Our class picnic Beach safety class com munity families live*

My birthday Rules. proced ures Festiva ls and Personal hygiene Feathers, fur and celebration and responsibi lities celebrations fins

What's special Our needs Stories from Hop, skip and jump Where our food about me and you (Japan) * comes from

My friends Our cl assroom Made in (Japan)* We love breakfast Old Macdonald's farm

My favourite things You've got a friend Games and leisure Hea lthy foods and The sea in me me

Imagi nary creatures Let's cook! Where in the world? The five senses Weather

Look how much I've Wheels in motion Climate and Healthy lunch Floating and grown! seasons boxes sinking

It's great to be me There's no place Let's perform Sports day Hide and seek like home

A ll about my family Adventure Celebrations It's your body My animal fri ends playground

My toys A day in the l ife My day in (Tokyo)* Let's get wet Space adventure of..

• rel ate to the ta rget language

*

•* * Cultural understanding and stereotyping

*

Participating in a unit titled 'My favourite things'

As teachers develop units of work, particu larly in the foundat ion fi eld of

cu ltural understanding, they should be aware of the danger of stereotyping

t he target cult ure. It is important that t he chi ldren are explicitly taught to question the not ion of typical for any culture.


Ideas for learning experiences: sequence for learning and teaching

The first step for me in planning is to have a chat with the class teacher. If I

can, I try to implement the same theme that is

being covered in the classroom, even using

some of the same resources and ideas to

make it more meaningful. (Years I to 3 LOTE

teacher)

Creative planning of learning experiences that chi ldren perceive as

relevant and worthwhile is one of the major responsibilities and

cha llenges in teaching. The planning process (see Figure I) begins with

teachers ident ifying children's abil ities, needs, interests and prior learning,

as we ll as identifying the particular learning outcomes to be promoted.

This includes identifying areas of learning in other key learning areas

where there may be opportunities to link with LOTE. Using the foundation fields of learning promotes the development of units of work across key

learning areas and assists teachers in catering for a wide range of needs,

interests and prior learning.

Through teacher-l earner negotiation , a unit focus is th en developed that

forms the central purpose or synthesising task. The teacher identifies the

particular learning outcomes to which the tasks wi ll contribute.

Worthwh il e tasks are then brainstormed, wh ich wi ll help ch ildren achieve

this purpose.

The next step is to develop a cohesive unit outline where tasks are

sequenced to support learning. Orientat ing tasks are ident ified that will

expose chi ldren to the purpose and language of the unit. A logical

progression is ach ieved through planning within three sequenced phases:

orientat ing, enhanci ng and synthesising. Depending on the nature of the

unit, enhancing tasks may or may not need to be done in a specific

sequence. Orientating and enhancing tasks shou ld lead into the

synthesising task.

Once tasks are formulated, the language functions and notions that arise

naturally from the tasks can be identified. Appropriate funct ions and

notions are suggested in 'Planning for tasks' (p. 43). The synthesising task

should not contain new functions or notions. The unit plan shou ld show

the reuse and recycling of linguistic content from prior learning.

It is important that the tasks promote ch ildren's development towards

the identified learning outcomes. Considerat ion also needs to be given

to which of these tasks will allow teachers to make judgments about

children's demonstrat ions of the outcomes, for both format ive and

summative assessment.

*

* Dramatising a folktale

* * *

*

* *


Figure I: The Planning Process

Understanding the learner Make observations about children's needs, interests and prior learning (these may be discussed with the classroom teacher). Identify the level of outcomes most suitable as the focus for the unit.

The learning context

- .. - ~

Learning outcomes Choose the outcomes that are the focus of learning in the unit. Consider the outcomes at the levels above and below the focus outcomes to be mindful of the developmental sequence. Use the elaborations to support understanding of the outcomes.

Decide on the unit focus and the synthesising task for the unit. Consider the foundation fields of learning to negotiate the focus with children. Identify learning outcomes from other key learning areas associated with the LOTE outcomes selected as the focus for the unit (discuss with the classroom teacher) .

.------•--X.-----•------, Selection of tasks Brainstorm worthwhile tasks that lead up to and support the synthesising task (this could

Content Identify potential language functions to be learnt in the unit, keeping in mind the recycling and reuse of language throughout the program (see 'Planning fo r tasks ', p. 43).

be done with the children), making sure that f--oolll----1~ opportunities to demonstrate the focus learn ing outcomes are evident. Locate useful resources.

------•--X------•--Sequence of learning Assessment strategy Identify teaching strategies for tasks. Plan the Identify learning tasks that allow for sequence of tasks through the orientating, _ .. observations of children demonstrating the enhancing and synthesising phases. Ensure - ~ outcomes. Decide on the most appropriate opportunities exist for varying proficiency techniques to record evidence. Organise levels of children (if needed). instruments to record information.

*

Implementation Modify plans where needed throughout the unit. Assess children 's demonstrations of outcomes as they complete tasks highlighted in the assessment strategy for data collection. Make judgments about children's demonstrations of outcomes, considering strategies to ensure consistency of teacher judgment (elaborations may assist teachers in discriminating between demonstrations at differing levels).

Evaluation Evaluation/reflection on the unit of work- To what extent were the outcomes demonstrated by the children? Were the children at the levels above and below the focus outcomes catered for? Children can reflect on their progress as they complete a self-assessment form.

• LANGUAGES OTHER THAN ENGLISH • • YEARS I TO 3 CURRICULUM GUIDELI NES •

Planning for tasks

When a unit plan is developed, teachers can check that the unit

incorporates rea l and life li ke tasks and offe rs support to chi ldren during:

• incidental learning experiences where many uses of the target language are copied implicitly or without conscious thought;

• explicit learning experiences involving ana lysis and composit ion of particular patterns of language use;

• extended learning phases involving independent use of language

In preparing lessons based on the unit out line, teachers can include any favou ri te songs, games, rhymes or kinaesthet ic routines that may not be

included as part of t he unit plan but that engage ch ildren 's attention at t he

beginning of lessons or help re-energise chi ldren in longer sessions. These

songs, games and rhymes are also helpful in practising language functions

and need to support the language content of the unit.

The following language functions are suggestions for the range of language

that may be incorporated in a Years I to 3 LOTE program. The suggested

language functions are not the focus of a unit but identify the language

children use in carrying out language tasks The potentia l language to be

used in a unit of work can be se lected after the foundation field of lea rning

has been decided on and as the overall synthesising task is identified.

*

* * * Making a game to synthesise language learnt in the unit

*

*

* *

*

* *


Table 2: Language functions

When planning and assessi ng student outcomes, teachers will consider the possible language functions and process skill s and st rategies needed to engage in the selected communicative tasks.

Language functions - at increasing levels of complexity through the stages of language learning

Social ising

Exchanging information

Feelings, opinions and attitudes

Negotiating meaning

*

• greeting and leave taking • introducing • express ing thanks and gratitude • apo logising and excusing • congratulating, compl imenting, prais ing • expressing sympathy and regret • asking for and giving permission • attracting attention • making arrangements • offering and responding to invita ti ons and suggestions • welcoming

• identifying and asking about people, places and t hings • describing people, places and things • identifying and aski ng when • expressing probabi lity and improbability • expressing and asking about likes and dislikes • express ing and aski ng about wants, wishes and intent ions • express ing and asking about needs • asking for and giving directions and locations • identifying and asking about situations, activities and events • describing situations, activities and events • describing and asking about routines, habits and procedures • requesting goods and services • offering and receiving things • express ing possess ion • giving and responding to inst ructions • comparing • express ing possibility and impossibility • express ing obl igat ion and duty • express ing ab ili ty and inab ility • affi rming or negating statements

• express ing feelings • expressing hope • react ing with joy, anger, surprise, excitement • expressing approval, agreement and disagreement • expressing interest or a lack of interest • complaining • giving reasons • express ing op inions

• asking for repetition • asking for ass istance • express ing understanding and lack of understanding • asking for and giving clarification • asking for and giving confirmation • asking how to say, spell, write and pronounce


Three phases for sequencing tasks

Orientating phase

The orientating phase establishes the objectives and products of the unit and sets the context for learning, activating prior knowledge.

Enhancing phase

The enhancing phase supports learners in the development of knowledge and skills through their introduction to and practising of new language in structured ways.

Synthesising phase

The synthesising phase challenges learners to

generate their own language in real or lifelike ways.

When selecting and sequencing learning tasks teachers should consider

the phase of the learning sequence in which they will be used. The

planning process suggested in these guidelines sequences the tasks

in three phases: the orientating phase, the enhancing phase and the

synthesising phase. The features of tasks in each of these phases are

described in the following section.

Teachers and children negotiate or clarify the aims and products of the

unit. In thi s phase, tasks help children establ ish goals and prepare for

learn ing experi ences t hat are to come. The context is establ ished and links

with prior lea rning are made This phase could include any or all of the

fo llowing components

• teachers outli ne and/or negotiate with the learners t he purpose, nature and extent of t he t asks;

• teachers demonstrate the language skill s targeted in the unit;

• the scene fo r the task is established th rough discuss ion, use of text s or visual stimul i, such as big books;

• an unfa miliar ora l t ext is examined for contextual cl ues, sub ject matter and possible vocabulary items, (video, audiotape, song, poem );

• potential vocabulary is identified, wit h visual st imuli ;

• previous relevant learning is reviewed.

Tasks in this phase focus on teaching children appropriate language use

and understanding incl uding use of any parti cular structu res and texts. It

also provides an ideal t ime for t eachers to co llect assessment in format ion

as children carry out learni ng tasks. The new language is practi sed and

internali sed by children as t hey are invo lved in the fo ll owing ki nds of tasks:

• scaffo lded pair work, group or class tasks;

• gu ided listen ing and reading (for those who are ready to read );

• focused games and songs;

• completion and matching exercises ;

• simple surveys and interviews, making find -a-words, viewing LOTE Internet sites and using other research materi als, such as books, brochures etc, to build knowledge of subject matter;

• focused learning episodes that introduce children to new language use, structures and features of the language.

Ch ildren deploy t heir new knowledge in less structured and controlled

ways to demonstrate that they have understood the language and are abl e

to use it for their own purposes in a real or li felike way The tasks in this

phase are the children 's goal for the unit and provide another opportuni ty

*

*

* *

*

* *


for teachers to assess demonstrations of the focus outcomes for the unit

Tasks for this phase could include the following

• creating and performing in simple role-plays, skits and dramatic presentations;

• collaborat ive composition of reports. For example, in a 'S lip , slop, slap' unit of work, chi ldren could report on how people protect their ski n ,

• show and tell. For example, in a 'My favourite things' unit child ren could bring along and describe or answer questions about a favourite toy, piece of memorabilia etc.;

• discussions and other unscripted oral interactions on specific issues;

• co llaborative stori es, poems, rhymes contributed to by the whole class;

• entertaining productions such as a class concert, which could invo lve songs, dances, and role-plays;

• written tasks where t here is a rea l audience, for example, a chart, poster, postcard that has been modelled These are frequently guided activities.

General decisions that impact on all planning

Some questions/issues:

*

Which processes, skills and strategies shou ld be focused on in the unit?

Which tasks lend themselves to teacher modelling of the decision-making

process?

Which tasks provide usefu l and easily collected information for

assessment? For example, observation schedu le prepared for dramatic

presentation, products collected for chi ldren's portfolios

How do tasks need to be modified for ch ildren with special needs or

extended for children who are gifted and talented or who are background

speakers of the language?

Have the learning styles, backgrounds, prior experiences, abil ities and

interests of chi ldren been considered in the presentation of new material?

Are all the learning experiences linked to the outcomes that need to be

demonstrated by the chi ldren?

When the above decisions are formalised in a unit plan, teachers can

evaluate the p lan to determine the worthwh ileness of the unit and how

well it embodies the principles of effect ive language learning and teaching.

* *

* Observing students playing games


LOTE planner: sample unit of work

So that teachers can see a pract ica l illustrat ion of the planning process, a

sample uni t has been provided A blank vers ion of a LOTE template for a

unit of work is located in append ix 3 for teacher use or adaptation

The following unit of work is generic and, as such, tasks that al low for

demonstrat ions of sociocultural learning outcomes have been omitted. It

is recommended that teachers consider which sociocu ltural aspects of t he

particular target language would complement the unit. For examp le, in t he

orientating phase, the context for a unit of work in Japanese could be

established as the teddy bear ta lks and shows pictures of his birthday

ce lebrat ion from when he was visiting/livi ng in Japan last year. The teddy

bear cou ld show how he ce lebrated his birthday as a basis for comparison

with customs in Australia. Trad itiona l Japanese games cou ld be played

rather than the games mentioned, and Japanese food could be added to

the list of party foods that teddy likes. They cou ld also be included in the

list of foods to be prepared for the synthesising task, the birthday

ce lebrat ion.

The sample unit of work engages children in writing act ivities. Teachers

who have a limited time al location for their LOTE program may decide not

to engage children in reading and writing In this case the tasks and

outcomes for read ing and writing can be omitted ( 2 learning outcomes

reading, .5 learning outcomes - writing) from the un it so that it has an

oral/aural focus.

* 'Teddy bear's birthday celebration'

*

*

* *

...

... *


LOTE Planner: Sample unit of work

Title:Teddy bear's birthday celebration

Foundation field: Social living and learning

Cross-curricular links: The Arts, Mathematics, English (consult with class teacher for ideas)

Learning outcomes: (see 'Outcomes at the Introductory Level, Level I and Level 2')

This unit is designed for ch ildren at the Introductory Level of language learn ing for whom the outcomes would be:

IL.I Children dist inguish famil iar sounds and sound patterns and understand high-frequency language with support from visual cues.

IL.2 Children associate words with sounds and meaning related to familiar con texts and rely completely on graphic detail and teacher modelling to comprehend meaning.

IL.4 Chi ldren respond to familiar quest ions nonverbal ly or by repeating words or phrases

IL.5 Children commun icate through tracing, copying or writing familiar text combinations, such as signs, captions and labels.

Content: (see 'Planning for tasks')

• describing people and things: birthday, name. age • expressing and asking about likes and dislikes: party

foods • introducing: of self. teddy bear, children's teddy bears (or

puppets/toys) • offering and responding to invitations party invitation

Teaching considerations: (see 'lnc/usivity')

Birthdays may not be celebrated in all cultu res and social groups and may be celebrated differently in some. It is the teacher's responsibility to acknowledge th is with the children and to create opportunit ies for other ways of celebrating to be explored (perhaps an end of semester/year party wou ld be more suitable). Teachers need to be sensit ive to the position of ch ildren from diverse backgrounds (especially if one is the only child from such a group). The teacher shou ld not, however, expect the child to discuss personal cu ltural practices unless he or she is willing to do so.

Teachers should also consider the gender stereotyping often associated with aspects of birthday celebrations-

Assessment strategy: (see Section 4. 'Assessment')

In tasks 2, 6 and 9 the teacher can observe and collect writing samples as children attempt to write in the target language (.5 outcomes) .

In tasks 4. 6 and 8 children's listening abilities can be observed and anecdotal notes taken about their responses to the language they heard- whether or not children need frequent repetition or rephrasing: if t hey demonstrate

Resources: • teddy bear • invitati on to teddy's party, one filled in • materials to make party hats (ca rdboard. col lage

materials) • samples of party foods • teddy's drawing of a plan for decorations for the party • wa ll frieze for months of the year. strips of paper • children's own teddy bears or soft toys • card to make food labels (for the party) • photographs of chi ldren (or digita l or analogue camera)

...

Some chi ldren cou ld be at either Levels I or 2 for which t he outcomes would be:

• Comprehending 1.1, 1.2, 2.1 . 2.2 • Composing 1.4, 1.5, 2.4, 2.5

To see detailed level descriptions and outcome statements for these levels. p lease re fer to the outcomes section.

Teachers will adjust their expectat ions for comprehensible input and children's language output according to the level of learning outcomes being demonstrated.

• giving and responding to instructions: making a party hat, collage, games

• identifying things: party foods, party games • offering and receiving things: party foods, birthday

badge • congratu lating: Happy Birthday

themes, types of cakes and decorations- to ensure that narrow stereotypes are not reinforced.

Children learning Japanese or Chinese will need to be able to count to (a t least) 12 to allow them to learn the months of the year in the target language. Check with the classroom teacher about children's read iness for such concepts. Children who are not yet counting up to 31 could speak only about their birthday month and not the day of the month. Young ch ildren often are not sure when their birthday is , so it is important to learn these details ahead of time in case they are needed.

understanding through producing actions or il lustrations: how children respond to formulaic language(. I outcomes) .

In tasks 7 and 10 the teacher can observe children's speaking abilities as they sing, play games and use language at the class party (.4 outcomes) .

In task I 0 the teacher can observe children's read ing abi lities as they label foods in the target language (.2 outcomes)

• magazines • cardboard for charts (party food collages) • like/dislike floor mats (large enough for a large group of

chi ldren to stand on) • mural paper for class graph on party food likes/dislikes • 'Happy Birthday' song and words in the target language • tape/CO player • birthday badges in the target language • pictures of party foods prepared by the chi ldren • 'pass the parcel' packages with a small prize inside each


LOTE Planner: Sample unit of work

Sequence of learning (see p. 45)

Orientating task: I. Teacher introduces the teddy bear (or puppet, toy etc.) invitations as he has so many to invite (the children's

to the class. The teacher explains that soon it will be own bears/toys). He also shows a list of foods, games teddy's birthday and he has asked them to help him and other things that he likes (e.g. party hats) The plan a birthday ce lebration. The teddy is wearing a party children add to the list by giving input about their likes hat and 'te lls' (it is assumed that he only speaks in the and dislikes for both games and food for birthday target language) t he children when his birthday wi ll be. celebrations. Teddy shows a drawing of a plan for the He shows the invitations that he would like to send to decorations proposed for the ce lebration. friends and asks the children to help write the

Enhancing tasks: 2. Teddy bear asks the class when they think his birthday mat (from task 5). The teacher tall ies the responses for

is. The teacher writes for teddy- his name, day of the each food and prepares a graph showing party foods month on which his b irthday falls and adds his and how many children like/disl ike each. The class photograph to a slip of paper. This slip of paper is glued prepares a li st of the most popular foods for the class to the appropriate month of a class birthday frieze The birthday celebration and decides which group will bring children write their names and days of the months in which food. More proficient children prepare food wh ich their birthdays fall on paper and add it to the wall labels by attempting to write the words in the target frieze. language from a given model.

3. Teddy explains that sometimes at birthday celebrations 7. The teacher explains that soon it will be teddy's children play games and that one of his favourite games birthday The children are asked which song they think is called Fruit Sa lad. Children play Fruit Salad using the might be sung at his birthday ce lebration. The children months of the year (see games section, appendix I). learn to sing 'Happy Birthday· in the target language.

4. Teddy asks children if they remember another game The teacher pins a birthday badge to the teddy and wishes him 'happy birthday· in the target language

that he liked to play at a party, Four Corners. Teddy Children receive the name of another member of the

chooses four children for a game and asks each one to class and the name of that person's teddy bear (or stand in a corner of the room. The teacher reads out clues to a riddle- the month, then the day that one of

similar puppet or toy) , for which they wil l prepare a birthday badge Children practise wishing their partners

the four children 's birthdays falls on. The others in the 'happy birthday' in the target language and present

class must guess which child they think the birthday them with the happy birthday badge (which will be riddle is about and move to stand beside him or her. (The birthday fr ieze from task 2 could ass ist children as

saved until the party to be presented to the friend's bear/puppet/toy) The class sings 'Happy Birthday·

they listen.) The person whom the riddle was about together.

states when his or her birthday is , after the group has guessed whom the birthday riddle was about. 8. The children learn to make a birthday party hat for the

5. The vocabulary for the food that teddy and the child ren celebration to be held at the end of the unit. listening to instructions in the target language and watching as

in the class enjoy eati ng at celebrations is introduced the teacher models t he procedure for making the bas ic through samples of such food (information collected

hat shape. Chi ldren decorate with collage materials to in task I). The teddy names each food and comments make their hats unique. on which food he likes and does not like. The ch ildren repeat the names of the foods and the statement about 9. The chi ldren help the teacher to write col laboratively a liking or disliking something. Children show their simple invitation for their own teddy (puppet/toy) to understanding of whether the teddy likes or dislikes come along to the class birthday celebration fo r teddy's a particular food by stand ing on a floor mat (teacher birthday. More proficient children cou ld also prepare prepared) that indicates a su itab le l ike/dislike invitations for parent helpers to attend and/or members expression and the vocabulary for like/dislike. Groups of of the administration team. Others can draw pictures of children prepare a chart for each food , gluing pictures the party foods discussed throughout the unit (to be found in magazines to make a collage for each food item. used in the Pass-the-Parcel game at the pa rty). Involve

6. Children express whether they like o r dislike pa rticular the ch ildren in organ ising jobs for the party-volunteers to wrap the pa rcel for the Pass-the-Parcel

foods on teddy's party food list as they are named, by game, who will set up , who will clean up, remind groups

moving to stand on the appropriate l ike/dislike floor what they are to bring etc.

Synthesising task: 10. Chi ldren prepare for teddy's birthday celebration by 'happy birthday·, presents it with a birthday badge and

setting up the food (labe ll ing each one with prepared the class sings 'Happy Birthday' in the target language labels from task 6) and the area where the party wi ll be together. The chi ldren offer food to their invited guests. held, as well as putting on their party hats. Children Each child is given the opportunity to say when his or play Pass-the-Parcel , unwrapping a layer of paper each her birthday is or use the class frieze to show the guest time to reveal a picture of a party food glued onto the when his o r her b irthday falls (it may be necessary to next layer of the parcel. They say if they like or dislike ask questions of some children where they cou ld show that food before the game resumes. Each child then their understanding nonverbally by pointing). wishes his/her fr iend's teddy bear (or similar toy)

*

* * *


Reflective questions for planning

Orientating phase- setting the context, linking with prior learning, introducing new language

Some questions/issues: How will I offer language input?

(Can I do the same thing a different way for different learning styles?)

How can I make thi s input comprehensible?

How can I involve the chi ldren in planning?

What language do chi ldren already have which they can use in this unit to

achieve the overall purpose of the unit? (How to revise language?)

Some strategies: Share a text (Is scaffo lding needed?) Show parts of a video.

Listen to a narrat ive, taped dialogue.

Participate in class discuss ions.

Participate in introductions (perhaps to a puppet).

Listen to instructions (to play a game).

Introduce peer tutoring (children who have been learning the language

teach prerequisi te vocabulary to beginners)

Enhancing phase- learning and practis ing new language,

developing sociocultu ra l knowledge and general knowledge and skills

Some questions/issues: What extra input do ch ildren need to enable them to carry out the

synthesising task?

Same tasks for everyone? How do I keep track if children work

independently?

Are there variety and choice? (mu ltiple intelligences theory/learning styles

- see appendix 2)

Are there opportunities for children to interact meaningfully?

Some strategies: Present listening text to who le group. Chi ldren who are more profi cient

listen for/record x. Chi ldren who are demonstrating outcomes at a lower level listen fo r/ record y

Use teacher-directed tasks for children of higher leve ls. Chi ldren who are

demonstrating outcomes at a lower level work on learning centre tasks or vice versa.

Choose th ree out of five. (Contract for teacher to check.)

Ensu re a balance of real, li fe like and focused learning tasks.

Include games to reinforce language.

Synthesising phase - independently using language in creative

ways, transferring t he language to new contexts

Some questions/issues: What is expected of different learners?

How wi l l chi ldren demonstrate the outcomes in a variety of ways (ind ividually, mixed groups, choices)?

Some strategies: Mixed group product ion with all contributing as they are able (dramatic * presentati on, co llaborat ive wri tten product, such as a report or narrative ). Written or drawn product (each individual )

* * *


*

Assessment within an outcomes framework is the purposeful , systematic

and ongoing collection of information about chi ldren 's demonstrations of

learning outcomes. In these guidel ines, learning outcomes are presented

in leve ls progress ively increasing in soph isticat ion and comp lexity to form

a continuum of learning. This is represented by the level statements.

Chi ldren 's progress in the Languages other than English key learning area

can be monitored by their demonstrations of the suggested learning

outcomes .

Teachers use assessment informati on to monitor ch ildren's progress and

to make professional judgments to:

• inform chi ldren, parents , carers and schools about demonstrations of learning outcomes;

• make decisions about children 's needs , the learning and teaching processes and resource requirements ;

• set learning goa ls with children , parents and carers ;

• guide the planning of school and class curriculum programs.

Principles of assessment

Demonstrations of

learning outcomes

Comprehensive range

For assessment to be effective, it shou ld :

• focus on chi ldren's demonstrations of learni ng outcomes;

• be compreh ensive;

• develop children's capacities to monitor their own progress;

• reflect current knowledge of child development;

• be an integra l part of the learning process;

• be valid and reliable;

• reflect socia l justice principles

Within an outcomes framework, assessment focuses on children 's

demonstrations of learning outcomes. When assessment is focused on

learning outcomes, chi ldren are aware of what is being assessed, the

assessment techniques being used, and the criteria by which their

demonstrations of learning outcomes will be judged Teachers may then

use assessment information to plan and direct further learning.

When a teacher uses a comprehensive range of assessment techniques

and related instruments, it allows chi ldren multiple opportuni ties and a

range of contexts in which to demonstrate learning outcomes. A variety of

assessment instruments support different learning styles The assessment

tasks developed in specific situat ions provide opportunities for children to

negotiate assessment and approach assessment in different ways

At any one period in their schooling, children could demonstrate their

learning in different ways, and at different levels, across the range of

learning ou tcomes. Assessment techniques must take into account that

every child wi ll progress at a different rate across and within the key

learn ing areas.

* * *

*

* *


Children monitoring own progress

Current knowledge of child development

Integral part of the learning process

Valid and reliable information

Social justice principles

Communicative

Open-ended

Criteria

*

Children need to develop skills in se lf-monitoring and to refl ect on the

processes in wh ich they engage, the ski lls they use and the products of their learning experiences. Self-monitoring enables children to gather

important information that they can use to set goa ls and monitor their

progress towards particular learn ing outcomes. Ch ildren's se lf-monitoring

also provides va luable information to help teachers, parents and carers

make decisions about future learn ing and teaching.

Assessment that reflects current knowledge of chi ld development

considers the ways chi ldren behave, grow, th ink, interact and learn. These are important elements to be considered in the planning, deve lopment

and implementat ion of assessment techniques. Trad itional understandings of child development are being challenged by recent

research.

Assessment is an integral part of the learning process. As they plan tasks,

teachers should also plan how they will monitor children's progress.

Authentic assessment tasks should match children's learning experiences and the teaching methods they have experienced. Assessment tasks

should also reflect real-life si tuations when appropriate.

Assessment shou ld provide va lid and reliable information about children's

ach ievements of learn ing outcomes. Assessment tasks should provide

accurate information about children's ability to comm unicate and provide

children with opportuniti es to demonstrate one or more of the learning

outcomes.

Assessment based on the principles of social justice allows children a

range of opportunit ies to demonstrate learning outcomes in ways that are

sensitive to, and inclusive of, the circumstances of every child. Assessment

tasks shou ld be planned to take into account children 's learning styles,

culture, abi lities, disabilities, gender, geograph ica l location, socioeconomic

ci rcumstance and linguistic backgrounds.

In applying these genera l principles in the Languages other than English

key learning area, the teacher will consider the following features in the

assessment program.

Decisions about ch ildren's performances will be based on the ir genui ne

interactions in tasks with genuine communicative purposes and in

conditions that resemble authentic conditions when possible.

Sampling of children 's performances covers all elements of the program

and occurs through a variety of tasks that allows ch ildren to demonstrate

their full reperto ire of language skills in a range of contexts.

Assessment tasks are open-ended to challenge children to demonstrate

the extent of their proficiency and to draw on their tota l language

repertoires.

Criteria may be used as a basis for making judgments about children's

progress Teachers wi ll derive these criteria from the level statement and

suggested learning outcomes and use them as a gu ide for their

observations.


Techniques for gathering information

Observation,

focused analysis and consultation

Anecdotal records

Documentary portfolios

Criteria-based checklists

Child responses

Self- and peerassessment records

Show portfolios

In gathering informat ion about children's perfo rmances , teachers should

use a variety of techniques These techniques wi ll invo lve the observation

and focused analysis of children's language use in purposeful , vari ed and

open-ended tasks that refl ect the teaching and learn ing program and t hat

allow chi ldren to demonst ra te suggested lea rning ou tcomes in a range of contexts. They will provide a breadt h and depth of re levant informat ion

about children's interactions. Thi s in formation will facil itate the drawing of

reliable and va lid conclusions about the achievement of learning

outcomes or why they have not been achieved. Consultation with chil dren

enabl es teachers to con firm t hese conclusions or revea ls a need fo r more

detailed assessment

*

Observing ch ildren participating in tasks to collect assessment information

In gathering informati on teachers could choose from t he fo ll owing

assessment instruments:

*

anecdotal records of regular classroom interact ions, such as pa rt icipation

in group exchanges, responding to and making requests and following

inst ruct ions;

documentary portfolios of completed tasks, such as list s, simple

descri ptions, survey results, songs, artwork and photographs of performances;

criteria-based checklists of parti cular skill s evidenced in practi ce

sess ions or rea l usage, which would be identifi ed more informally with

children at thi s age through discussion to alert t hem to teacher

expectations as they carry out a task;

child responses to stori es, anecdotes, adverti sements and surveys;

self-assessment and peer-assessment records on individual and group

performances;

show portfolios of pro jects including labelled illustrations, charts, and

posters.

*

*

* *


Table l:Assessment techniques and instruments

Technique Context Evidence gathered Instruments

Observation • (Learning) Work in • Practices and dispositions • Anecdotal records progress when working • Audiotapes/videotapes

cooperatively • Checkl ists

• Concentrating and • Criteria for discussion of following through on a expectations with children task (informa ll y presented)

• Communicat ion skills • Reflective diary

• Man ipulative skill . Photographs development

• Use or application of techniques related to a performance

• Strengths and areas where further assistance is required

Consultation • Informal questioning • Dispositions and depth of • Anecdotal records and discussion with understanding • Checkl ists children • Degree to which ch ildren • Criteria for discussion of

• Involvement with transfer learning expectations with children student discussion (informally presented) groups • Conference log

• Interviews and • Child/teacher discussion instances or events • Questioning

Focused • Class presentations/ • Degree of understanding • Simple ora l reports on analysis performances with • Skills in ana lysis, investigations

varying amounts of synthes is and evaluation • Practical tests: constructed teacher input and • Appl ication o f knowledge models, games, skill drills, using class and/or • Processing and peer tutoring, role-plays, home time presentation of group performances, creation

• Projects or exercises information of movement sequences completed using • Communication skil ls • Concept maps home and/or class • Location, selection and • Annotated drawings time use of information • Oral tasks: group discussion,

• Use of terminology games, talk, role-play,

• Use of problem-solving interview strategies • Whole-class collaborat ive

• Use of decision-making 'written ' tasks (with teacher strategies as scribe and extensive

scaffo lding): instructions/ plans, description, information report, creative writing, completed worksheets

• Posters

Peer- and self- • Children's reflection • Use or application of • Checklists assessment on their own techniques or processes • Criteria for discussion of

learning, identifying • Strengths and areas of expectations with children what they concern (informal ly presented) understand and • Reflect ion sheets areas with which • Scrapbooks, diaries or they have concerns journals

• Children 's feedback • Photographic records , on the work of their videotapes or audiotapes peers

* * *

*


Making judgments and reporting

I tried using the assessment templates from the guidelines to

organise my recording about outcomes. I used

the whole-class profile to

record the levels the children demonstrated as

they carried out tasks. I recorded the focus

outcomes, the name of

the task and the date completed at the top.

Beside each child's name I recorded the level

demonstrated as well as recording (by use of code)

if there were anecdotal notes made or if there is

a work sample that could illustrate the

demonstration in the child's portfolio.

(Years I to 3 LOTE. teacher)

Within an outcomes framework, the outcomes are made expl icit to chi ld ren

so that they can plan for, and demonstrate, the learn ing outcomes. Evidence

of demonstrations of learning outcomes can be drawn from ongoing

observation of performance or from assessment tasks specifically designed

to allow children to demonstrate learning outcomes. Teachers can make

judgments about children 's demonstrations of learning outcomes when

they are sat isfied that they have sufficient evidence of such demonstrations.

Decisions about a child 's demonstration of learning outcomes preferably

should be made without reference to the performance of other children.

It is important that the learning outcome be demonstrated consistently

and in a ra nge of contexts.

The exercise of teachers' professional judgment is fundamental to

assessment and reporting processes. Decisions should be based on

explicit criteria, using a range of evidence to determine demonstrations of

learning outcomes. The criteria should be made known to children so that

the basis for judgments is clear.

Materials and processes to support the consistency of teacher judgments

within and between schools can be developed through

• shared understandings;

• criteria sheets;

• common planning and assessment tasks;

• examination of children 's folios;

• progress maps;

• moderation processes (forma l and informa l)

Children , parents and caregivers need timely and accurate information

from teachers about the child 's progress along the learning continuum.

Reporting of chi ldren's progress in terms of demonstrated learning

outcomes can be provided in a variety of ways including progress charts,

verba l feedback, the results of fo rmal assessment and formal reporting

Assessment template Teachers can record assessment data about the children they teach in

samples many ways. Data can be collected and recorded for whole-class groups and

for individuals. Appendix 4 contains examples of templates.

Years I to 3 LOTE. profile The first sample of an assessment recording too l is a 'Years I to 3 LOTE

profile' for use with individual children. This tool cou ld be included in an

individual's LOTE portfolio of work samples as evidence of demonstrations

of learning outcomes. As children show that they have demonstrated an

outcome consistently, the teacher records thi s information This tool then

acts as a progress map displaying a summary of the learning outcomes

demonstrated at a particular point in time for each child. Judgments can

be supported by, for example, anecdotal notes, work samples, checklists,

child self-assessments etc. Individual progress maps, such as this

example, rema in with each chi ld as he or she moves t hrough schooling

*

*

* *

*

* *


Class profile of outcomes The second tool, 'Lea rner pro fil e of outcomes', shows part of a profile

including assessment data about the demonstrations of outcomes for

chi ldren in a class group. Teachers consu lt the outcomes on the right-hand

side of the form as they record information about each child. An example

appears below.

Figure 2: Class profile of outcomes

Year: I P School: Bi llabong

Term: 4 Semester: 2

LOTE: French

NAMES .!. DATE~

I. Glen

2. Stephen

3. Kelly

4. Rob

5. Anna

I use the individual

assessment profile as a

summary cover sheet for each chifd•s assessment

portfolio. At a glance, I

can see which learning

outcomes each individual

has demonstrated to

date. I transfer the

information from the whole-class profile to

children•s individual

profiles when I notice

consistent

demonstrations of the

outcome in a number of

contexts. The individual

profiles can remain with the children as they

progress in their language learning.

(Years I to 3 LOTE.

teacher)

*

"' 0.0 E .,:; "' c:: 0.()<1!

"' .122 =e;;;::::.. u 0.0 ·c c V"l:.o 1... c::

"' "' C::.r: 1... "' 0 1... u o_

'- E :::l 0 J:'u 22.10 01.1 1

2.1 1.6

IL.I IL.6

1.1 IL.6

1.1 1.6

a 1.6

*

12.11

1.4

IL.4

1.4

1.4

IL.4


Introductory Level

Comprehending IL. I Children distinguish fam iliar sounds and sou nd

patterns and understand high-frequency language with support from visual cues .

IL.2 Children associate words with sounds and meaning related to famili ar contexts and rely completely on graphic detai l and teacher modelling to comprehend meaning.

IL.3 Children demonstrate a beginning awareness of the culture of the target language.

Composing IL.4 Children respond to fam iliar quest ions

nonverbally or by repeat ing words or phrases. IL.5 Children communicate through tracing, copyi ng

or writing familiar text combinations, such as signs, capt ions and labels.

IL.6 Children demonstrate a beginning awareness of cultural appreciat ion through the use of language and gesture as modelled by the teacher.

~

* Understanding high-frequency language with support from visual cues


* *

Appendix I Play to promote communicative interaction

I have found that play in

the form of games provides an excellent

opportunity for children to enjoy their language

learning. A familiar game with new language allows

the children to focus on

the language without having to worry about

how the game is played. They are always begging

to play their favourite games time and time

again! (Years I to 3 LOTE

teacher)

Play is an integral component of the LOTE program for children in the

early chi ldhood yea rs. Play affords opportunities to increase t he scope of

language experiences that ch ildren encounter. Play promotes improved

performance outcomes in the cognit ive. li ngu isti c, affect ive. social and

phys ica l domains. Many language competencies can be developed through

repeated opportun ities for play, during which teachers ca n observe and

make judgments about children's abil ities . As young lea rn ers p lay, a

relaxed environment is created in which t he retri eva l and practi ce of

language can take place.

Development of p lay in young children is refl ected in the diagram below.

Chi ldren develop both cogni t ive ly and socially t hrough play Cogni t ive

development and social development are promoted through cooperati ve

p lay in which ch ildren interact with others and work together to create and

act out story-l ines In a later stage of social development in play, children

tend to enjoy games t hat invo lve either winning or los ing since chi ldren

are often more competi t ive in nature. Cognitive ly, chi ldren's development

in play is characteri sed by early socio-dramatic and symbolic p lay

invo lving the use of imagination As children role-p lay situat ions using

actions and words, their play moves to games that invo lve structures and

rules. Although t heir development appears linear, chi ldren revisi t previous

types of p lay

During LOTE lessons 1 Figure J:The developmental sequence of play encourage the children to

share with one another the strategies that they

use to help them remember new

vocabulary. For example, the word for 'mother' in

Japanese is 'okaasan'most children find that a useful way to remember

the word is to think about their mum driving them

everywhere in the car. This situation sets up an

environment where children can 'play' with language creatively, as

well as reinforcing their metacognitive skills. (Years I to 3 LOTE

Developmental sequence of play

Cooperat ive

Increase in complexity socially

Competitive

[

5 yrs

6 yrs

I 7 yrs

~ 8 yrs

Socio-dramatic and symbolic

Games with rules and performance

Increase in complex ity intellectually

teacher) (Adapted from Creaser in Fleer 1996:5)

*

* *


Roll the Ball

It can be difficult for the LOTE teacher to provide extended opportu ni ties

for children to engage in socio-dramat ic play since a set period of time is

allocated for lessons. Nevertheless, teachers should support chi ldren in

their learning by planning for tasks where th ey can use t he target language

in imaginary or lifel ike settings. Play is the fundamenta l medium for young

children's learning and is centra l to any early chi ldhood LOTE program.

Through socio-dramatic play, chi ldren can be encouraged to explore and

deve lop their linguist ic and sociocultural competencies. For example,

children practise count ing as they act out a role in a shop that has been set

up in the classroom. Some children may req ui re the teacher to model this

type of play by taking on roles in the context of children's play - for

example, being t he patient or customer.

The use of games in the LOTE classroom offers ch ildren t he opportunity to

use language in a real-life co ntext within the short time frame of many

language lessons. Playing games using the target language not on ly promotes language use, but also allows ch ildren to learn to cooperate wi th

others and to act appropriate ly when they do not win. This can often be

a cha llenge for young learners, so it is suggested that less competitive

games be used at first It is important for teachers to be aware that

some games may need to be modified to make them inclusive

The following games can be varied according to a unit's focus.

*

** Playing a familiar game to focus attention on new language

Time allocat ion: 5 minutes

Goal - Language emphasis: quest ion and answer

Other motor skil ls, hand-eye coordination

Resources: A small ball

How to play:

l . Have the ch ild ren sit on the fl oor in a circle.

*

2. Roll the ball to the first child and ask, 'What's your name?' (or the

question you have decided to practise).

3. Supply the answer (Matthew) and then get the child to try it

4. Show the chi ld that you want him to roll the ba ll to another ch ild .

5. Look at the child who has ro lled the ba ll and encourage him to ask the

question being practised to the person who recei ved the bal l

6. When the chi ld has asked the question, look at the one who has received

the bal l, repeat ing the question, encouraging him or her to answer.

7. When the second child has answered, get him or her to roll th e ball to

a third chi ld etc. * Variation Older chil dren may like to throw and catch the ball instead of

ro lling it

* * *


Musical Turns

Time allocation 5-10 minutes

Goal - Language emphasis: any language you wa nt to practise, such as

stating personal in formation, co lou rs, ani mals; or an instruction

cou ld be given, such as stand up, or touch your nose

Other: linking music and movement to language

Resources: A cassette or CD of some lively music (from the target language

community if possible). a small ball

How to play

1. Ask the children to sit on the floor in a circle and give the ball to one of

the chi ldren .

2. Start the music and tell the children to pass the ba ll from one to

another around the circle.

3. Stop the music sudden ly and call out 'Stop' ' in the target language.

Demonstrate to the chi ldren that they must stop passing the ball.

4. Say to the child who is holding the ball , t he phrase you want to practise

and indicate that he or she is to say it too. When he or she does it

correctl y, encourage the others to clap

5. Start the music aga in and get the children to carry on passing the ball ,

stopping at another child who must say the phrase being practised

Continue as time permits.

Other ideas: Put pictures/concrete items for words that the ch ildren have

been practising in a 'Fee ly bag' and have the bag passed around as the

music plays When the music stops , take out a picture and say the word for

it in the target language or use it in a sentence.

The Explorers Game

Time allocation 5-10 minutes

Goal- Language emphasis : to follow instructions , practise vocabulary, to

introduce a useful piece of classroom language

Resources: Pictures of vocabu lary items you want to practi se

Before class Prepare pictures of the vocabulary you want to practi se Stick

the pictures on the walls around the room before the children enter.

How to play:

1. Walk to each picture and tell the children the vocabulary to match the

pictures Ask them to repeat the words

2. Invite a child to come and stand with you Say and mime, go to the .

(whatever picture you want the child to locate around the room) If the

chi ld follows this instruction correctly, praise the child. If the child has

difficulty, take hi s or her hand and run with him or her to the picture

named

3. Repeat as time permits.

Other ideas A competitive element cou ld be added to this game (for older

children) by instructing two children to go to different pictures , the first

one to find his or her picture is the winner, or for different groups to move

to different pictu res as called by the teacher.

*

*

* *

*

* *


Crazy Group Drawing

Simon Says

Steppers

*

Time allocation: 5-10 minutes

Goal- Language emphasis to follow instructions, to practise body parts

vocabulary

Resources Board or butcher's paper and writing materials

How to play

1. Ask one of the children to draw a head on the board/easel.

2. Ask another child to draw a body and attach it to the head.

3. Continue this way, asking different children to come to the board/easel

until all the features have been drawn.

Other ideas: A version of this game using large sheets of paper results in

some interesting drawings of people whom children could label in an

extension activity afterwards.

This cou ld be done with other types of vocabulary, such as animals in a

farm setting, body parts of an animal, an alien etc. 1t could also be done

with older children in groups with their own butcher's paper and pens,

taking turns at drawing a body part (depending on the card selected from a

stack of cards with the names of body parts).

Time allocation 5 minutes

Goal- Language emphasis: listening, following instructions, parts of the

body, classroom vocabulary. ('Simon' could be changed to

something more appropriate in the target language.)

How to play:

1. Explain to the class that they will hear instructions, but they must only

obey when you begin by saying 'Simon says ... ·.

2. Say the instructions, doing the actions along with the children. Then

provide an instruction without 'Simon says .. .' before it, refraining from

doing the action yourself. For older children, those who touch the body

part without having heard 'Simon says ' first will be out of the game.

For younger children, however, rather than excluding them from the

game, it is easier to smile, look at them and say, 'I didn't say Simon

says!'

3. A confident chi ld may wish to take up the role of 'Simon' for a game,

giving instructions to the others in the class.

Other ideas: This game could take the form of a 'Robot' game where children

do the actions only when the robot says 'please' with the instruction.


Goal - Language emphasis: to practise 'I have ... ' and to revise the names

of colours, body parts, family members, listening

Resources: Chalk or string

Before class: Prepare statements according to which language you are

practising and the level of your learners (green eyes, black hair; or names

of family members in children's families; or personal characteristics, such

as age, where one lives, how many in one's family, pets owned etc.)


Draw a l ine across the middle of t he room or, alternat ive ly, use string to

divide the classroom in two.

How to play:

I . The children should line up with their backs to one wa ll. Demonstrate

what they need to do; then stand with your back against the opposite

wall .

2. Ask child ren to step forward if, for example, they have a 'James' in the ir

family or if they have brown hair or if they are fi ve years old etc.

3. Any child who has a person by that name in their family or has that hair

co lour or is that many years old may take a step forward.

4. The game continues with children taking steps forward until the first

person crosses the line at the midd le of the room.

5. For older children, the winner could take the teacher's place for the

next game, ca ll ing out the statements for the others in the group

Other ideas For older chi ldren, the learner cou ld repeat the statement

before taking a step forward: My brother's name is James; or I have black

hair; or I am seven years old etc. Sitting in a circle, the teacher could ask

chi ldren to stand up instead of taking a step across the room when the

statement applies to them.

The Teddy Bear Game

Time allocation : 15-20 minutes

Goal- Language emphasis: reading and saying numbers or body parts

Other: to practise hand control in cutti ng out shapes

Resources: A drawing of a teddy bear with lines to cut off arms, legs and

head from the body section. Each body secti on should be numbered: head,

left arm, right arm , left leg, right leg and body, from one to six. Brown

penci ls or crayons, scissors and dice are also needed.

Before class: Cut out teddy bears when children are not competent with

scissors.

How to play:

I . Hand out teddy bear out lines to each child. Ask children to colour their

bear.

2. Ask children to cut around the bear.

3. Revise the parts of the body, encouraging chi ldren to point to that part

as they name them. Ask child ren which number the various body parts

are: 'What number is his heacl/left arm/right leg/body?'

4. Instruct the chi ldren to cut along the lines to separate the body parts.

5. In groups of four or five , children place their bear's parts in the centre

with the other group members' bears. Explain that they now have to try

to retrieve all the parts of their bear by rolling the dice. Each child takes a turn , by rolling a one, the child says the name of the corresponding

body part, and takes that piece If the child ro lls a number of a body

part he or she already has, he or she misses a turn.

6. The game continues until someone has all of his or her pieces from one

to six put back together as the teddy bear.

Other ideas: Other characters cou ld be used instead of a teddy bear.

* * *

*

* *


The Fishing Game


Goal - Language emphasis: general vocabu lary, I've got a

Other: hand-eye coord ination

Resources: Fish-shaped cards wi th pictures of words you would like the

chi ldren to pract ise, fi shing poles (pieces of timber with a round magnet

attached by fishing line or string) and paperclips

Before class: Make fish shapes out of cardboard and glue on or draw a

picture of the vocabulary that you would like the children to practise

(colours, transport, numbers, foods, animals etc.). Attach a paperclip to

each fish-shaped card Assemble fishing poles by attaching the fishing line

to a round magnet and tying to the dowel rod.

How to play:

I . Revise with the class the words to be used in the fi shing game.

2. Show the ch ildren the fish to be used and place the fish picture-side

down in a 'pool' on the fl oor in the middle of a group of three to five

children.

3. Each ch ild takes a turn with the fishing pole by picking up a card with

the magnet on the end (the magnet picks up the paperclip).

4. Each child takes a turn as time and cards permit , saying the name of

the item pictured on the card.

Other ideas: The ch ildren could make a sentence with the vocabulary on

t he card (I like . , or I don't li ke , I have a cat/dog/mouse etc.).

The Shape Feely Bag

*

Time allocation: 10- 15 minutes

Goa l - Language emphasis: to practise colours and shapes

Other: awareness of shapes

Resources: A bag of coloured shapes

Before class: Make enough coloured cardboard shapes for all in the group

and a bag to hold the shapes (e.g. a pillowcase)

How to play:

I . Practise the vocabulary for the shapes as a class.

2. Choose a shape from the bag and describe it in the target language by

colour and shape.

3. Ask the children to repeat the shape and colour.

4. Divide the ch ildren into groups of four or fi ve.

5. Put the bag behind your back and take out a shape, keeping it hidden.

6. Get each group to try to guess the shape (each group has to pick a

different shape, so vary the order each time that the groups are asked

to provide the name of a shape to be fair) . When each group has had a

go, show the groups the shape

7. Give the shape to the group who guessed it correctly. See if someone in

the group can name the shape by co lour too.

8. Continue until all of the shapes have been used, the winner being the

group with the most shapes.

Other ideas: This game can be used with a variety of words, not just shapes


'What's the time, Mr Wolf?'

Time allocation: 10 mi nutes

Goal- Language emphasis: to practi se numbers and te ll ing the time

Before cl ass Make sure you have a large space suitable for chi ldren to run.

How to play:

I . Teach the children to ask and te ll the t ime in the target language.

2. The teacher takes the ro le of the wol f, te lli ng the children that the wol f

is hungry and wa it ing for dinner. The wolf wa its on one side of the

agreed boundary, and the chi ldren stand at th e other.

3. The chi ldren ca ll out, 'What's th e time, Mr Wolf?' in the target language

4. The wolf t urns around and says t he t ime, for example, two o'cl ock, and

then t urns away aga in. The chi ldren move forwa rd a couple of steps

whi le the wolf's back is turned and ask the time aga in .

5. The wolf t urns around and gives another time.

6. This continues unti l the children are close to the wol f. Then, instead of

giving the time, t he wolf says, 'It's dinnert ime! ' The wolf then turns

around and t ri es to catch some of the children before they get home to

the opposite end of the boundary

7. Th e chi ldren ca ught can act as Mr Wolf's helpers unt il the whole class is

ca ught

Noughts and Crosses

What's Missing?

Ti me allocat ion: 5 minutes

Goal - Language emphasis: whatever vocabulary needs practice

Resources: Noughts and Crosses worksheets per pair of learn ers, pencils

for t he chi ldren

Before class: Make a grid of nine squa res on a worksheet wit h a picture of

each vocabulary item to be pract ised in all nine squares.

How to play

I . Practise the vocabulary to be used in t he game as a class

2. Demonstrate to the children that they are to play a game of Noughts

and Crosses wit h a pa rtner, one person is Noughts and t he other is

Crosses.

3. As each child writes a nought or a cross on a square , he or she must

name or use in a sentence the pictured item. If the child ca nnot name

the pictured item, he or she must choose another square to put the

nought or cross on.

4. The winner is the person who gets three in a row fi rst

Other ideas: Laminated ca rds cou ld be made up instead with lam inated

nought and cross shapes, which can be given to children to place over the

squares rather than drawing on the worksheet .

Time allocat ion: 5- 10 minutes

Goal - Language emphasis: to practi se general vocabu lary items

Other: memory bui ld ing exercise

Resources: Flashcards

Before class: Prepa re fl ashcards of vocabulary items you wish the chi ldren

to practi se. *

* * *

* * *


Truth or Lies?

Indoor Relay

*

How to play: l . Revise with the chi ldren the vocabulary that you will be using for the

game through the flashcards.

2. Select one card and hide it away without the children seeing it

3. The learners must try to guess the item t hat is missing

4. The successfu l learner may wish to take the place of the teacher for the

next turn .

Other ideas The children cou ld also play this in pairs or groups with a

smaller set of cards.


Goa l - Language emphasis: The vocabulary learners need to practise

Resources: Flashcard/concrete objects to be practised

Before class: Prepare flashcards/collect concrete objects for the vocabulary

to be practised

How to play:

l . Revise the vocabulary through the fl ashcards or concrete ob jects.

2. Explain to the chi ldren that they should repeat the word or sentence

after the teacher if they believe that the teacher is saying the correct

word/phrase lf they know that the teacher has said the incorrect word/

phrase, they must rema in silent

3. The game can be sped up to encourage the learners to try to beat the

teacher.

Other ideas: Some confident children could be se lected to take t he place

of the teacher.

Time allocation: 10 minutes

Goal - Language emphasis: months of the year, days of the week/month,

or any other words that need to go in a particular order

Resources: Flashcards with days of the week/months of the year etc. on

them

Before class: Make the flashcards for the sequence of words the learners

need to practise.

How to play

I . Attach the flashcards in random order on the blackboard/wall .

2. Invite a ch ild to come out and try to put the cards in the correct order.

As the chi ld is working on the correct order, the rest of the class can count in the target language until the learner with the fl ashcards

completes the sequence.

3. The teacher then makes sure that the order is correct by gett ing the rest

of the class to say yes or no in the target language.

4. When the order is incorrect, either the ch ild can have another turn or another ch ild is given t he opportuni ty to have a turn.

5. The cards can be jumbled again to allow other children to have a turn.

Note: It is important to establ ish a positive tone in the classroom to ensure that some chi ldren do not give others a hard time when they do not

achieve the correct order.


Dress-up Antics

Fruit Salad

Ti me allocation: 5-1 0 minutes

Goa l - Language emphasis: the vocabulary for clothing

Other dressing oneself

Resources: A box of dress-up clothes

How to play:

I . Choose two or three children to come to the front of the room.

2. Tell the chi ldren that they wil l be given twenty seconds to put on as

many different pieces of clothing as they can.

3. The rest of the class counts in the target language, assisted by the

teacher as the twenty seconds pass.

4. At the end of the twenty seconds, the children who have dressed up

must say in the ta rget language, 'I am wearing .. ·. taking off each of the

dress-up items as they name each.

5. The winner is th e person who can name the most clothes that he or she

has put on in twenty seconds.

Other ideas: Thi s could be a group activi ty where each child has a tu rn, and

the winner is aga in t he child who names the most items of clothing that he

or she managed to put on in the set t ime.

Time allocat ion I 0-1 5 minutes

Goal - Language emphasis Any vocabulary you wou ld like the chi ldren

to practise

Resou rces: A chair for each ch ild

How to play

I . Place chairs in a circle with the chi ldren's backs facing th e inside of t he

circle. Remove one chair so t hat one child is standing

2. Give each of the chi ldren a word in the language that is to be practised.

For example, if pract isi ng t he vocabu lary for frui t, each of the ch ildren

will be named apple, banana, grapes, passionfru it or pineapple etc.

3. With t he help of the teacher, t he ch ild standing cal ls out the names of

various frui ts. Those chi ldren who were named the part icular fruit

ca lled must stand, along wit h the person who is ca lling the name and

change seats with someone else who is the same fruit name. The child

left standing wit hout a chair must be th e next ca ller. Thi s continues for

the other frui t names. 4. When the child ca lls 'Fruit Sa lad! ' , all the chi ldren must stand and

change seats. Once again , th e child left standing will have to be the

ca ller.

Note: Ca ution the children at the beginning of the game to play sa fely

When learners are very you ng, pin a picture of t he frui t (or any other word

being practi sed) on them since they sometimes fo rget which word they

were given.

*

*

* *

.. *


Appendix 2 Learning approaches

Multiple intelligences theory

Creating an individualised learning environment

As our children are growing up in the

technological age it is

important that we incorporate LOT£

computer programs to

reinforce language

learning. This also takes

into consideration learning styles and

multiple intelligences. (Years I to 3 LOTE

teacher)

Learn ing another language benefits learners cultural ly, economica lly and

intellectually. Gardner's theory of multiple intelligences ( 1985) is one of

many theories that give teachers clues as to how learners benefit

intellectua lly as they learn another language. The multiple intelligences

t heory proposes at least eight intelligences and provides a framework for a

va ri ety of teaching strategies.

Verbal/linguistic intelligence is related to the learner's abi lity to use words

effectively through both oral and written means. Language learners

develop this intel ligence as they participate in:

• using the target language in conversat ions, vocabulary games and role-p lays;

• giving descriptions and reports;

• giving recounts;

• listening to a big book story;

• creating class collections of writing;

• learning about language and using its fu nctions and grammar.

Musical intelligence refers to the learner's sens itivity t o rhythmical and

tonal patterns, pitch and melody Learning another language uti lises this

intelligence as chi ldren:

• sing in the target language;

• make up examples o f onomatopoeia;

• demonstrate their sensitivity to the rhythms, intonation patterns and new sounds;

• imitate new sounds, rhythms and intonation patterns in their own speech.

Logical/mathematical intelligence is th e ability to use numbers effect ive ly,

reason well and understand abstract patterns. Learners o f other languages

act ivate this intelligence when they:

• recognise patterns in the grammar of the target language and use these as a basis for hypothesising when composing or comprehending new oral and written texts;

• attempt to solve language problem s th rough accessing thei r repertoire of language for a specific context ;

• work with symbols and characters;

• work on puzzles ;

• look for relationships between different functions in the target language, such as the intonation used in commands, statements and questions

Spatial/visual intelligence is act ivated when learners create internal mental

images and p ictures and are sensi tive to space, colour, l ine and shape.

Learners use t his type of intell igence as they

• observe the presentation of new language through videos, pictures and posters;

• LANGUA GES OT HER THAN ENGLISH • • YEARS I TO 3 CURRICULUM GUIDELINES •

• visualise and create skits , ro le-p lays and written texts;

• menta lly l ink new words wi th p ictu res as they visua li se them;

• design and make language games;

• remember the shapes of characters or symbols;

• draw and construct items, such as puppet s, clay models etc , fo r a language activity

Body/kinaesthetic intelligence uses the body, phys ica l sensations and

movement to express ideas and feelings, and to so lve problems Act ivit ies

that invo lve th is type of intelligence include:

• lea rn ing gestu res and body language associated wi th the ta rget language and culture;

• playing games that incl ude a phys ica l element ;

• perform ing a dance;

• im itat ing new sounds that are unfam il iar;

• cooking food from the target cultu re;

• miming the mean ing of new words, such as be ing an an ima l ;

• part icipating in fie ld trips;

• taking pa rt in drama activi t ies.

Interpersonal intelligence is activated as chi ldren work and cooperate in

groups, communi cate and empathise. Thi s intel ligence is crucial to

lea rn ers for:

• undertaki ng roles, such as in plays or as a t utor fo r another learner;

• developing the ab il ity to look at how people of another cul tu re view things;

• behaving appropriate ly as a member o f a group;

• communicati ng wit h others

Intrapersonal intelligence re lates to t he ability to be aware of and

knowledgeab le about feelings, th inking processes, se l f-refl ection and

spiritual real iti es. This intel ligence can be deve loped in young children as

they deliberately focus on the st rategies and skil ls invo lved with

internalising language Ch ildren can be assisted to:

• refl ect on why they l ike parti cular act ivities;

• refl ect on the st rategies they use to internalise language;

• eva luate and moni to r thei r own use of th e ta rget language;

• reflect the feelings t hey have as t hey use t he new language;

• ident i fy and challenge any racism and stereotypes they may encounte r.

Naturalistic intelligence is the capacity t o reason and solve problems in t he

natura l world and to use thi s abi l ity in a producti ve manner. Thi s

intelligence is acti vated when children are involved in tasks where they:

• draw or photograph natura l objects;

• ca re for animals and environments;

• use scientific equipment, such as m icroscopes, telescopes or other magnifi ers, to observe natura l objects;

• create d rawings that il lustrate observat ions about natural ob jects;

• describe changes in th eir immed iate or globa l environment.

*

*

* *

*

* *


As is the case with perceptual learn ing styles, it is important for teachers

to identify their own multiple intelligence profi le as a way of examining

their best teaching practices and dealing with human differences. By doing

this, teachers can become more confident that the choices made will

support ch ildren's learning. A checklist of the types of activities carried

out in the classroom in a typical week could be categorised into which

multiple inte ll igences are used. This analysis could t hen be used as a basis

for expanding the types of activities offered in future lessons.

Figure 4: The intelligence pizza

The intelligence pizza helps children understand in which ways we are 'smart'.

*

art smart

(adapted from Armstrong 1994)

This figure is one way to introduce the idea of the mult iple intelligences to

children, using words and visuals that children understand. Children

should be informed that they are all 'smart' in different ways, each 'smart'

matching up with the various intelligences discussed earlier. Nature smart

is the 'smart' for naturalistic intelligence, se lf-smart is intrapersonal

intelligence etc. Children can begin to make decisions about the different

ways that they like to learn and demonstrate their learning

• LANGUAGES OTHER THAN EN GLISH • • YEARS I TO 3 CURRICULU M GUIDELINES •

Bloom's Taxonomy of Educational Objectives

After I finish planning a

unit of work. I look at the ideas from Bloom and

Gardner once again.

I sometimes use them as

a checklist to make sure

that the tasks planned for

a unit of work provide

enough opportunities for

children to utilise a reasonable number of

intelligences. Then I make

a note of the intelligences

that could be utilised next time I plan a unit for

that class. Bloom,s

Taxonomy helps me

check that the tasks challenge children

cognitively, especially

tasks that involve the use

of familiar language.

(Years I to 3 LOT£

teacher)

Challenges for ch ildren in t he LOTE program can come from both the

demand of t he task or the language requ ired for the task. Tasks t hat challenge chi ldren to create and communicate their own language

utterances are more likely to mot ivate children than just imitation.

Chi ld ren can al so be encouraged to begin to develop an awareness of th e

thinki ng ski lls and strategies used for a pa rti cula r task. Metacognit ion ca n

be promoted through teacher modelling, children sharing the st rategies

and thinki ng skill s used in a part icular task with others in t he class or by

d irectl y teaching t he skill or strategy that will ass ist ch ildren to complet e a

task. These strategies help child ren t hink about their language learning

Metacognit ive t hinking skill s, l ike commun ication skill s, are best

developed in context as t he chil dren are in the process of making an

important decision or explori ng an idea.

Another opport unity to provide chall enges fo r children is t hrough the

inclus ion of a range of t hinking ski lls in a uni t of work. Tasks can use a high

level of thinking without necessarily req uiring higher levels of language.

Tasks with a high cogn itive demand but t hat are embedded in a rea l o r li fe like con text will be more accessible to children.

Bloom's Ta xonomy of Eduw tional Objectives describes a sequential

development of thinking ski ll s and impl ies that higher-order thinki ng skill s

are beyond young chil dren. More recent work with young chi ldren has

ind icated that they are capab le of dea ling with abstractions earlier than

was origina lly t hought. If teachers understand the progression of logica l

thinking, t hey ca n provide tasks appropri ate to t he developmenta l level

of chi ldren and also provide appropria te cha llenges.

Bloom's taxonomy provides a model for developing vari ed learning and

teaching based on a va ri ety of thinking ski ll s. An overlap occurs between

t hese thinking skill s and t he language funct ions li sted in 'P lann ing for

tasks' . The taxonomy incl udes the fo llowing types of t hinking

Knowledge • Learn ing new informat ion - list, te ll , defi ne.

Comprehension • Understanding new information - explain , describe, interpret.

Appliwtion • Using or applying knowledge - apply, practise, illustrate.

Analysis • Breaking down information- class ify, compare, survey.

Synthesis • Combining informat ion in di fferent or new ways - create, des ign,

imagine.

Eva luation • Making judgments about t he informat ion - judge, decide,

recommend.

Teachers can plan an appropriate ba lance of thinking skills for children in a un it of work, ensuring that skills such as knowledge, comprehension and

application are supplemented with tasks that demand other types of

thinking. This balance may need to be adapted for some children.

*

*

* *

*

* *

• LANGUAGES OTHER THAN ENGLISH •

Appendix 3 LOTE planner template

Title:

Foundation field: (see 'Foundation fie lds of learning')

• YEARS I TO 3 CURRICULUM GUIDELINES •

Cross-curricular links: (Consu lt with t he class teacher for ideas.)

Learning outcomes: (see 'Suggested learning outcomes' at t he Introductory Level, Level I and Level 2)

Content: (see 'Planning for tasks')

Teaching considerations: (see 'lnclusivity')

Assessment strategy: (see 'Assessment')

Resources:

*


Sequence of learning

Orientating:

Enhancing:

Synthesising:

*

* *

*

• LANGUAGES OTHER THAN ENGLISH • • YEARS I TO 3 CURRICU LUM GUIDELI NES •

Appendix 4 Assessment template examples

Years I to 3 Languages other than English (LOTE) Profile

Suggested Learning Outcomes

Name: LOTE:

Introductory Level Level I

Comprehending Date Comprehending Date

IL. I Ch ildren distingui sh familiar 1.1 Chi ldren dist ingu ish sounds and sounds and sou nd patterns and sound patterns and understand and understand high-frequency language respond to high-frequency language with with support from visual cues. support from visua l cues.

IL.2 Chi ldren associate words with 1.2 Children understand the meaning of sounds and meaning related to familiar key written word s to which there has contexts and rely completely on graph ic been significant exposure. as well as detail and teacher model l ing to decode and recognise some written comprehend meaning. words from oral vocabulary through an

awareness of sound-symbol relationships.

IL.3 Child ren demonstrate a beginning 1.3 Ch i ldren recognise when content awareness of the culture of the target refers to the target cu lture rather than language. their own and demonstrate

understanding of some culturally specifi c gestures in a l imited range of contexts .

Composing Date Composing Date

IL.4 Children respond to fami l iar 1.4 Chi ldren respond to quest ions with questions nonverba lly or by repeating short memorised utterances and words or phrases maintain interaction when their speaking

partner uses repetition and/or simpl ifi cation

IL.5 Ch i ldren communicate through 1.5 Ch ildren label items and write set tracing, copying or writing fami liar text ph rases used regularly in class combinations, such as signs, captions approximating spel l ing of words written and labels. from memory and demonstra te an

awa reness of the conventions of print in the target language.

IL.6 Children demonstrate a beginning 1.6 Children imitate cultu ral ly awareness of cultural appreciation appropriate language and sociocu lturally through the use of language and gesture appropriate gestu res in high-frequency, as modelled by teacher. learned situations.

Year Teacher Year: Teacher:

* Year Teacher: Yea r: Teacher:

* * *


Appendix 4 Assessment template examples (continued)

Years I to 3 Languages other than English (LOTE) Profile


Name: LOTE:

Level 2 Comments

Comprehending Date

2. 1 Children understand a range of familiar statements and questions with visual support, controlled language when the context is obvious. and key words in short, spoken, authent ic texts of several l inked utterances.

2.2 Children identify the main purpose in a simple text on a fam iliar topic, rely ing on key word s for understanding, and read and identify single items of information in short. repetitive texts contain ing famil iar language.

2.3 Children identi fy some key explicit cu ltural references to very famil iar aspects of the target cu lture in texts and can determine mea ning by interpreting cu lturall y specific gestures. intonation and other visual or aud itory cues .

Composing Date

2.4 Children make requests and interact with peers and familiar ad ults us ing key words or ph rases and adapting memorised material on rehearsed topics using spoken models.

2.5 Children write phrases or short sentences based on models and contribute to the production of stories. class books, posters and other simple texts.

2.6 Ch ildren display appropriate body language and gestures in basic social situations.

Year: Teacher:

* Year: Teacher:

* * *


I

Learner Profile of Outcomes (Years I to 3)

Year: Assessment opportunities/date

School:

Term:

Semester:

LOTE:

Names:

I.

2.

3.

4.

5.

6.

7.

8.

9.

10.

II .

12.

13.

14.

IS.

16.

17.

18.

19.

20.

2 1.

22.

23 .

24.

25 .

26.

27.

28.

29.

* 30.

31.

32.

* * *


Learner Profile of Outcomes (Years I to 3)


Introductory Level Beginner

Comprehending

IL. I Children distinguish familiar sounds and sound patterns and understand high-frequency language with support from visual cues.

IL.2 Children associate words with sounds and meaning related to familiar contexts and rely completely on graphic detail and teacher modelling to comprehend meaning.

IL.3 Chi ldren demonstrate a beginning awareness of the culture of the target language

Composing

IL.4 Chi ldren respond to familiar quest ions nonverbally or by repeating words or phrases

IL.5 Chi ldren communicate through tracing, copying, or writing familiar text combinations, such as signs. captions and labels.

IL.6 Children demonstrate a beginning awareness of cultural appreciation th rough the use of language and gesture as modelled by the teacher.

Level I Beginner

Comprehending

1.1 Chi ldren distinguish sounds and sound patterns and understand and respond to high-frequency language with support from visua I cues.

1.2 Children understand the meaning of key written words to which there has been significant exposure, as well as decode and recogn ise some written words from oral vocabulary through an awa reness of sound-symbol relationships.

1.3 Children recognise when content refers to the target cultu re rather than the ir own and demonstrate understanding of some cu lturally spec ific gestures in a limited range of contexts.

Composing

1.4 Children respond to questions with short memorised utterances and maintain interaction when their speaking pa rtner uses repetition and/or simplification.

1.5 Children label items and write set ph rases used regularly in class approximating spel ling of words written from memory and demonst rate an awareness of the conventions of print in the ta rget language.

1.6 Children imitate culturally appropriate language and sociocu lturally appropriate gestures in high-frequency. learned situations.

Level 2 Beginner

Comprehending

2 .1 Children understand a range of familiar statements and questions with visual support, controlled language when the context is obvious, and key words in short, spoken, authentic texts of several linked utterances.

2.2 Children identi fy the main purpose in a simple text on a familiar topic, rely ing on key words for understanding. and read and identify single items of information in short . repetitive texts containi ng fam iliar language.

2.3 Children identify some key explicit cultural references to very fam iliar aspects of the target culture in texts and can determine meaning by interpreting culturally specific gestu res, intonation and other visual or auditory cues.

Composing

2.4 Children make requests and interact with peers and famil iar adults using key words or phrases and adapti ng memorised material on rehea rsed top ics using spoken models.

2.5 Children write phrases or short sentences based on models and cont ribute to the product ion of stories, class books and posters and other simple texts. * 2.6 Ch i ldren display appropriate body language and gestures in basic social situat ions.

* * *

* *


*

* *

Background speaker A person for whom the language other than

English is his or her first language

Communicative competence Children 's knowledge of language, wh ich

they draw on as they interact.

Comprehensible input Language that can be understood by the child.

Language can be made comprehens ible by means of clues, such as prior

information ava ilable to the chi ld , gestures or the context It is generally

thought that comprehensible input is necessary for successful second

language acquisition.

Comprehensible output Output refers to language produced by a chi ld

Swain ( 1985) proposed that. when learners make an effort to ensure that

their output is comprehensible , second language acquisition can be

promoted

Context The integration of natural and constructed aspects of an

environment that gives meaning to human behaviour.

Corrective feedback Learners are made aware of the fact that their use

of the language is incorrect. Feedback may be direct (i.e correction) or

indirect (i e clarification request).

Culture The diverse knowledge, beliefs, values and perspectives that

members of a group share and embody in their rituals, roles, relationships

and customs.

Cultural context The frame of reference in which systems of knowledge,

beliefs , values and perspectives and their embodiment in roles ,

relationships and customs are experienced

Discourse patterns The actions, interactions and language patterns

used within a context

Diversity The variety of differences that exist in a classroom, community,

culture or country - for example, ability, gender. race and culture.

Evaluation A process undertaken to determine the effectiveness of an

act ivity, program or practice.

First Language (Ll) The first language learned by an individual

Focus on form How meaning is expressed through the structures.

Formulaic patterns Language provided in 'chunks' and not analysed

Fossilisation The cessation in development of a particular language form

while st ill short of target language competence.

Foundation learning areas A framework for exploring content of the

early childhood curricul um described in terms of understandings and

dispositions, learning processes, teaching strategies and outcomes.

Genre Any purposeful act ivity that is characteristic of a cultural

community. It has a characteristic staged 'generic structure', for example,

recipe, report. fab le, invitation.


Holistic Thinking o f a person as a whole, integrated being, not the mere

sum of parts.

Inclusive practices Ways in wh ich all students have access to,

participate in and benefit from t he cu rr iculum and school ing These

practices include the challenging of barriers; the va luing of diversity,

experiences and perspectives; and the provision of multiple opportuniti es

for learning and assessment.

Individuality The sum of each person 's intrinsic and cultural

characterist ics that makes everyone unique and in need of special

curricu lum planning consideration

Input The language (written or spoken) to which children are exposed in

a given environment.

Interaction Reciproca l commun ication to which both (or all ) parti cipant s

contribute actively.

Intercultural competence The abil ity to relate to and in teract with

people from different cultural contexts , to understand their own cultural

located ness and to consider other 'versions' of the world.

lnterlanguage The individual construction of knowledge of the systems

of language developed as ch ildren learn. It may have components of the

ch ild 's previously learnt language(s). components of the LOTE, and more

general components that appear in all or most language systems

lnterlanguages are dynamic since they are consta nt ly evolving as children

receive language input and systematically use their interlanguage to revise

their hypotheses about the LOTE.

Key learning areas A nationally developed organisational st ructure for

the Years I to 10 cu rricu lum- The Arts, Engli sh, Hea lth and Physical

Education , Languages other than Engl ish (LOTE). Mathematics , Science,

Studies of Society and Environment (SOSE). and Technology- has been

adopted by the Queensland government as its organ ising structure.

Learner-centred classroom A classroom that provides ch ildren with

more opportunities to part icipate in decision making about the nature of

the language used, take more turns in the use of the language and become

increasingly independent as they move from one task to another.

Learning outcomes The descriptions of expected forms and levels of

what children know and what they can do with what they know. They have

a dual role: to inform curricu lum planning and to be a framework for

assessment.

Level statement A summary of the intended learning outcomes for each

level that provides the conceptua l framework for grouping the suggested

learning outcomes.

Metacognition A person's abil ity to reflect on and discuss how he or she

learns and demonstrates his or her knowledge.

Negotiation of meaning Ad justments made in language use during

interactions between speakers, which allows communication to occur.

Private speech Some language learners go through a 'silent' period

preparing for social speech by ho lding conversat ions with themselves.

Reformulation The rephrasing o f in formation to make it easier for the

learner to access. This is often necessary for beginners' classes

* * *

* *


*

Scaffolding The scaffo ld ing analogy (from the building industry) refers

to the process of supporting a child wh ile he or she learns to so lve a

problem or perform a task that could not be accompl ished by that child

alone. The aim is to gradually reduce support unt il the child can use the

new learning independently.

Second language (L2) Any language learned oth er than a first language.

Social context The immediate social conditions under which an

interaction takes place.

Target language The language being learned by a child , which could be

a first. second, third or even fourth language.

Task Any endeavour that has a recognisable purpose and that will

involve the use of language to achieve that purpose.

Teacher-centred classroom A classroom that is dominated by the

teacher, who contro ls the language to be used and does most of the

commun icat ing.

Text Any written, spoken, nonverbal, visual and/or auditory

communicat ion that conveys meaning and is created for a particular

purpose and context.

• LANGUAGES OTHER THAN EN GLISH • • YEARS I TO 3 CURRICULU M GUIDELINES •

Curriculum

* * ~l~ct bibliograpby

Arthur, L., Beecher, B , Dockett , S., Farmer, S. & Richards, E. 1993, Programming and Planning in Early Childhood Settings, Harcourt Brace

Jovanovich Group, Sydney.

The Association of Independent Schools of NSW Limited 1997, LOTE links to the Primary Classroom (French, German and Italian), Sydney

Austral ian Education Counci l 1994, A Statement on Languages other than English for Australian Schools, Curriculum Corporation, Carlton, Vic.

Board of Studies New South Wales 1996, Languages other than English K- 6

Generic Syllabus Framework, Board of Studies NSW, North Sydney

Bronson, M.S. 1995, The Right Stuff for Children Birth to 8 Selecting Play Materials to Support Development , National Association for the Education of Young

Ch i ldren, Washington, D.C.

Clyne, M, jenkins, C. , Chen, I, Tsokalidou, R. & Wallner, T 1995, Developing Second Language from Primary School Models and Outcomes, National Languages

and Literacy Inst itute of Austra lia, Canberra.

Creaser, B. & Dau, E. 1996, The Anti-bias Approach in Early Childhood, Harper

Educational, Pymble

Curriculum Corporat ion

1993, Yoroshiku Niko Niko Series- Stages A & 8, Carlton, Vic.

1995, Studies of Asia A Statement for Australian Schools, Carlton, Vic.

1997, The Integrated Units Collection: Oodles of Noodles Early Yea rs , Carlton,

Vic.

Curtain , H. 1997, Integrating Foreign Language and Content Instructi on in

Grades K- 8, Available URL: http://www.cal.org/ea rlylang/conteach.htm .

Curtain, H. & Pesola, C. 1994, Languages and Children Making the Match, Longman, New York.

Education Queensland 1998, Cultural and Linguistic Diversity in Education Materials, Brisbane.

Hood, P 1994, 'Primary Foreign Languages - The Integration Model: Some Parameters for Research ', The Curriculum Journal (5) 2.

Lipton , G. 1994, Practical Handbook to Elementary Foreign Language Programs , National Textbook Co , Lincolnwood, Illinois.

Queensland Department of Education 1997, Aboriginal and Torres Strait Islander Early Childhood Teacher's Handbook , Brisbane.

-- 1996, Principles of Inclusive Curriculum , Brisbane.

Queensland School Curriculum Council

1999a, Literacy position paper, Brisbane.

1999b, Numeracy position paper, Brisbane.

1999c, Lifeski lls position paper, Brisbane.

1999d, Futures perspective position paper, Bri sbane

*

*

* *


Early childhood

Learning approaches

Queen sland School Curriculum Counci l

2000 , Years 4 to 10 Languages other than Engl ish (LOTE) CO-ROMs,

French, German, Ita lian, Japanese, Chinese, Indonesian, Korean ,

Brisbane.

2000, Years 4 to 10 Languages other than English (LOTE)

Syllabuses, French, German. Ita l ian, Japanese, Chinese, Indonesian,

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*

Contributors and trial schools

The va luable contribut ions of the fol lowing individuals, organisations and

schools are gratefully acknowledged

Office of the Queensland School Curriculum Council

Deleece Batt

Amanda Pentti

Carolyn Harrod

Barry Salmon

Jim Tun sta ll

LOTE Management Group

Member

Deleece Batt

Project Officer, writing team

Project Officer, writing team

Principal Project Officer, Years I to I 0

Languages other than English Curriculum

Development Project

Assistant Director (Cu rri culum Development)

Director

Organisation represented

Queensland School Curriculum Council,

Execut ive Officer

Carmel Gomm-Wright Education Queensland

Carolyn Harrod Queensland Schoo l Cu rri culum Council. Chai r

Tony Kitchen Queensland Catholic Education Commission

May Kwan The Association of Independent Schools of

Queensland Inc.

Amanda Pentti

Marie! Tisdell

LOTE Syllabus Advisory Committee

Queensland School Curriculum Council

The University of Queensland

Member Organisation represented

Judy Chapman Education Queensland

Christine Davis Queensland Board of Senior Secondary

School Stud ies

Mari a Dobrenov-Major Higher Education Forum

David Goodwin Education Queensland

Carolyn Harrod Queensland School Curriculum Council, Chair

Robyn Jones Modern Language Teachers' Associat ion

of Queensland

Michelle Kennedy Queensland Council of Parents and

Citizens' Associations Inc., The Federation of

Parents and Friends Associations of Catholic

Schools in Queensland and Independent Parents * and Friends Counci l of Queensland Inc.

* *

*

*

* *


Molly Kreid l

May Kwan

Pam Lait

A llan Langdon

Christi ne Ludwig

Marcel Noest

Wendy Parkinson

Maria Queale

Carolyn Robinson

Queensland Teachers' Union and Queensland

Independent Education Union

The Associat ion of Independent Schools

o f Queensland Inc.

Education Queensland

Educat ion Queensland

Queensland Schoo l Curri culum Counci l

(Literacy and Numeracy)

The Association of Independent Schools

of Queensland Inc.

Queensland Catholic Education Commission

Queensland Catholic Education Commi ss ion

Education Queensland

Kathryn-Anne Sym mons Education Queensland

Jenny Wi lson Queensland School Curricu lum Counci l (Equity)

Tertiary critical friends

Trial schools

*

Jo Carr

Jane Crawford

Penny McKay

Queensland University of Technology



The va luable contribut ions of staff and children of the following trial

schools are gratefu lly acknowledged:

Bellevue Park State School, Bellevue Park

Benowa State School, Benowa

Canterbu ry College, Been leigh

The Glenn ie Preparatory School, Toowoomba

Good Shepherd Lutheran College, Noosavi lle

John Paul College, Daisy Hill

Saint Stephen's College, Oxenford

St Joseph's School, Bardon

St Paul 's School , Ba ld Hills

Sunshine Coast Grammar School, Forest Glen

Documents

Languages other than English: Years 1 to 3 curriculum