Faculty of Education - Research Publications
Permanent URI for this collection
Search Results
1 - 6 of 6
-
ItemLanguage teaching and learning: choice, pedagogy, rationale and goals.(AFMLTA, 2009)In his examination of successful innovation and change in education in many settings, Fullan (2001) identifies the three broad options for effecting change that public authorities have at their disposal. They can seek to bring about change through imposing accountability (system-wide or targeted), or through providing incentives (either "negatively" as pressure or "positively" as support), or they can direct their attention towards "capacity-building" for key agents in the field being addressed, such as teachers, schools or universities. The review of Australian language policy shows that rarely has there been a consistent process of building on previous innovation and rarely are these three meta-strategies of accountability, incentives and capacity-building used in the judicious combination which is most likely to succeed. A central feature of education policy making is the critical, professional role of teachers and it would be to this that a capacity-building approach would be directed. This article discusses choice, pedagogy, rationale and goals in language teaching and learning. Key values and aspirations for proficiency in languages other than English relevant to the Australian context are also explored.
-
ItemLanguage teaching and learning: Some hard decisions.(AFMLTA, 2009)In his examination of successful innovation and change in education in many settings, Fullan (2001) identifies the three broad options for effecting change that public authorities have at their disposal. They can seek to bring about change through imposing accountability (system-wide or targeted), or through providing incentives (either ‘negatively’as pressure or ‘positively’as support), or they can direct their attention towards ‘capacity-building’for key agents in the field being addressed, such as teachers, schools or universities. It is exceedingly difficult to combine accountability, incentives, and capacity-building, as evidenced by the fact that no government has ever done it effectively. It is complex and there are in-built tensions. It is easy to err in providing too much or too little control.
-
ItemMoney and policy make languages go round: Language programs in Australia after NALSAS(Afmlta, 2009)This article considers telling differences that have emerged in participation rates in languages other than English study in the States of Victoria and New South Wales since the introduction and completion of the NALSAS program. It explores the role that language planning, policy and funding, both at a State and Federal level, have played in this outcome. The prominent focus of the paper is the Government education systems in Victoria and NSW, but findings from the Catholic and Independent systems are also utilised. The article argues that Federal language planning and policy must take into account the complex and varying local linguistic ecologies of each State and Territory in Australia, while language-in-education planning and policy at the State level must be seriously challenged to provide adequate support and funding for language programs.
-
ItemLanguages Other Than English in Victorian government schools 2007(Victorian Department of Education and Early Childhood Development, 2009)
-
ItemLanguages Other Than English in Victorian government schools 2008(Victorian Department of Education and Early Childhood Development, 2009)
-
ItemSecond Languages and Australian Schooling(ACER (Australian Council for Educational Research Press), 2009)