Teaching and Learning Language: A Guide |
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Examples |
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This page contains the examples which are used to illustrate features of the Guide in the User's Handbook, both the examples of programs for each of six languages and three different levels, plus the smaller examples of how teachers have integrated some of the ideas in the Guide in more specific areas of teaching. It is probably more helpful, particularly with the practice examples, to look at the examples in the User's Handbook, where the examples are related directly to the chapters of the Guide. However we have collected all the examples together here for easy reference.
It is important to point out that these examples are not some instance of 'best practice'. This is because 'best practice' in one context may not necessarily be transferred in the same way to another context. Rather they are examples of what language teachers themselves have developed in the course of their work and reflection on that work. The examples have been taken from a variety of sources: directly from teachers specifically for this Guide, but also from other recently developed national projects run by the Research Centre for Languages and Cultures where teachers have reflected on their teaching, such as the 'Assessing student learning in languages and cultures education' project, the 'Intercultural language teaching and learning in practice' project (ILTLP) and the Professional Standards Project: Languages (PSPL); naturally, we have asked the teachers' permission to reproduce their work here! |
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Program Examples
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We provide here examples of programs of work which teachers have developed for three levels of schooling, for the six most commonly taught languages in Australia. Each program also contains two sorts of annotation. As you read through the program, you will discover that we have added 'bubbles' showing some of the more interesting features of the program which you may like to think about more. Additionally, at the end of each program we have provided a summary annotation which shows how the ideas of each chapter of the Guide are reflected in this particular program of work.
We encourage you to explore all the programs of work for all the languages and all the levels. Remember, the programs aren't here for you to use as is, but rather to inspire you to reflect on your own role in language teaching. |
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Practice Examples
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The following gives the specific examples of teacher's practice, reflections and thoughts which are used in the User's Handbook to illustrate particular concepts in the Guide. They are arranged according to the chapter of the Guide to which they most immediately relate. We have indicated the year level(s) and the language(s) for which the example was originally conceived. But as always, don't restrict yourself to just the language or level you teach - good ideas are found everywhere!
Chapter 2: Language, culture and learning Connecting with students' language and culture Years 3-7 Japanese Language and culture connections Years 5-6 French Chapter 3: Teaching and learning Classroom interactions Years 6-9 Various languages Teacher questions Years 3-6 German Questioning All levels Various languages Interactional language: transcript Year 12 Indonesian Student tasks Years 11-12 Italian Student engagement Junior Primary Chinese Boys as language learners Years 2-4 Japanese Engaging parents All levels All languages A reflection on teaching and learning Secondary Chinese Valuing the diversity of learners Year 1 Japanese Student responses to a task Year 11 Chinese Chapter 4: Resourcing and materials Producing resources Year 11 Persian Adapting resources Year 7 German Using a textbook for sequenced learning Years 9-10 Chinese Evaluating a textbook Middle Indonesian Using authentic materials Secondary Chinese Using an authentic resource Secondary Chinese Using online and text resources Year 12 German Chapter 5: Assessing Planning assessment Years 5-6 French Assessing through learner reflection Years 1-2 Indonesian Assessment task Year 10 Chinese Chapter 6: Programming and planning Curriculum statement Primary Various languages Context statement Year 9 Indonesian Sequencing learning and planning interactions Year 8 Various languages Long term planning rationale Years K-8 Japanese Developing cultural sensitivity Years 3-6 Japanese Purpose statement Years 4-5 Indonesian Planning interactions Year 2 Spanish Chapter 7: Evaluating language programs Evaluating practice Year 8 Japanese On the need for change Year 8 Indonesian Evaluating a languages program Years 7-8 Chinese Teacher's evaluation of pedagogy Years 6-7 Italian Chapter 8: Developing a professional learning culture Reflecting on language, culture and learning Year 10 Chinese |