Victorian Government Primary Schools and Secondary Colleges 8. Languages Programs in ...... (2 schools). School no. Mordialloc Beach Primary School. 846.
Languages in Victorian Government Schools, 2011
Published by Languages Education Unit Student Learning Outcomes Division School Education Group Department of Education and Early Childhood Development Melbourne June 2012 © State of Victoria (Department of Education and Early Childhood Development) 2012 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 the National Education Access Licence for Schools (NEALS) (see below) or with permission. NEALS is an educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. Also published on: http://www.education.vic.gov.au/studentlearning/teachingresources/lot e/research.htm For further information please visit: http://www.education.vic.gov.au/studentlearning/teachingresources/lot e/default.htm ISBN: 978-0-7594-0696-4
Contents List of tables and figures
5
Tables
5
Figures
6
Preface
7
1. Overview of the Study of Languages in 2011
8
Trends in the Study of Languages
8
Victorian Government Primary Schools and Secondary Colleges 8 Languages Programs in Victorian Government Schools
8
Primary Languages Programs in Victorian Government Schools (excluding VSL)
8
Secondary Languages Programs in Victorian Government Schools (excluding VSL)
10
Aggregate Figures for Enrolments in Languages Programs in 2011
11
Language Profiles
14
Trend Tables for Other Selected Languages
18
2. Summary of Findings
19
Victorian Government Primary Schools
19
Victorian Government Secondary Colleges
20
Teachers of Languages in Victorian Government Schools
21
Victorian School of Languages
22
3. Victorian Government Primary Schools
23
Schools
23
Students
25
Languages Taught
27
Contact Time
29
Program Types
30
Regional Provision of Languages Study
32
4. Victorian Government Secondary Colleges
34
Colleges
34
Students
36
Languages Taught
38
Male/Female Enrolments
40
Languages Study at the VCE Level
41
Contact Time
44
Program Types
44
Contents
3
Regional Provision of Languages
45
5. Teachers of Languages in Victorian Government Schools and Colleges
49
6. Bilingual Programs in Victorian Government Schools
53
7. The Victorian School of Languages
55
Distance Education Section of the Victorian School of Languages
APPENDICES
58
60
1: Languages by Government Primary Schools, 2011
60
2: Languages by Government Secondary Colleges, 2011
71
3: Government Primary Schools and Languages Provided, 2011
78
4: Government Secondary Colleges and Languages Provided, 2011
98
5: VSL Centres and Languages Provided, 2011
107
4
Languages in Victorian government schools, 2011
List of tables and figures Tables Table 1.1:
Total enrolments in Languages study, government primary schools and secondary colleges, and the VSL, 2011 ............................................................................... 11
Table 1.2:
Number of primary and secondary level programs, by language, 2011 ............................... 13
Table 1.3:
Enrolment trends in Italian, 2005–11 ................................................................................... 14
Table 1.4:
Enrolment trends in Japanese, 2005–11 ............................................................................. 14
Table 1.5:
Enrolment trends in Indonesian, 2005–11 ........................................................................... 15
Table 1.6:
Enrolment trends in French, 2005–11 .................................................................................. 15
Table 1.7:
Enrolment trends in Chinese (Mandarin), 2005–11.............................................................. 16
Table 1.8:
Enrolment trends in German, 2005–11 ................................................................................ 16
Table 1.9:
Enrolment trends in Auslan, 2005–11 .................................................................................. 17
Table 1.10:
Enrolment trends in Greek, 2005–11 ................................................................................... 17
Table 1.11:
Enrolment trends in Spanish, 2005–11 ................................................................................ 18
Table 1.12:
Enrolment trends in Vietnamese, 2005–11 .......................................................................... 18
Table 1.13:
Enrolment trends in Turkish, 2005–11 ................................................................................. 18
Table 1.14:
Enrolment trends in Arabic, 2005–11 ................................................................................... 18
Table 3.1:
Number and percentage of primary schools with Languages programs, by year level, 2005–11* ............................................................................................................ 24
Table 3.2:
Number and percentage of primary level programs, by language, 2011.............................. 25
Table 3.3:
Primary level Languages enrolments by year level and as a percentage of total student population, 2005–11 ........................................................................................ 26
Table 3.4:
Primary enrolments, by language and year level, 2011 ....................................................... 28
Table 3.5:
Primary enrolments, by language and program type, 2011 ................................................. 31
Table 3.6:
Primary schools providing Languages programs, by region, 2011 ....................................... 32
Table 3.7:
Primary enrolments, by language and region, 2011 ............................................................. 33
Table 4.1:
Number and percentage of secondary programs, by language, 2011 ................................. 35
Table 4.2:
Compulsory Languages study, by year level (Years 7 to 10), 2005–11*.............................. 35
Table 4.3:
Secondary level Languages enrolments, by year level and as a percentage of total student population, 2005–11 .................................................................................... 36
Table 4.4:
Secondary enrolments, by language and year level, 2011 .................................................. 38
Table 4.5:
Secondary enrolments as a percentage of all Languages enrolments, selected languages, Years 7 and 12, 2011 (%) ................................................................ 40
Table 4.6:
Secondary enrolments, by gender and language, 2011 ....................................................... 41
Table 4.7:
Student enrolments (government colleges) by language, students eligible to graduate from VCE, 2008 –11 (based on VCE unit 4 enrolments)....................................... 42
Table 4.8:
Students eligible to graduate from VCE, 2011 (government colleges): number of students who completed a VCE Unit 4 Languages course by year undertaken ........................................................................................................................... 43
Table 4.9:
Secondary Languages enrolments, by language and program type, 2011 .......................... 45
Table 4.10:
Secondary Languages enrolments, by metropolitan and regional areas, by year level, 2011.................................................................................................................... 46
Table 4.11:
Secondary enrolments, by region and language, 2011 ........................................................ 47
Table 5.1:
Teachers by gender and language, 2011 ............................................................................ 50
Table 6.1:
Designated bilingual programs, 2011 ................................................................................... 54
Preface
5
Table 7.1:
VSL enrolments, by language and year level, 2011 ............................................................ 56
Table 7.2:
Student enrolments in distance education, by language and year level, 2011 .................... 59
Figures Figure 1.1:
Number and percentage of primary schools providing a Languages program, 2005–11 ................................................................................................................................ 9
Figure 1.2:
Number of primary schools offering the eight most widely studied languages, 2005–11 ................................................................................................................................ 9
Figure 1.3:
Number and percentage of secondary colleges providing a Languages program, 2005–11 ............................................................................................................... 10
Figure 1.4:
Total enrolments in six most widely studied languages, 2005–11*...................................... 12
Figure 3.1:
Percentage of primary schools providing Languages programs, by year level, 2005–11* ............................................................................................................................. 23
Figure 3.2:
Sequences of Languages programs in primary schools, 2011 ............................................ 24
Figure 3.3:
Percentage of primary school students studying Languages, 2005–11 .............................. 26
Figure 3.4:
Primary level Languages enrolments, by year level, 2005–11 ............................................ 27
Figure 3.5:
Primary level enrolments, by language, 2011...................................................................... 28
Figure 3.6:
Primary enrolments for the six most studied languages, 2005–11 ...................................... 29
Figure 3.7:
Enrolments in primary Languages programs, by minutes per week, 2011 .......................... 29
Figure 3.8:
Average minutes of Languages study per week, 2005–11 .................................................. 30
Figure 3.9:
Primary Languages enrolments (%), by program type, 2011 .............................................. 31
Figure 3.10:
Percentage of primary schools providing a Languages program, by region, 2011 .................................................................................................................................... 32
Figure 4.1:
Percentage of secondary colleges providing Languages programs, by year level, 2005–11*.................................................................................................................... 34
Figure 4.2:
Sequences of Languages programs in secondary colleges, 2011 ...................................... 34
Figure 4.3:
Percentage of secondary colleges where a language is compulsory, by year level, 2005–11*.................................................................................................................... 36
Figure 4.4:
Percentage of secondary students studying a language, by year level, 2005– 11 ........................................................................................................................................ 37
Figure 4.5:
Percentage of secondary level students studying a language, 2005–11 ............................. 37
Figure 4.6:
Secondary enrolments, by language, 2011 ......................................................................... 39
Figure 4.7:
Secondary enrolments, six most widely studied languages, 2005–11................................. 39
Figure 4.8:
Secondary Languages enrolments, by gender and year level, 2011 ................................... 40
Figure 4.9:
Average minutes per week for Languages programs, by year level, 2005–11 .................... 44
Figure 4.10:
Secondary Languages student numbers in metropolitan and regional areas, by year level, 2011 .............................................................................................................. 46
Figure 4.11:
Languages enrolments at Years 11 and 12, by regional or metropolitan regions, 2005–11................................................................................................................. 48
Figure 5.1:
Languages teachers, by school type, 2011 ......................................................................... 49
Figure 5.2:
Qualification levels of Languages teachers, 2011 ............................................................... 51
Figure 5.3:
Hours spent teaching Languages each week, primary and secondary levels, 2011 .................................................................................................................................... 52
Figure 7.1:
Enrolments at the VSL, 2005–11......................................................................................... 55
Figure 7.2:
Languages enrolments at the VSL, by sector, 2011 ............................................................ 58
Figure 7.3:
Student enrolments in distance education (six most studied languages), 2005–11 .............................................................................................................................. 59
6
Languages in Victorian government schools, 2011
Preface In 2011, the Victorian Government continued its strong commitment to supporting and extending the teaching of Languages in Victorian government primary schools and secondary colleges. The data in this publication is based on responses from primary schools and secondary colleges to a web-based Languages survey. While usually administered as a separate instrument, the Languages survey was incorporated into the DEECD Mid-year (August) school supplementary census for the first time in 2011. The data collected provides a comprehensive picture of the provision of Languages education at that time in Victoria. The provision of Languages education is a matter of careful planning and coordination between the various providers including mainstream government primary schools and secondary colleges, the Victorian School of Languages (VSL) and community languages schools. This report focuses on the provision of Languages programs through mainstream government primary schools and secondary colleges and the VSL. Programs conducted outside regular school hours by Community Languages Schools (CLS) have not been analysed in this report, although students who study a language to the VCE level through a CLS are included in Languages study at the VCE level section. In 2011, nineteen languages were taught in government schools and colleges in 2011, while 46 languages were studied through the VSL, representing 48 languages in total. One thousand and fifteen or 69.7% of government schools and colleges in Victoria offered Languages programs, with a total of 284,872 students (53.6%) enrolled in these programs. A further 2,267 students were enrolled in taster programs at the secondary level. There were also 15,790 enrolments at the Victorian School of Languages (VSL) with the Distance Education Section of the VSL providing courses in ten languages. The total number of enrolments in Languages programs in 2011 was 302,662. Italian, Japanese, Indonesian, French, Chinese (Mandarin), German, Auslan and Greek were the most widely taught languages across all government primary schools and secondary colleges. However, at the VSL, community languages were of greater significance. The eight most widely studied languages at the VSL were Chinese (Mandarin), Vietnamese, Greek, Turkish, Japanese, French, Arabic and Italian. The release of The Victorian Government's Vision of Languages Education, in November 2011, signalled the government's intention to strengthen the study of languages in Victorian schools. A significant new focus on improving and extending languages education was introduced by DEECD in 2011 with the target that all P to 10 students in Victorian government schools be studying a language by 2025, starting with Prep in 2015.
Preface
7
1. Overview of the Study of Languages in 2011 Trends in the Study of Languages The following trend analysis reviews Languages study overall and at the primary and secondary levels in Victorian government schools and colleges over the last seven years. It provides an overview of the current state of Languages and highlights the differing patterns in the study of Languages at the primary and secondary levels.
Victorian Government Primary Schools and Secondary Colleges This report considers data collected, in August 2011, from 1,456 government primary, secondary 1 and P to 12 schools in Victoria. Among the 1,456 schools, 1,210 schools offered primary level schooling and 317 schools offered secondary level schooling. English language schools and Special schools are not included in this figure, nor are they considered in this report. It should be noted that the number of government schools fluctuates slightly each year. For example, data from 1,470 schools were considered in the 2010 report, while this number decreased to 1,456 schools in 2011. Percentages, as well as actual numbers, are provided for clarity in some tables and figures (e.g. Figure 1.1).
Languages Programs in Victorian Government Schools In 2011, 1,015 (69.7%) of 1,456 government schools and colleges in Victoria offered Languages programs. A total of 284,872 students (53.6%) were enrolled in these programs. A further 2,267 students were enrolled in taster programs at the secondary level. There was also 15,790 enrolments at the Victorian School of Languages (VSL) bringing the total number of enrolments in Languages programs in 2011 to 302,662 (Table 1.1). Nineteen languages were taught in government schools and colleges in 2011, while 46 languages were studied through the VSL. In total, 48 languages were studied by government school students.
Primary Languages Programs in Victorian Government Schools (excluding VSL) There was a continual decline in the number of government primary schools providing Languages programs between 2005 and 2011 (Figure 1.1), along with a concomitant decline in student enrolments. The number of schools providing a Languages program decreased by 30.1% between 2005 and 2011, with a notable drop of 67 primary school programs between 2010 and 2011. This decline was relatively consistent at all year levels (Figure 3.1). Concurrently, the number of primary school students studying a language between 2005 and 2011 declined from 84.1% to 62.3% (Figure 3.3). In student numbers, this represents a 26.4% decrease in student enrolments between 2005 and 2011, from 261,601 to 192,496 enrolments in 2011. The number of primary schools providing each language has fluctuated between 2005 and 2011, with some languages faring better than others. As can be seen in Figure 1.2, the number of primary schools providing Indonesian, Italian and Japanese continued to decrease between 2005 and 2011. On the other hand, the number of primary schools providing Chinese (Mandarin) continued to grow between 2005 and 2011, with more schools providing Chinese (Mandarin) than German in 2011. Offerings of French remained relatively stable over the same time frame, while the number of schools providing German slowly declined. Provision of Auslan mainly increased between 2005 and 2010 but declined slightly in 2011. The amount of time primary schools allocate to the study of Languages remains an ongoing issue for the quality of Languages programs. The DEECD Curriculum Planning Guidelines recommend that students receive 150 minutes of Languages study per week. In 2011, however, only 0.5% of primary Languages programs ran for 150 minutes or more per week (Figure 3.7).
1
Dargo primary school and Goorambat primary school recorded zero enrolments in 2011 and were therefore not included in this analysis.
8
Languages in Victorian government schools, 2011
Figure 1.1:
Number and percentage of primary schools providing a Languages program, 2005–11
1,200 1,000
1,045 82.9%
1,116 87.8%
972 77.4%
800
947 75.5% 880 71%
847 69.3%
780 64.5%
600 400 200 0 2005
Figure 1.2:
2006
2007
2008
2009
2010
2011
Number of primary schools offering the eight most widely studied languages, 2005–11
350 Italian
300
Indonesian 250 Japanese 200
French
150
German
100
Chinese (Mandarin) Auslan
50 Greek 0 2005
2006
2007
2008
2009
2010
2011
In 2011, data was collected for the first time on a newer methodology in languages education known as Content and Languages Integrated Learning (CLIL). These programs include teaching content from another curriculum area, combined with explicit teaching of the target language with a focus on the vocabulary and structures required for the additional curriculum area. Content may include all or part of one or more curriculum area. Overall, in 2011, 59.4% of students participated in programs which focused on language acquisition. Specifically, 49.5% of Languages students participated in Languages programs, 8.6% participated in a CLIL program and 1.3% participated in an immersion or bilingual program. The remaining 40.6% of students participated in Cultural awareness and limited language programs (Figure 3.9).
Overview of the Study of Languages in 2011
9
Secondary Languages Programs in Victorian Government Schools (excluding VSL) Languages provision at the secondary level remained relatively stable between 2007 and 2011, increasing by five colleges between 2010 and 2011 (Figure 1.3). However, over the same time frame, the number of students studying a language at the secondary level decreased by 17.5% (Figure 4.5). It is encouraging that student numbers increased slightly, by 0.5%, between 2010 and 2011 (Table 4.3).
Figure 1.3:
Number and percentage of secondary colleges providing a Languages program, 2005–11
350 300 250
284 91.3%
289 92.9%
272 88.3%
200
273 89.2%
275 87.6%
272 86.6%
277 87.4%
150 100 50 0 2005
2006
2007
2008
2009
2010
2011
Enrolments in secondary Languages programs consistently decreased between 2005 and 2010, moving from 49.1% of students in 2005 to 41.1% of students (91,657 students) in 2010 (Figure 4.5), but increased slightly to 41.6% in 2011 (92,109 students). The largest decrease in enrolments between 2005 and 2007 was at the Year 9 and 10 levels, but overall, participation rates across year levels were relatively stable between 2007 and 2011 (Figure 4.4). The number of students attending government secondary colleges who complete a Languages course by the time they complete Year 12 increased substantially over the same time period. This was due to a number of variables, including the flexible nature of the Victorian curriculum, which allows students to undertake and complete Languages courses prior to enrolling in Year 12, the availability of Languages study outside of schools and colleges through the VSL, including distance education and the availability of Languages study through community languages schools. As a result, amongst the students who were eligible to graduate from secondary schooling in 2011, 17.7% had successfully completed a VCE languages study. Another positive indicator in relation to Languages study has been the slow but steady increase in the percentage of males studying a language through to the Year 12 level. While a roughly equal number of males and females study languages at Years 7 to 9, the number of males studying Languages drops dramatically from Year 10 onwards, with students who continue Languages study through to Year 12 being predominantly female (61.6% in 2011). However, the percentage of males enrolled in Year 12 who study a language has increased slowly in recent years, up to 38.4% in 2011 (Figure 4.8) in comparison to 31.3% in 2005. When looking at enrolment changes for specific languages, the six most widely studied languages in government secondary colleges all experienced rising and falling enrolments between 2005 and 2011. Between 2007 and 2011, enrolments in Indonesian, French and Italian fluctuated but remained similar overall. However, in that same time period, enrolments in Japanese and German declined. Chinese (Mandarin) was the one language which continually grew in popularity at the secondary level, with enrolments increasing 53.8% between 2005 and 2011, albeit from a small
10
Languages in Victorian government schools, 2011
base (Figure 4.7). Overall, the six most widely studied languages at the secondary level were French, Italian, Japanese, Indonesian, German and Chinese (Mandarin). Trends in program type at the secondary level continue to move in a positive direction every year. Overall, in 2011, 98.2% of students participated in programs which focused on language acquisition. Specifically, 96.2% of Languages students participated in Languages programs and 2% participated in a CLIL program. Only 1.8% of students were in Cultural awareness and limited language programs (Table 4.10).
Aggregate Figures for Enrolments in Languages Programs in 2011 Table 1.1 provides a summary of enrolments in Victorian government primary schools and secondary colleges, including all enrolments at the VSL (including through distance education), for 2011. At the secondary level, students studying more than one language through taster programs are counted for each language they are enrolled in. Hence, this table represents student enrolments, not the number of students studying a language.
Table 1.1: Language
Total enrolments in Languages study, government primary schools and secondary colleges, and the VSL, 2011 Primary
Primary VSL
Primary total
Second. Second. VSL
Second. total
Italian
53,114
198
53,312
19,105
468
19,573
72,885
24.3
Japanese
38,108
80
38,188
17,602
767
18,369
56,557
18.9
Indonesian
35,745
6
35,751
17,012
377
17,389
53,140
17.7
French
18,562
103
18,665
19,630
622
20,252
38,917
13.0
Chinese (Mandarin)
16,752
1,337
18,089
6,245
1,398
7,643
25,732
8.6
German
11,653
40
11,693
10,836
452
11,288
22,981
7.7
Auslan
11,017
0
11,017
813
0
813
11,830
3.9
Greek
2,187
700
2,887
953
251
1,204
4,091
1.4
Spanish
2,377
197
2,574
369
403
772
3,346
1.1
Vietnamese
472
1,021
1,493
484
989
1,473
2,966
1.0
Turkish
836
488
1,324
254
413
667
1,991
0.7
Arabic
443
358
801
415
362
777
1,578
0.5
Karen
940
164
1,104
0
121
121
1,225
0.4
Macedonian
121
225
346
288
238
526
872
0.3
Sinhala
0
339
339
0
176
176
515
0.2
Punjabi
0
257
257
0
204
204
461
0.2
Korean
133
102
235
0
216
216
451
0.2
Latin
0
1
1
279
102
381
382
0.1
Croatian
0
178
178
0
172
172
350
0.1
Hindi
0
163
163
0
145
145
308
0.1
Dari
0
121
121
0
136
136
257
0.1
Chin (Hakha)
0
104
104
0
93
93
197
0.1
Polish
0
29
29
0
162
162
191
0.1
Persian
0
14
14
0
175
175
189
0.1
Bosnian
0
61
61
0
108
108
169
0.1
Khmer
0
82
82
0
83
83
165
0.1
Serbian
0
43
43
0
60
60
103
