Victoria (Department of Education and Early Childhood ... http://www.education.vic.gov.au/studentlearning ...... P-9 College. 2455. Portarlington Primary School ...
Languages in Victorian government schools 2010
Published by Languages Unit Student Learning Division Office for Government School Education Department of Education and Early Childhood Development Melbourne June 2011 © State of Victoria (Department of Education and Early Childhood Development) 2011 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/Languages/research.htm For further information please visit: http://www.education.vic.gov.au/studentlearning /teachingresources/Languages/default.htm ISBN: 978-0-7594-0657-5
Preface In 2010, 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 conducted between August and October 2010. The data 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 The study of Languages at the VCE level section. Twenty one languages were taught in government primary schools in 2010, 17 in secondary colleges and 45 through the VSL, representing 50 languages in total. In government primary schools and secondary colleges, there was a total of 299,571 enrolments in Languages, with a further 15,908 primary and secondary level enrolments in the VSL. The Distance Education Section of the VSL provided courses in ten languages and accounted for 17.1% of secondary level enrolments at the VSL. Italian, Japanese, Indonesian, French, German, Chinese (Mandarin), 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, Japanese, Turkish, Greek, French, Arabic and Italian. With 50 languages accessible through government primary schools and secondary colleges and the VSL, the Department of Education and Early Childhood Development (DEECD) hopes to maintain a breadth of high quality programs and Languages offerings in Victoria.
List of Tables Table 1.1
Total enrolments in Languages study, government primary schools and secondary colleges, and the VSL, 2010. .............................................................................. 14
Table 1.2
Number of primary schools and secondary colleges by languages offered, 2010. .................................................................................................................................... 16
Table 1.3
Enrolment trends in Italian, 2005–2010. .............................................................................. 17
Table 1.4
Enrolment trends in Japanese, 2005–2010.......................................................................... 17
Table 1.5
Enrolment trends in Indonesian, 2005–2010. ...................................................................... 18
Table 1.6
Enrolment trends in French, 2005–2010. ............................................................................. 18
Table 1.7
Enrolment trends in German, 2005–2010. ........................................................................... 19
Table 1.8
Enrolment trends in Chinese (Mandarin), 2005–2010. ......................................................... 19
Table 1.9
Enrolment trends in Auslan, 2005–2010. ............................................................................. 20
Table 1.10
Enrolment trends in Greek, 2005–2010. .............................................................................. 20
Table 1.11
Enrolment trends in Spanish, 2005–2010. ........................................................................... 21
Table 1.12
Enrolment trends in Korean, 2005–2010. ............................................................................ 21
Table 1.13
Enrolment trends in Greek, 2005–2010. .............................................................................. 22
Table 1.14
Enrolment trends in Vietnamese, 2005–2010. ..................................................................... 22
Table 1.15
Enrolment trends in Arabic, 2005–2010. .............................................................................. 22
Table 1.16
Enrolment trends in Turkish, 2005–2010. ............................................................................ 22
Table 3.1
Number and percentage of primary schools with Languages programs by year level, 2004–2010. ................................................................................................................. 29
Table 3.2
Number and percentage of primary schools offering each language, 2010. ........................ 30
Table 3.3
The number of primary students in Languages Programs by year level and as a percentage of total student population, 2004–2010. ......................................................... 31
Table 3.4
Primary enrolments by language and year level, 2010. ....................................................... 34
Table 3.5
Primary enrolments by language and program type, 2010. ................................................. 38
Table 3.6
Enrolments in primary schools by method of provision and language, 2010. ...................... 38
Table 3.7
Enrolments by language and target group, 2010. ................................................................ 39
Table 3.8
Primary schools providing Languages programs by region, 2009 and 2010. ....................... 41
Table 3.9
Primary enrolments by language and region, 2010. ............................................................. 41
Table 4.1
Number and percentage of secondary colleges by language, 2010. ................................... 44
Table 4.2
Compulsory Languages study by year level (Years 7 to 10) (amongst those offering a Languages program), 2007–2010. ....................................................................... 45
Table 4.3
Government secondary Languages student numbers by year level, 2007– 2010. .................................................................................................................................... 47
Table 4.4
Secondary enrolments by language and year level, 2010. .................................................. 48
.
48
Table 4.5
Secondary enrolments as a percentage of all Languages enrolments, selected languages, Year 7 and 12, 2010. ........................................................................... 50
Table 4.6
Secondary enrolments by gender and language, 2010. ....................................................... 52
Table 4.7
Student enrolments (government colleges) by language, students eligible to graduate from VCE, 2008 -2010 (based on VCE unit 4 enrolments). .................................. 53
Table 4.8
Students eligible to graduate from VCE, 2010 (government colleges): Number of students who completed a VCE Unit 4 Languages course by year Unit 4 was undertaken. ................................................................................................................... 54
Table 4.9
Year 11 and 12 enrolments at secondary colleges and the VSL, 2008–2010 ...................... 55
Table 4.10
Secondary Languages enrolments by language and program type, 2010. .......................... 57
Table 4.11
Secondary enrolments by language and target group, 2010. .............................................. 58
Table 4.12
Secondary Languages enrolments by metropolitan and regional areas by year level, 2010............................................................................................................................ 59
Table 4.13
Secondary enrolments by region and language, 2010. ........................................................ 60
Table 5.1
Teachers by gender and language, 2010. ........................................................................... 62
Table 6.1
Designated bilingual programs, 2010. .................................................................................. 67
Table 7.1
VSL enrolments by language and year level, 2010. ............................................................ 70
Table 7.2
Primary level VSL enrolments by language, 2010. .............................................................. 74
Table 7.3
Secondary level VSL enrolments by language, all education sectors, 2010. ....................... 75
Table 7.4
Student enrolments in distance education by language and year level, 2010. ..................... 76
List of Figures Figure 1.1
Number and percentage of primary schools providing a Languages program, 2004–2010. .......................................................................................................................... 10
Figure 1.2
Number of primary schools offering the eight most widely studied languages, 2004–2010. .......................................................................................................................... 11
Figure 1.3
Number and percentage of secondary colleges providing a Languages program, 2004–2010. ........................................................................................................... 12
Figure 1.4
Total enrolments in six most widely studied languages, 2004–2010.................................... 15
Figure 3.1
Percentage of primary schools providing Languages programs by year level, 2004–2010. .......................................................................................................................... 28
Figure 3.2
Sequences of Languages programs in primary schools, 2010............................................. 29
Figure 3.3
The number of primary students in Languages Programs by year level, 2004– 2010. .................................................................................................................................... 31
Figure 3.4
Percentage of primary school students studying Languages, 2004–2010. .......................... 32
Figure 3.5
Primary enrolments for the six most studied languages, 2004–2010. .................................. 35
Figure 3.6
Primary level enrolments by language, 2010. ...................................................................... 35
Figure 3.7
Enrolments in primary Languages programs by minutes per week, 2009-2010................... 36
Figure 3.8
Average minutes of Languages study per week, 2004–2010. ............................................. 36
Figure 3.9
Primary Languages enrolments by program type, 2004–2010............................................. 37
Figure 3.10
Percentage of primary schools providing a Languages program by region, 2008–2010. .......................................................................................................................... 40
Figure 3.11
Primary Languages enrolments through ICT, 2004 – 2010. ................................................ 42
Figure 4.1
Percentage of secondary colleges providing Languages programs by year level, 2004–2010. ................................................................................................................. 43
Figure 4.2
Sequences of Languages programs in secondary colleges, 2009–2010. ............................ 44
Figure 4.3
Percentage of secondary colleges (amongst those offering a language) where a language is compulsory by year level, 2005–10. .............................................................. 45
Figure 4.4
Percentage of students studying a language by year level, 2004–2010. ............................. 46
Figure 4.5
Percentage of secondary college students studying a language, 2004–2010. .................... 47
Figure 4.6
Secondary Languages enrolments, 2010. ........................................................................... 49
Figure 4.7
Secondary enrolments, six most widely studied languages, 2004–2010. ........................... 49
Figure 4.8
Secondary Languages enrolments by gender and year level, 2010. ................................... 51
Figure 4.9
Languages enrolments at Years 11 and 12 by regional or metropolitan regions, 2004–2010. ........................................................................................................... 55
Figure 4.10
Average minutes per week for languages programs by year level, 2004–2010. .................. 56
Figure 4.11
Secondary Languages enrolments by program type, 2004–2010. ....................................... 57
Figure 4.12
Secondary Languages student numbers in metropolitan and regional areas by year level, 2010. ................................................................................................................... 59
Figure 5.1
Primary school and secondary college Languages teachers, 2010. .................................... 61
Figure 5.2
Languages teachers by qualification level, 2010.................................................................. 63
Figure 5.3
Percentage of fully qualified teachers, primary and secondary levels, 2004– 2010. .................................................................................................................................... 64
Figure 5.4
Hours spent teaching Languages each week, primary and secondary levels, 2010. .................................................................................................................................... 65
Figure 7.1
Enrolments at the VSL, 2004–2010. .................................................................................... 68
Figure 7.2
Languages enrolments at the VSL, by sector, 2010. ........................................................... 72
Figure 7.3
Enrolments at the VSL by sector and language (eight most widely studied), 2010. .................................................................................................................................... 73
Figure 7.4
Enrolments at the VSL by sector and language (eight most widely studied), Years 11 and 12, 2010. ........................................................................................................ 73
Figure 7.5
Student enrolments in distance education (six most studied languages), 2005–2010. .......................................................................................................................... 77
Table of Contents Preface .................................................................................................................. 3 List of Tables ......................................................................................................... 4 List of Figures ........................................................................................................ 6 Table of Contents .................................................................................................. 8 Section 1: Overview of the Study of Languages in 2010 .......................................... 10 Trends in the Study of Languages....................................................................... 10 Primary Languages Programs ............................................................................. 10 Secondary Languages Programs ........................................................................ 12 Aggregate Figures for Enrolments in Languages Programs in 2010 ................... 14 Language Profiles ............................................................................................... 17 Trend Tables for Other Selected Languages. ..................................................... 17 Section 2: Summary of Findings ................................................................................. 23 Primary Schools .................................................................................................. 23 Secondary Colleges ............................................................................................ 25 Teachers of Languages ....................................................................................... 27 Victorian School of Languages ............................................................................ 27 Section 3: Primary Schools ......................................................................................... 28 Schools ............................................................................................................... 28 Students .............................................................................................................. 31 Languages Taught .............................................................................................. 33 Contact Time ....................................................................................................... 36 Program Types .................................................................................................... 37 Target Groups ..................................................................................................... 39 Regional Provision of Languages ........................................................................ 40 ICT ...................................................................................................................... 42 Section 4: Secondary Colleges ................................................................................... 43 Colleges .............................................................................................................. 43 Students .............................................................................................................. 46 Languages Taught .............................................................................................. 48
Male/Female Enrolments .................................................................................... 51 Languages Study at the VCE Level ..................................................................... 53 Contact Time ....................................................................................................... 56 Program Types .................................................................................................... 57 Target Groups ..................................................................................................... 58 Regional Provision of Languages ........................................................................ 59 ICT ...................................................................................................................... 60 Section 5: Teachers of Languages in Victorian Government Schools and Colleges61 Section 6: Bilingual Programs in Victorian Government Schools and Colleges .... 66 Section 7: The Victorian School of Languages .......................................................... 68 Distance Education Section of the Victorian School of Languages ..................... 76 Section 8: Appendices ................................................................................................. 78 Appendix 1: Program Types and Target Groups ....................................................... 78 Appendix 2: List of Primary Schools by Languages, 2010 ....................................... 79 Appendix 3: List of Secondary Colleges by Languages, 2010 ................................. 90 Appendix 4: Primary Schools and Languages Offered, 2010 ................................... 96 Appendix 5: Secondary Colleges and Languages Offered, 2010 ........................... 115 Appendix 6: VSL Centres and Languages Offered, 2010 ........................................ 122
Section 1: Overview of the Study of Languages in 2010
Trends in the Study of Languages The following trend analysis reviews Languages study at the primary and secondary levels in Victorian government schools and colleges over the last seven years. It provides an informative overview of the current state of Languages and highlights the differing patterns in the study of Languages at the primary and secondary levels.
Primary Languages Programs There was a continual decline in the number of government primary schools offering Languages programs between 2004 and 2010 (Figure 1.1), along with a concomitant decline in student enrolments. The number of schools offering a Languages program decreased by 23.4% between 2004 and 2010. This decline was consistent at all year levels, with the number of primary schools offering a program at each year level decreasing around 20 percentage points between 2004 and 2010 (Figure 3.1). Concurrently, the number of primary school students studying a language between 2004 and 2010 also declined from 85.6% to 66.8% (Figure 3.4). In student numbers, this represents a 23.2% decrease in student enrolments between 2004 and 2010, from 266,900 to 205,015 enrolments in 2010. However, there was only a small decline in enrolments between 2009 and 2010, down 1.2%, from 207,486 to 205,015 enrolments. Figure 1.1
Number and percentage of primary schools providing a Languages program, 2004–2010.
1,200 1,000 1,105 86.9%
1,116 87.8%
1,045 82.9%
800
972 77.4%
947 75.5% 880 71%
847 69.3%
2009
2010
600 400 200 0 2004
2005
2006
2007
2008
The number of primary schools offering each language has fluctuated between 2004 and 2010, with some languages faring better than others. As can be seen in Figure 1.2, the number of primary schools offering Indonesian and Italian has continued to decrease over the last several years. On the other hand, the number of primary schools offering Chinese (Mandarin) and Auslan continued to grow between 2004 and 2010. Offerings of French, Greek and Japanese have fluctuated but remained relatively stable between 2009 and 2010, while enrolments in German remained stable between 2004 and 2006, but slowly declined between 2006 and 2010.
10
Overview 2010: Trends
Figure 1.2
Number of primary schools offering the eight most widely studied languages, 2004–2010.
350 Italian
300
Indonesian 250 Japanese 200
French
150
German
100
Chinese (Mandarin) Auslan
50 Greek 0 2004
2005
2006
2007
2008
2009
2010
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 2010, however, only 2.1% of primary Languages programs ran for 150 minutes or more per week (Figure 3.7). An interesting fluctuation can be seen in relation to program types beginning in 2007. Ideally students study a language through a Languages program, which focuses on the acquisition of language. Until 2007, there had been an increasing movement towards language and cultural awareness programs. In these programs, students are introduced to some vocabulary and aspects of society, language and culture. However, this trend reversed quite dramatically in 2007, with provision of Languages programs increasing to 61.7% in 2008, declining to 55.4% in 2009 but increasing again to 60.4% in 2010 (Figure 3.9).
Overview 2010: Trends
11
Secondary Languages Programs Languages provision at the secondary level has remained relatively stable over the last four years, although the percentage of secondary colleges offering Languages programs has not returned to the 2004 high of 96.4% (Figure 1.3).
Figure 1.3
Number and percentage of secondary colleges providing a Languages program, 2004–2010.
350 300 250 200
298 96.4%
284 91.3%
289 92.9%
272 88.3%
273 89.2%
275 87.6%
2006
2007
2008
2009
272 86.6%
150 100 50 0 2004
2005
2010
Enrolments in secondary Languages programs consistently decreased between 2004 and 2010, moving from 52.4% of students in 2004 to 41.1% of students (91,657 students) in 2010 (Figure 4.5). The largest decrease in enrolments for a number of years has been at the Years 9 and 10 levels, although the decline at the Year 9 level has been relatively stable between 2008 and 2010. At the Year 10 level, the percentage of students studying a language declined from 21.3% to 14.1% between 2004 and 2010 (Figure 4.4). However, the number of students attending government secondary colleges who complete a Languages course by the time they complete Year 12 has increased substantially over the same time period. This has been 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 2010, 17.4% had completed a Languages course. 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 (62.8% in 2010). However, the percentage of males enrolled in Year 12 who study a language has increased slowly in recent years and stood at 37.2% in 2010 (Figure 4.8) in comparison to 34.2% in 2004.
12
Overview 2010: Trends
When looking at enrolment changes for specific languages, the six most widely studied languages in government secondary colleges have all experienced rising and falling enrolments between 2004 and 2010. Over this time period, enrolments in Indonesian, Italian, Japanese and German have declined (Figure 4.7). French enrolments have fluctuated but remained strong over the same time frame. Chinese (Mandarin) has continued to grow in popularity, with enrolments increasing 25.7% between 2004 and 2010. Overall, the six most widely studied languages at the secondary level were French, Japanese, Italian, Indonesian, German and Chinese (Mandarin). Trends in program type at the secondary level continue to move in a positive direction every year. Languages programs that focus on the target language, rather than on a general language and cultural experience, continue to form the majority of programs, up from 95.1% in 2004 to 97.7% in 2010. Only 2.3% of programs in secondary colleges are language and cultural awareness programs (Table 4.10).
Overview 2010: Trends
13
Aggregate Figures for Enrolments in Languages Programs in 2010 Table 1.1 provides a summary of enrolments in government primary schools and secondary colleges, including all enrolments at the VSL (including through distance education), for 2010. 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
Total enrolments in Languages study, government primary schools and secondary colleges, and the VSL, 2010. Primary
Primary VSL
Primary total
Second.
Second. VSL
Second. total
Total enrol.
%*
Italian
55,783
203
55,986
17,979
456
18,435
74,421
23.6
Japanese
43,183
70
43,253
18,115
853
18,968
62,221
19.7
Indonesian
39,049
2
39,051
16,637
369
17,006
56,057
17.8
French
18,969
118
19,087
19,731
656
20,387
39,474
12.5
German
13,987
54
14,041
11,816
430
12,246
26,287
8.3
Chinese (Mandarin)
14,292
1,314
15,606
5,424
1,430
6,854
22,460
7.1
Auslan
10,722
0
10,722
821
0
821
11,543
3.7
Greek
2,656
660
3,316
1,115
205
1,320
4,636
1.5
Spanish
2,260
185
2,445
1,327
379
1,706
4,151
1.3
Vietnamese
736
1,041
1,777
375
1,045
1,420
3,197
1.0
Arabic
764
391
1,155
370
358
728
1,883
0.6
Turkish
652
468
1,120
286
439
725
1,845
0.6
Karen
635
135
770
0
105
105
875
0.3
Macedonian
128
218
346
220
220
440
786
0.2
Korean
388
78
466
0
191
191
657
0.2
Sinhala
0
321
321
0
169
169
490
0.2
Punjabi
0
232
232
0
188
188
420
0.1
Dari
0
205
205
0
205
205
410
0.1
Latin
0
0
0
259
121
380
380
0.1
Croatian
0
180
180
0
169
169
349
0.1
335
6
341
0
4
4
345
0.1
Hindi
0
152
152
0
136
136
288
0.1
Maori
232
0
232
23
0
23
255
0.1
Chin (Hakha)
0
120
120
0
97
97
217
0.1
Polish
0
35
35
0
181
181
216
0.1
Khmer
0
79
79
37
73
110
189
0.1
Bosnian
0
75
75
0
111
111
186
0.1
Persian
0
33
33
0
148
148
181
0.1
119
0
119
0
0
0
119
