areas: the linguistic needs of students from non-English speaking backgrounds and the needs of ... for children in primary and secondary-technical schools. ...... Berkeley, California, Bay Area Bilingual Education League/Lau Center, Berkeley.
State Board of Education Ministerial Advisory Committee on Multicultural and Migrant Education
The Place of Languages Other Than English In Victorian Schools
Report to the Minister for Education
Melbourne July 1985
State Board of Education 2 Treasury Place Melbourne 3002 ISBN O 724183191 July 1985 Note: Except where other sources are indicated, the material published in this policy document is provided by the State Board of Education for the purpose of public information. It may be freely reproduced and used for purposes of education without further reference to the Board. In such cases, the source should be acknowledged. Additional copies of this paper may be purchased direct from the Victorian Government Bookshop, 41 St Andrews Place, Melbourne, 3002.
ii
Contents Page Preface Chapter One:
The Value of Learning Languages
1 3
Chapter Two:
Factors which Influence the Development of a Language Policy
5
Chapter Four:
Extending Language Education
7 12
Chapter Five:
Recommendations
21
Appendices:
A. Glossary B. Language Courses in Victorian Schools c. Ethnic Composition of Victoria's Population D. Bibliography
24 25 30 33
Chapter Three: The Language Needs of Children
iii
Preface This paper is a policy document on language education presented to the Minister for Education from the State Board of Education (the Board) and the Ministerial Advisory Committee on Multicultural and Migrant Education (MACMME). The Board and MACMME have undertaken this task for the Minister to enable schools in Victoria to implement newly developed government policy (expressed in recent Ministerial Papers) on language teaching. Ministerial Paper No. 6, Curriculum Development and Planning in Victoria, charges schools with the responsibility of furthering the knowledge, understanding and competencies necessary for young people to be able to participate effectively in the life of a multicultural society (1984:12). Furthermore, each school council is asked to "ensure that its program enables students progressively to ... acquire proficiency in another language used in the Australian community" (1984:17). A discussion paper, The Place of Community Languages in Victorian Schools, was prepared during 1984 with the aim of stimulating public discussion and providing a basis for consultation. In line with the policy of the State Board of Education, responses to the paper and the issues which it raised were invited. This enabled greater public contribution to the policy development process. More than seventy replies were received and nearly thirty consultations held. The structure and content of this document reflects and incorporates the diverse views presented to the Board andMACMME. The policy which is developed here puts forward arguments for the teaching of languages additional to English to all children. While the specific needs of children from non-English speaking families are recognised and discussed in some depth, those of Aboriginal children are not. The importance of incorporating aspects of Aboriginal language and culture in the school curriculum is recognised; however, the issues are too complex to be dealt with adequately in this paper. Consequently, while reference has been made to Aboriginal languages where appropriate it is proposed that this issue be addressed in a document to be prepared jointly by the Board and the Victorian Aboriginal Education Consultative Group at a later date. The. place of insertion classes and ethnic schools is also not discussed in this paper. While the valuable work undertaken through such agencies in the areas of language maintenance and language learning is recognised, the issue is too broad to be dealt with adequately here. Discussion on ethnic schools and insertion classes should take place in a context which addresses political and industrial as well as curricular aspects; issues such as the funding of non-government agencies to operate ethnic schools and insertion classes; the registration of ethnic schools; the level of training and accreditation of teachers in ethnic schools and insertion classes; and the nature of integration of ethnic schools and insertion classes into the public education system. Some of these issues have been addressed in documents such as the Schools Commission's Report Study of Insertion Classes funded under the Commonwealth Ethnic Schools Program and the MACMME review of Ethnic Schools. 1
The development of proposals for the extension of language education in Victorian schools is influenced by a range of factors. These include the arguments and perceived benefits of learning languages (which are presented in chapter one), the nature of contemporary Victorian society (described in chapter two) and the differing language needs of children in schools (which are defined in chapter three). The final two chapters put forward detailed proposals relating to the learning of languages additional to English, highlighting specific school and systemic responsibilities.
2
Chapter One: The Value Of Learning.Languages / The learning of languages has always been an important component in secondary education. With the changing nature of our society, there are now powerful reasons for extending the teaching and broadening the range of languages other than English in Victorian schools. As this chapter will outline, Victorian school children will benefit in significant cognitive and social areas through such learning. The advantages of these bilingual and multilingual resources to Victorian and Australian society are described in succeeding paragraphs. However, before proceeding, it should be noted that such language development takes place within an environment where the English language is the national language of Australia and enhanced competence in English is a primary objective of schooling. In this regard, the language policy put forward here accepts three guiding principles proposed by the Senate Standing Committee on Education and the Arts for the development of a national language policy, viz: o competence in English; o maintenance and development of languages other than English; o opportunities for learning second languages. (1984:4).
Cognitive and Linguistic Advantages of Learning Languages
Learning another language provides for all children an opportunity for first hand experience of another linguistic system and the culture it expresses. Such experience can open the way to a deeper understanding of one's own language and the culture in which it is based. Through such learning, children are able to experience differences in a positive, non-threatening manner, particularly where the level of language learnt is sufficient to enable them to communicate effectively with speakers of that language. Where the language taught is one spoken by a component of the Australian community, the immediacy of the cultural group associated with that language should allow students greater access to, and contact with, that language and with the culture and lifestyle of the people associated with it. Secondly, there is persuasive evidence in research studies which show that the \ learning of a second language is enhanced where students have .a sound knowledge of their first language and where the two languages are .allowed to develop side by side, in a balanced way. This is pertinent to discussion concerning the effect which mother tongue maintenance may have on the learning of English by children from non-English speaking backgrounds. For effective second language learning to take place, it is desirable that a student's first language be allowed to develop to a satisfactory threshold levelof competence. Thus, for children of non-English speaking backgrounds not only is it important that they be able to maintain their home language, but it is desirable that they also be allowed to develop that language to a, level where the knowledge thus gained can be advantageous to their learning of English. Another benefit of language learning is found in children with a high level of bilingual competencc:.fR�t studies str�ngly suggest that a high level of proficiency in two languages is very like!Y to have aposiuveinfluence on children's llimklifg aiialearning. It is agreed that such language proficiency.may· lead ioamore flexible manipulation of the languages as children begin to employ language in new
-·
3
combinations and in new settings. The experience of more than one linguistic persp ective develops divergent thinking skills in children, thus enabling them to develop a more flexible approach to thinking and le arning. Associated with such flexibility is a growing awareness in children of the characteristics of language-its rules and conventions-and of the social and cultural context in which the language operates. Finally, access to two languages provides children with two ways of labelling the same object, an essential understanding that will enable children to differentiat e between the sound of a word and its meaning. This is an important conceptual development.
Social/Psychological Advantages
In Ministerial Paper No. 1, Decision Making in Victorian Education, schools are urgelLto.take-an.a!;!ive role in curriculum development in consultation with parents and groups within the community. Scho.c>!_1e_om1dls also have a_statutory N
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Appendix D: Bibliography Adams, I.J.W. 'The Teaching of Community Languages in Australia', New Education 3.2 (1981) 69-76. Alatis, J E. (ed.) Bilingualism and Language Contact. Washington D.C., Georgetown University Press, 1970. Aikin, M.C., et al. Evaluation and Decision Making: The Title VII Experience. Los Angeles, Center for the Study of Evaluation, UCLA, 1974. Anderson, T. and Boyer, M. Bilingual Schooling in the United States. Vol.l. Austin, Texas, Southwest Educational Development Laboratory, 1970. Andreoni, H. 'Priorities and Conflicts in Community Language Programmes', Social Alternatives 3.3 (1983) 18-22. Australia. Commonwealth Department of Education. Towards a National Language Policy. Canberra, AGPS, 1982. Australia. Commonwealth Schools Commission. Report for the Triennium 1982-84. C&nberra, AGPS, 1981. Australia. Commonwealth Schools Commission, Committee on Multicultural Education. Education for a Multicultural Society. Canberra, AGPS, February 1979. Australia. Senate Standing Committee on Education and The Arts. Report on a National Language Policy. Canberra, AGPS, October 1984. Balasubramonian, K. and Frederickson, C. 'Innovative Approaches to Multicultural Programming', in La Fontaine, Perskey and Golubchick (eds), Bilingual Education. Wayne, New Jersey, Avery Publishing Group Inc., 1978. Barik, H.E. and Swain, M. 'English-French Bilingual Education in the Early Grades: The Elgin Study', Modern Language Journal 58.8 (1974) 392,-403. Barik, H.C. and Swain, M. 'A Longitudinal study of Bilingual and Cognitive Development', International Journal of Psychology 11.4 (1976) 251-263. Bettoni, C. 'Maintenance or New Learning? Italian In Schools', Babel 17.2/3 (1981) 25-33. Blanco, G.M. 'The Education Perspective', in Centre for Applied Linguistics, Bilingual Education: Current Perspectives. 4 (1977) 1-66. Bruck, M., Lambert, W.E. and Tucker, G.R. 'Alternative Forms of Immersion for Second Language Teaching', Working Papers on Bilingualism. Toronto, Ontario Institute for Studies in Education 10 (1976) 22-73. Bull, W. 'The Use of Vernacular Languages in Education', in D. Hymes (ed.), Language in Culture and Society: a reader in linguistics and anthropology. New York, Harper and Row, 1964. Burt, M. and Dulay, H. 'Some Guidelines for the Assessment of Oral Language Proficiency and Dominance', TESOL Quarterly 12.2 (1978) 177-192. Cardenas, J. Preliminary Report, IDRA Response to the AIR Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. San Antonio, Texas, Intercultural Development Research Association, 1977. 33
Cardenas, J. AIR Evaluation ofBilingual Education. San Antonio, Texas, lntercultural Development Research Association, 1978. Carroll, J.B. The Teaching of French as a Foreign Language in Eight Countries. Sweden, Halstead Press, 1975. Center For Applied Linguistics. Bilingual Education: Current Perspectives. Vol. 1: Social Science; Vol.2: Linguistics; Vol 3: Law; Vol. 4: Education. Arlington, Virginia, Center for Applied Linguistics, 1977. Clayton, L. Knight, T. and Rado, M. Curriculum and Culture: Schooling in a Pluralist Society. Sydney, George Allen and Unwin, 1977. Clyne, M.'Factors Promoting Migrant Language Maintenance in Australia', in P.R. se Lacey and M.E. Poole (eds), Mosaic or Melting Pot: Cultural Evoution in Australia. Sydney, Harcourt Brace Jovanovich, 1979, 119-128. Clyne, M. 'Language Planning in a Vacuum'. Paper presented at the Conference on Migrants, Migration and the National Population Enquiry held at Monash University, October 1975. Clyne, M. 'Medium or Object: Some Models for Community Languages in Primary Schools'. Paper delivered at the 7th Conference of Applied Linguistics Association of Australia, 1982. Clyne, M. Multilingual Australia, Melbourne, River Seine Publications, 1982. Clyne, M. 'The Place of Community Languages in Victorian Schools'. Paper prepared for the Ministerial Advisory Committee on Multicultural and Migrant Education, Melbourne, 1983. Clyne, M. 'Primary School Languages and Bilingual Education: Some Overseas Research and Legends', Polycom 27 (1981) 24-29. Cohen, A.D. 'The Culver City Spanish Immersion Program: the First Two Years', The Modern Language Journal 58 (1974) 95-103. Cohen, A.D., Fatham, A. and Merino, B. The Redwood City Bilingual Education Project 1971-1974. Working Papers on Bilingualism. Toronto, Ontario Institute for Studies in Education, 8 (1975) 1-29. Cohen, A.D. and Laosa, L.M. 'Second Language Instruction: Some Research Considerations', Curriculum Studies 8.2 (1976) 149-165. Cohen, A.D. and Swain, M. 'Bilingual Education: the "Immersion" Model in the North American context', TESOL Quarterly 10.1 (1976) 45-53. Cowan, J.R. and Sarmad, Z. 'Reading Performance of Bilingual Children According to Type of School and Home Language', Language Learning 26.2 (1976) 353-376. Cummins, J. 'The Influence of Bilingualism on Cognitive Growth: a Synthesis of Research Findings and Exploratory Hypotheses', Working Papers on Bilingualism. Toronto, Ontario Institute for Studies in Education, 9 (1976) 1-43. Cummins, J. 'Metalinguistic Development of Children in Bilingual Education Programs: Data from Irish and Canadian Ukrainian-English Programs', in M. Paradis (ed.), The Fourth LACUS Forum 1977. Hornbeam, South Carolina, 1978, 29-40. 34
Cummins, J. and Gulutsan, M. 'Some Effects of Bilingualism on Cognitive Functioning', in S. Carey (ed.), Bilingualism, Biculturalism and Education. University of Alberta, 1974. Danoff, M.N. Evaluation ofthe Impact ofESEA Title VII Spanish/ English Bilingual Education Program: Overview of Study and Findings. Palo Alto, American Institutes for Research, 1978. Donoghue, M.R. and Kunkle, J.F. Second Languages in Primary Education. Rowley, Mass., Newbury House Publishers Inc., 1979. Downing, J. 'Strategies of Bilingual Teaching', International Review of Education 24.3 (1978) 329-345. Dulay, H. and Burt, M. 'A New Perspective on the Creative Construction Process in Child Second Language Acquisition', Working Papers on Bilingualism. Toronto, Ontario Institute for Studies in Education, 4 (1974) 71-97. Engle, P.L. 'The Use of Vernacular Languages in Education: Language Medium in Early School Years for Minority Language Groups', Papers in Applied Linguistics, Bilingual Education Series 3. Arlington, Virginia, Centre for Applied Linguistics, 1975. Ervin-Tripp, S.M. 'Is Second Language Learning Like the First', TESOL Quarterly 8.2 (1974) 111-127. Fasold, R. W. Languages of Education: How to Decide. Bloomington, Indiana, Indiana University Linguistics Club, 1975. Ferguson, C.A. 'Linguistic Theory', in Center for Applied Linguistics, Bilingual Education: Current Perspectives. 2 (1977) 43-52. Fischer, K.B. and Cabello, B. 'Predicting Student Success Following Transition from Bilingual Programs'. Paper presented AERA Meeting, Toronto, UCLA 1978. Fishman, J.A. Bilingual Education: An International Sociological Perspective. Rowley, Mass., Newbury House, 1976. Fishman, J.A. 'Bilingualism with and without Diglossia; Diglossia with and without bilingualism', The Journal ofSocial Issues 23.2 (1967) 29-38. Fishman, J.A. Language in Sociocultural Change. Stanford, Stanford University Press, 1972. Fishman, J.A. (ed.) Readings in the Sociology of Language. The Hague, Mouton, 1968. Fishman, J.A. 'The Social Science Perspective', in Center for Applied Linguistics, Bilingual Education: Current Perspectives. 1 (1977) 1-49. Fishman, J. and Lovas, J. 'Bilingual education in a sociolinguistic perspective', TESOL Quarterly 4 (1970) 215-222. Foster, L., Lewis, R. and Rado, M. Exploring Student Attitudes in Australia Towards Ethnic Language Maintenance and Bilingual Education. Bundoora, La Trobe University, 1980. Gaarder, A. B. Bilingual Schooling and the Survival of Spanish in the United States. Rowley, Mass., Newbury House, 1977; 35
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Lambert, W.E. 'Culture and Language as Factors in Learning and Education', in A. Wolfgang, (ed.) Education of Immigrant Students. Toronto, Ontario Institute of Studies in Education, 1975. Lambert, W.E. 'The Effects of Bilingualism on the Individual: Cognitive and Sociocultural Consequences', in P.A. Hornby (ed.), Bilingualism· Psychologica� Social and Educational Implications. Academic Press, New York, 1977. Lambert, W.E., Giles, H; and Piscard, 0. 'Language Attitudes in a -French-American Community', International Journal of the Sociology ofLanguage 4 (1975) 127-152. Lambert, W.E. and Tucker, G.R. Bilingual Education of Children: the St. Lambert Experiment. Rowley, Mass., Newbury House, 1972. Legarreta, D. 'Language Choice in Bilingual Classrooms', TESOL Quarterly, 11.1
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FD Atkinson Government Printer Melbourne
