Learning Languages Newsletter July 2014

NEWSLETTER Vol. 4 | 30 July 2014

CHINESE LANGUAGE NEWS

FRENCH LANGUAGE NEWS

GERMAN LANGUAGE NEWS

NZCLTA LAUNCH

MICHEL BOIRON WORKSHOPS

JUDITH GEARE WINS AWARD

YEAR 5s MAKE DUMPLINGS

REFLECTIONS OF FRENCH FLA

LIFESWAP

MID-AUTUMN FESTIVAL

LA PROGRAMME 2015

EXPERIENCES OF GERMAN FLA

JAPANESE LANGUAGE NEWS

SPANISH LANGUAGE NEWS

NEWS & PROFESSIONAL DEVELOPMENT

NCEA JAPANESE WORKSHOP

SPANISH RESOURCE LIBRARY

TASTE OF JAPAN

SPANISH & FOOTBALL

BUILDING STUDENTS’ INTERNATIONAL CAPABILITIES

UPCOMING EVENTS

EXPERIENCES OF SPANISH FLA

NZALT CONFERENCE

For questions, comments or to contribute to this newsletter, please contact Georgina Ma at georgina.ma@auckland.ac.nz or on 09 623 8899 x48506

1

Chinese Language News Year 5 Meadowbank Students Learn to Make Dumplings The Year 5s at Meadowbank School learnt how to make We then boiled the jiaozi in hot water. We put soy sauce dumplings. Emily Priday shared her experience with us. and vinegar together to make the dumpling sauce. Once the dumplings were cooked, some of us helped out by ‘Our school is lucky enough to have Mandarin lessons placing a few dumplings on each plate (along with a pair and we got to make Chinese dumplings (jiaozi) in the of chopsticks). We all chose a seat and sat down to the school kitchen this term! scrumptious sight and smell of dumplings!

Once we arrived in the kitchen, we were split into Then Miss Ko explained how to use chopsticks, and groups. We listened excitedly to the teacher as she when she was done, everyone dug in. It was SO explained what to do and demonstrated how to do it. delicious! Hen hao chi! It was a great cultural We used minced pork and chopped vegetables as the experience, and I’m sure that everyone had a great time!’ filling. We learned different ways of wrapping the jiaozi from the teachers and parent helpers.

We were eager to get started, some of us perhaps a bit too eager, as when we put our dumplings on the tray provided, they flopped at an odd angle and fell apart!

To begin with, we picked up one of the many pastry circles and then we carefully put a small amount of filling into the centre of the pastry circle.

Next, we dipped a clean spoon into a waiting bowl of water, and spread the water around the pastry. We folded the pastry onto itself, making a half-moon shape.

We then crimped the outside of the dumpling so that the filling wouldn’t fall out. We repeated this process again and again!

Zhōngqiū jié 中秋节 Mid-Autumn Festival

Mid-Autumn Festival is an official harvest festival celebrated in China. The earliest celebration of this festival dates back to the Shang Dynasty (c. 16th to 10th century). The festival is held on the 15th day of the eighth month in the Chinese lunar calendar (nónglì农历),during a full moon, which is in September or early October in the Gregorian calendar.

In the old days, the festival was a time to enjoy the successful reaping of rice and wheat with food offerings made in honour of the moon (yuèliàng月亮).Today, it is still an occasion for outdoor reunions among friends and relatives to eat moon cakes (yuèbǐng月饼)and watch the moon (shǎngyuè赏月),a symbol of harmony and unity (tuányuán团圆).Moon cakes are one of the hallmark traditions of this festival. In Chinese culture, a round shape symbolizes completeness and unity.

Other fruit, such as apples, pears, peaches, grapes, pomegranates, melons, oranges, and pomelos are offered together with moon cakes while people enjoy watching the moon.

2

Chinese Resource Sharing Workshop for Teachers The National Chinese Adviser, Wang Yu, ran a resource sharing workshop for teachers on 5 June in Wellington. At this workshop, teachers brought and shared Chinese language teaching resources.

It was a very successful day and the participants were very positive about the workshop.

If you are a secondary school Mandarin teacher, join Wang Yu at the next resource sharing workshop in Wellington in early August .

For more information have a look at the Courses, Workshops and Meetings offered in 2014 section at http://www.ilep.ac.nz/national-advisers/chinese-national-adviser

‘...it was very worthwhile linking up with like-minded people and… to see the wonderful range of resources that are available to support and enhance our programme.’

‘I have a clearer understanding of the resources available.’

‘I have learned many good ways to create class activities. Many useful resources of books, worksheets. Great ideas.’

NZ Chinese Language Teachers Association Launch In late August, the New Zealand Chinese Language Teachers Association (NZCLTA) Launch Ceremony will be held.

The aim of this organization is to provide professional network opportunities and professional development opportunities for New Zealand teachers of Chinese at primary and secondary level, in order to promote effective Chinese learning and teaching in schools.

More information on NZCLTA can be found at http://www.nzclta.org/ To attend the NZCLTA Launch ceremony, RSVP to admin@ilep.ac.nz

Upcoming National

Early August - Chinese resource sharing workshop (Senior), Wellington 6 September - iCLT workshop on Moon Festival

Advisor Workshops

To attend, please RSVP to admin@ilep.ac.nz

2 August —Qiqiao Festival (Double-Seventh Day/Chinese Valentine’s Day) 8 September – Mid-Autumn/Moon Festival 28 September – Confucius’ Birthday

Holidays & Festivals 3

French Language News Michel Boiron Workshops French teachers were inspired, motivated and entertained Three Michel Boiron workshops were held around New Zealand from 12 to 15 May. Michel is the director of CavilamAlliance Francaise in Vichy. Cavilam has an international reputation for its pedagogical innovation and has key partnerships with TV5monde, the French Ministry of Foreign and European Affairs, the Institut Francais, Radio France, and the Organisation International de la Francophonie. For more information on Michel, visit www.cavilam.com.

French teachers in Christchurch, Wellington and Auckland who attended the workshops were inspired and motivated

by Michel’s innovative and passionate approach to language teaching. For those teachers who were not able to attend the workshop, here are some of the useful websites that Michel shared at his workshop.

http://www.20minutes.fr Students source a news item and report back on the when, where, who, what, why and how of what they read.

http://www.caricaturesoft.com Students create a cartoon on a topic, such as My Future.

Chop up the scenario into sequences and have other students reassemble the cartoon.

http://www.leplaisirdapprendre.com/passeport-pour-le-francais/ Download a passport for each student with pages to be stamped as they achieve goals.

www.didapages.com Students can have fun creating booklets using a multimedia program such as Didpages or Simply.

http://www.francparler-oif.org Visit this site for some interesting French lesson ideas.

Upcoming National Advisor Workshops

World War 1 Shared Histories Support Workshops 15 September - Wellington 17 September - Auckland

To attend, please RSVP to admin@ilep.ac.nz 4

“One of the Most Amazing Experiences” Marie Testud reflects on her work as a French Language Assistant Bonjour ! Je m’appelle Marie. J’ai 30 ans, je suis assistante de Internet to students who are living in remote places of New français à Auckland, en Nouvelle-Zélande !

Zealand. I was so excited when I got this position. It’s so amazing to offer this opportunity to kids to learn not only a Travelling is an addiction: when you start, you can’t stop. I had language, but also a lot of different subjects, even if they are travelled a lot - to the USA, South Korea, around Europe - and living far away from everything! I make PowerPoints, and we lived one year in Québec, Canada, but I needed a new talk on the phone. They are so clever and motivated. I am challenge: to find a job which reflected my way of life and my looking forward to again doing a big tour of New Zealand at addiction to travel. So I decided to become a French teacher! I the end of the year, and to meet all of them. went back to Uni, did a Master Français Langue Etrangère, and came to New Zealand!

My experience as a French assistant in New Zealand was, and Why New Zealand? Challenging; English-speaking country; is still, one of the most amazing experiences I have had in my Māori culture; amazing landscapes; the furthest country from life. As New Zealand is far from France, you have to be strong and independent. I grew up by ten years in only one year of France I could go! staying here. This experience brought a lot: knowledge about I was really lucky to get this position here. I’m really thankful to the New Zealand school system, New Zealand culture, but also about Māori and Pacific Island cultures. Personally, this ILEP and CIEP to let me be part of their programme. experience brought me confidence, good teaching experience I arrived in New Zealand in April 2013. My first week at school and turned me into a French teacher! was observation: to become familiar with the school system, and get to know the students, of course.

Among my experiences last year and this year, I came to work in different schools and suburbs of Auckland. The differences I found meant that I had to adapt not only my way of teaching, but also the way I behaved.

Primary School (Year 1 to Year 6) I loved this experience. These kids are amazed by everything; their eyes sparkle when it comes time to learn! With them, I made lessons a game. We had a French day for Bastille Day, and we did a play about the French Revolution. We also started a lovely project with the Year 6 classes: an exchange with a French school. I kept in touch with a teacher in my home town in France (Langogne). It wasn’t easy, because of the time difference and the school year (September to June in France), but at least we managed to send a couple of letters, and some pictures and videos! When we received the first letters, the kids were so excited. Inspired from this experience, the French teacher and I tried to find a school in New Caledonia, and this year the primary school is starting an exchange with a New Caledonian school!

French Foreign Language Assistant Appointments – 2015

Secondary School (Year 9 to Year 13) I work with small groups, playing games, or doing little conversations in French. I create resources for teachers and, from time to time, I share cultural stuff with the whole class through PowerPoints. I really like the relationship I have with the students. Through learning, we get to know each other, and they become more and more confident in speaking.

Expressions of interest are invited from schools to employ a French Language Assistant for the 2015 school year. The scheme is available to all schools teaching at primary, intermediate and secondary level.

Virtual Learning Network This is one of my challenges this year: teaching French via the

More information: http://www.ilep.ac.nz/languageassistants

For further information and to request the application form, please contact Dmitry Mitenkov at programmes@ilep.ac.nz

5

German Language News Lifeswap - A fun film resource for intercultural teaching

For language teachers it is sometimes not that easy to teach the culture of the target language in a way which keeps students engaged and inspired, makes them laugh and even long for more.

The animation by Steffen Kreft is appealing and contains lots of playful allusions (e.g. a pear instead of the famous apple on Jörg’s notebook, the popular IKEA “Pax” wardrobe behind Duncan’s back, which is a piece of furniture one would find in so many German Two young men, a New Zealander and a German, have “Wohngemeinschaften”). It is hand-drawn which fits the come up with a brilliant animated series which is not intention of conveying personal experiences in a downonly funny for anybody who experiences the challenges to-earth manner very well. of life in a different country, but makes for a wonderful teaching resource especially for teachers of German in New Zealand.

In this series Jörg from Germany and Duncan from New Zealand swap their apartments for a few months, setting out on an adventure in which they discover sometimes delightful, sometimes frustrating aspects of each other’s culture which they relate to one another in monthly Skype-conversations.

So far three episodes have been finished – with the support of the Goethe-Institut in New Zealand and the NZ Ministry of Foreign Affairs and Trade - and all are readily accessible on the World Wide Web. While Episode 1 centres on Duncan’s difficulties with the German way of meticulously separating rubbish (the animation itself is a treat for teachers and students alike who always come across this topic in their classes!), Episode 2 (“The tea towel stinks”) deals with the disharmony Jörg’s direct way of expressing criticism has caused in his Kiwi flat. Episode 3 (“The Winter deniers”) makes one feel with Jörg, whose eyes fill with (lovely) tears when he reveals to Duncan how (home)sick he feels because of the lack of central heating in his New Zealand home …

The scripts by William Connor are so witty and filled with so much intercultural content, that they are apt to inspire lots of discussions in the classroom – and beyond.

What a wonderful resource for the German language classroom, for Germans and Kiwis alike. More episodes are planned – watch out for them!

Links: www.goethe.de/nz www.lifeswap.net Heike Papenthin German National Advisor

Upcoming Using film as a medium for teaching German Wellington, Auckland & Dunedin in September Dates & Venues to be confirmed

To attend, please RSVP to admin@ilep.ac.nz

National Advisor Workshops 6

Judith Geare awarded the Peter and Eunice Beveridge Award for Leadership in Languages At their biennial international conference in July 2014 in Palmerston North, the New Zealand Association of Language Teachers (NZALT) awarded the Peter and Eunice Beveridge Award for Leadership in Languages to Judith Geare Head of the German Language Department of the Goethe-Institut New Zealand.

Early in her teaching career Judith taught at Aranui High School in Christchurch and Green Bay High School in Auckland and since 1985 has been working at the GoetheInstitut New Zealand in German teaching and teacher professional development for teachers of German.

At the award ceremony, NZALT recognised Judith as ‘an outstanding leader of, and advocate for, languages in Aotearoa New Zealand’.

‘Judith’s support of language learning goes beyond the realm of German teaching. She has worked closely for many years with many organisations, contracts and associations that promote the learning of all languages. She was also one of the initial organisers of International Languages Week and helped to develop a website of many wonderfully creative ideas for teachers of all languages...Judith is an amazing ‘motivator’. She goes out of her way for students and teachers. She is constantly inventing new and exciting ways to promote languages and to enthuse, support and reassure learners and teachers.’

On behalf of the Language Learning community, we congratulate Judith on this award and thank her for her the amazing contribution she has made to language learning and teaching in New Zealand. Her passion and work in the field continues to inspire us as a community.

ShortFilmFest 2014 The ShortFilmFest for NZ students of German, organised by the GoetheInstitut and ILEP with support by the German Embassy, is up and running again this year! Students from primary school to tertiary level are invited to use their German language skills, creativity and teamwork to make a film of about 3 minutes length on the topic of

SEHNSUCHT Don’t miss this wonderful opportunity to engage your students in a fun and meaningful way to showcase their language skills.

The films are due by Friday, 26 September 2014 and the best will be shown in Wellington at an Award-Ceremony on Friday, 5 December.

For more information, go to www.ilep.ac.nz

7

“In Middle-Earth” Or “At World’s End”?

Fabian Prolingheuer on Living as a Language Assistant in New Zealand Guten Tag! Ich heiße Fabian. Ich bin 25 Jahre alt. Und Talking about my living experiences, I can clearly say that I enjoy being here a lot. I like the friendliness and ich komme aus Deutschland.

Understood? Cool! (This word is used a lot in German.)

open-mindedness of the people here and have done a

few trips so far, which led me to Wellington, the If not: no worries, here is the translation… “Good Northland, Matamata and Coromandel, and most afternoon! My name is Fabian. I am 25 years old. And I recently to Rotorua. While I have tried to learn some come from Germany.”

bits of Te Reo Māori since I arrived in NZ. In my free

And now you: ... (you will probably need words like time, I enjoy walking in the Waitakere Ranges, which I “Neuseeland” [nɔı'ze:lᴧnt] or “England” ['εŋlᴧnt]). have done a few times with my new friends already, Quite good, try again to say “ich”; the “ch” is like the and also on my own, which turned out to be somewhat whispered “y” in “you,” with a constantly flowing adventurous. With my flatmates, I have had an amazing airstream. Sehr gut—very good!

beach trip and several barbecues, and watched many of the German matches of the Soccer World Cup.

A typical situation in my job, taken from the beginnings of Year 9: language modelling, language support, Due to all these experiences (and with the recent final coaching in language use. For the 2014 school year, I in mind), I will start the second half of my year with work in four Auckland high schools for one day a week enthusiasm and confidence. each, up to four periods a day. During the six months that I have spent here so far, I gained a lot of experience and have enjoyed working with the students very much. Within the four schools, I assist nine German teachers overall. This is really interesting, as I can observe many different teaching styles and pick out the aspects that I find appropriate for my own teaching. I learn new methods and get access to a range of teaching materials, which in the case of pictures and flashcards will even be useful for my English classes back in Germany.

German Foreign Language Assistant Appointments – 2015 Expressions of interest are invited from schools to employ a German Language Assistant for the 2015 school year. The scheme is available to all schools teaching at primary, intermediate and secondary level.

For further information and to request the application form, please contact Dmitry Mitenkov at programmes@ilep.ac.nz More information: http://www.ilep.ac.nz/language-assistants

8

Deutschland im Koffer "Deutschland im Koffer" or "Germany in a Suitcase", is the title of a new Goethe-Institut exhibition that arrived in New Zealand in July. The "suitcase" is really two extremely large (and heavy!) trunks, that open up to reveal a range of high and low tech, inter-active aspects of Germany and the German Language. The display can function as a first introduction to things German, as well as as a more in depth exploration for students of the language. The exhibition is on view in the Spiers Centre, Palmerston North Boys' High School for the month of August. After that it will make its way to other parts of New Zealand. Expressions of interest in hosting the exhibition can be sent to: Elke Diedrichs and Judith Geare from the Goethe-Institut were ably assisted german@wellington.goethe.org

by students of German at Palmerston North Boys' High School to set up the exhibition.

German Film Festival 2014 The German Film Festival 2014 will be held in Auckland, Wellington & Dunedin in September. There is an impressive line-up of films and this is an excellent opportunity for teachers and students of German to immerse themselves in German language and culture.

The German Film Festival commences in Wellington, where it runs from 4 to 14 September at Paramount Cinemas. The Auckland leg of the festival runs from 11 to 21 September at Rialto Cinemas, Newmarket. The festival wraps up in Dunedin, where it runs from 25 to 28 September at Rialto Cinemas.

‘Ostwind’ and ‘Der ganz große Traum’ are highly recommended for school groups. ‘Ostwind’ (’Windstorm’) is a must-see for horse lovers and is the story of a teenager who is not succeeding at school and who discovers an affinity with a difficult horse. ‘Der ganz große Traum’ (‘Lessons of a Dream’) is the story of how football first came to Germany and stars Daniel Brühl.

Other recommendations are ‘Sound of Heimat’, a story of a New Zealand saxophonist who goes in search of the German Folk Songs, ‘Amma and Appa’, a documentary about a relationship between a young Bavarian woman and a young man from India and ‘4 Days in May’, a WWII story involving a young boy.

The Goethe-Institut has negotiated special ticket prices for school groups, of more than 10, attending screenings on weekdays before 4pm. Should you be interested in taking a school group to the screening, please contact Judith Geare at the Goethe-Institut at judith.geare@wellington.goethe.org For more information about the German Film Festival, visit http:// www.goethe.de/ins/nz/en/wel/kul/mag/flm/gff.html

9

Japanese Language News NCEA Japanese Workshop at the University of Canterbury The University of Canterbury (UC) recently held their second annual NCEA Japanese workshop on the 12th of June. Since last year, the programme has greatly expanded, with 226 senior secondary school students from the Canterbury region participating in the event. The aim of the day was to cover NCEA internal assessment topics with an underlying focus on expanding the language learning community.

The day began with an opening ceremony where keynote speaker Craig Smith, CEO and co-founder of Language Perfect, passionately spoke about how language learning has opened up a world of opportunities for him. This was followed by three intensive workshop sessions throughout the day.

This workshop provided an excellent opportunity for high school teachers and UC faculty to work together, with help from 23 UC students acting as teaching assistants and one staff member from the Christchurch Polytechnic Institute of Technology. Serving as relatable role models for high school students, the UC teaching assistants made a presentation on their encounter with Japanese and their language learning, and showed their enthusiasm for learning and participation in a group – a key part of Japanese culture. They gave high school students a clearer idea of the directions and opportunities that come with furthering their study of languages. The day finished with a Japanese drum performance, feedback by Ms Akiko Harada, the National Language Advisor, and a traditional ceremonial handclapping.

This new approach to creating a learning community was especially appreciated by the students from Opihi College, in Temuka. According to their teacher Eric Lindblom, who ran the highly engaging session for conversation assessment, Opihi is the only school in South Canterbury that teaches Japanese. As such, he and his students appreciated the chance to come to this workshop to be a part of a wider language learning community.

This student link cemented the ties between schools and the university, which is optimistic about the growth and improvement of this workshop and learning community in years to come.

The next NCEA Japanese Workshop will take place in June 2015. For more information, please contact : Dr Rachel Payne Co-Head of the Department of Global, Cultural and Language Studies, European and European Union Studies, University of Canterbury. rachel.payne@canterbury.ac.nz

10

Japan Information & Cultural Centre The Japan Information & Cultural Centre offers an excellent range of resources for teachers. The services are free and are open to the public. Resources available for loan include newspapers, books, maps, brochures, flags, slides, tapes and documentary and cultural VHS videos. It hosts a range of educational events such as monthly movies and educational visits for primary, intermediate and high school students.

Information about the Japan Information & Cultural Centre can be found at http://www.nz.emb-japan.go.jp/

Taste of Japan The New Zealand Japan Society of Auckland Inc., Auckland Art Gallery Toi o Tamaki and the Consulate General of Japan have collaborated together to present Taste of Japan. The event commenced in May and runs over seven months. Each month a workshop is held on a different topic aspect of Japanese culture.

If you are based in Auckland or surrounding areas, these workshops are a perfect way to expose your students to Japanese culture outside the classroom.

They can be attended as a class or encourage students to attend the events with their friends or families.

There are three workshops remaining. The workshop schedule is as follows:

August

September

October

For more information on Taste of Japan, go to http://nzjapan.net/tasteofjapan/ If you aren’t based in Auckland, don’t miss out on an opportunity to increase your students’ cultural knowledge or the profile of your language. You could run similar workshops with your students at school. This would be a fantastic way to involve your students, their families and other members of the community.

Upcoming National Advisor Workshops

Cooking Immersion Workshop - Kazari maki sushi 16:00—18:00 on 14 August & 20 August 2014 Epsom, Auckland Places are limited - To attend, please RSVP to

admin@ilep.ac.nz

11

Spanish Language News Spanish & Football Programme On 29 May, the Office of Education at the Embassy of Spain, along with ILEP, started the 2014 edition of the Spanish and Football programme. This initiative started two years ago and has been very successful.

The National Spanish Adviser, Pablo Mateu GarcĂ­a is in touch with several professional football players from Spanish-speaking countries and from time to time they visit schools to support Spanish language programmes.

The visits are divided into two parts: 1) A presentation in Spanish. This includes a talk about the importance of Spanish worldwide and also about football. Then the students get to ask questions in Spanish. 2) A short training session in Spanish and a scrimmage game under the supervision of the players.

This year the first visit was to St. Marks Church school in Wellington. Albert Riera, from the Wellington Phoenix Football Club, who was nominated most important player last season, was the main protagonist of the visit.

Sport is a fantastic way in which to introduce language and culture to students.

Spanish Resource Library The Spanish Resource Centre is a library of teaching materials, readers, textbooks, dictionaries, CDs and DVDs located at the International Languages Exchanges and Pathways (ILEP) office in Auckland.

Teachers of Spanish are welcome to borrow books in person, via email or telephone. Enquiry and Lending services staff are available to assist on: Monday 8:30 am - 5 pm Tuesday 1 pm - 5 pm Friday 8:30 am - 5 pm To borrow a book email m.mitenkova@auckland.ac.nz or call 09 623 8899 ext. 46 377 For more information, go to: http://www.ilep.ac.nz/spanishlibrary

12

A Kiwi Experience Reflections on New Zealand by Cristina Veláquez Lόpez, a Spanish Language Assistant When my plane arrived in Auckland after almost forty hours of journey it was pouring with rain. It was the end of the summer and the moist air and the thin rain welcomed me. But despite the bad weather I was as happy as a lark!

New Zealand has also offered me plenty of new things: my first road trips, trips with the school to experience Māori culture, living alone and therefore becoming more independent. I have also learnt to appreciate the Māori culture, and how deep-rooted it is in New Zealand. It is alive in its legends, in the language, rituals, traditions, food, ways to kiss and welcome people. And it’s not only Māori; being in New Zealand is like entering a new world where every culture has its place. Not so long ago I met a Mexican man in a great pizzeria called Pungari Winery, in the middle of nowhere on our way from Coromandel, and I asked him why he had stayed here and if he didn’t miss Mexico. He replied: “I stayed here because I haven’t found anywhere else in the world where I’ve felt as accepted as here.” And I have seen his words reflected in this society. While you walk down Queen Street you can see at least ten cultures walking in your direction, and it’s amazing!

New Zealand is a country that keeps me dreaming. From time to time I get away to some other part of the country with the car or by plane because there is always something new to find out. Right now I am visiting the South Island. I am in the middle of nowhere, surrounded by high mountains covered in snow and with a huge lake offering wonderful views. And it is exciting because I still have a lot to discover!

I know that when I leave New Zealand I am going to miss every single bit, especially the people who have welcomed me so warmly and who have become an important part of my life. A year is short and goes by quickly, but the intensity of how you live that year is up to you, and I think you always have to make the most out of your day!

Spanish Foreign Language Assistant Appointments – 2015 Expressions of interest are invited from schools to employ a Spanish Language Assistant for the 2015 school year. The scheme is available to all schools teaching at primary, intermediate and secondary level.

For further information and to request the application form, please contact Dmitry Mitenkov at programmes@ilep.ac.nz More information: http://www.ilep.ac.nz/language-assistants

13

News Learning Languages can play a vital role in developing students’ International Capabilities The Ministry of Education’s report on International Capabilities that was published in July 2014 states that ‘learning a second or foreign language is considered by some to be one of the most effective ways for students to develop cross-cultural communicative competence and an awareness of other cultures and worldviews’ (p.12). This is an overview of the summary report for schools.

people opportunities to develop or build on their international capabilities contributes to achieving objectives and goals under the Business Growth Agenda (http://www.mbie.govt.nz/what-we-do/ business-growth-agenda) and Leadership Statement for International Education (http://www.minedu.govt.nz/ NZEducation/EducationPolicies/ InternationalEducation/PolicyAndStrategy/ LeadershipStmt.aspx)(p.2). The Leadership Statement for International Education International Capabilities report clearly states that New Zealand’s ‘economic future will be determined by The report provides recent research interactions with the rest of the world’ and findings about international capabilities completed for the one of its major goals is to increase New Zealanders’ skills Ministry of Education by the New Zealand Council for and knowledge to operate effectively across cultures.

Educational Research (NZCER). International capabilities have been included in education policy in education systems Research suggests that ‘employees lacking international around the world for a number of years with the goal to competence contribute to their firms missing business integrate international capability development into the opportunities, failing to deliver on supply contracts or learning of all students. meeting client expectations, having sufficient credibility with foreign counterparts, finding business negotiations more The report introduces international capabilities as a learning difficult than expected, misunderstanding the business outcome of classroom and other learning opportunities that environment and culture, and failing to identify important students may experience within the framework of the New shifts in trade policy and regulations of countries.’ (p.7) Zealand Curriculum (NZC). It defines international capabilities, investigates their importance for students, International capabilities are economically and socially suggests learning opportunities in which they can be important for all New Zealanders. International capabilities developed and used and discusses approaches in which they can: can be measured.  Help New Zealanders achieve success in a globalised What are international capabilities?

International capabilities are defined as ‘the knowledge, skills, attitudes, dispositions, and values that make up the key competencies that enable people to live, work and learn across national and cultural boundaries’ (p.1). Other terms that are commonly used to refer to international capabilities include, ‘global competence’, ‘internationalmindedness’,‘cross-cultural competence’.

Being internationally capable involves an awareness of one’s own culture as well as an awareness of other cultures. ‘It involves the understanding that we all experience our lives through a number of cultural and personal ‘lenses’, and that comprehending and accepting others’ needs and behaviours rests as much on understanding ourselves as it does understanding them’ (p.4).

Why are international capabilities important?

International capabilities fit with government’s broader goals in supporting business growth and increasing the value of international education in New Zealand. ‘Providing young

world;

 Make New Zealand a cohesive and attractive place for international migrants and students;

 Assist young people to be positive contributors and leaders in culturally diverse settings;

 Help young people to be positive change agents who initiate and contribute to efforts to solve social, environmental and other global issues;

 Allow for the development of self-awareness, awareness of mindedness;

other

world

views

and

open-

 Generate confidence and a better sense of place and belonging through a better sense of our own identity, culture and language;

 Allow young people to have richer experiences when travelling abroad and to be good ambassadors for our country and culture;

 Enable New Zealanders to work effectively in diverse settings locally or internationally.

14

What role can Learning Languages play in developing For the full report, go to: international capabilities? http://www.educationcounts.govt.nz/publications/ international/144533 The report states that ‘International capabilities are how the NZC Key Competencies look when young people apply them in intercultural and international contexts’ (p.9). Although “Second language learning is one of a variety of learning students’ international capabilities can be developed and used opportunities for students to develop and ‘flex’ their in any Learning Area or subject discipline, the Learning international capabilities.

Languages Area provides students with an excellent Learning a second language also helps you to think opportunity to see, think and feel as people who speak other critically about your own first language or languages, languages do (p.12). The report states that ‘gaining facility in culture/s and identity/ies. This positions you to be more another language allows a person to subtly and emotionally open to learning about and navigating other cultures and relate to people in the country or countries where that ways of being, knowing and doing, which is an important language is spoken’ (p.12). facet of being internationally capable. It can be applied Data shows that many students in New Zealand are not given by students immediately too, on an everyday basis in the opportunity to study a second or foreign language as their school, social and work settings in New Zealand, as regularly or for the length of time that is required for them to well as in international contexts.” progress to secondary or tertiary level study or achieve a Marie-Louise Siddle, Senior Policy Analyst, useful level of proficiency in the language.

Ministry of Education The following graph shows the low numbers of Year 13 enrolments in the five major international languages, as well as te reo Māori as a separate language, taught in New Zealand schools.

How internationally capable are New Zealand students?

It is not clear the extent to which New Zealand students possess or are developing international capabilities, as there has been no measurement of these capabilities to date.

NZCER’s research for the Ministry in 2013 found that more information is required regarding teachers and students’ understanding of international capabilities as well as the range of learning opportunities through which students can develop and use their international capabilities before measurement can be done. The Organisation for Economic Co-operation and Development (OECD) has indicated that it may include measurement of global competence in its Programme for International Student Assessment (PISA) assessments of 15 year olds in 2018.

The summary report for schools can be found at: http://www.educationcounts.govt.nz/publications/ international/international-capabilities

“The Ministry of Education’s ‘International Capabilities’ report represents a significant boost and incentive for the teaching and learning of languages other than English in Aotearoa/New Zealand. One of the major positive benefits of learning a language other than English is the insights such study gives into different worldviews and diverse cultures. Through language learning students are exposed to, and required to build appreciation of, ‘otherness’ and ‘difference’, as the report itself acknowledges. Languages provide the necessary bridge between unique and different national and cultural boundaries, and are crucial components of what the report refers to as ‘global competence’, ‘international-mindedness’ and ‘cross-cultural competence’. Teachers of languages will find a good deal in this new report which validates and strengthens their work.”

Dr Martin East, Associate Professor in the School of Curriculum and Pedagogy,, University of Auckland

"Learning Languages engages students in not only understanding their own culture but that of others. It creates a capability to move beyond mere cultural comparisons into a higher-order level of learning. It is from this ‘third place’ (Kramsch 1993, Crozet et al. 1999) that NZ students with international capability can interact comfortably with those from other cultures, they develop the skills to effectively negotiate difference and enhance mutual understanding. It is with these skills, that can be created in the languages classroom, that students can surmount economic and business barriers."

Jeni Lemberg and Deb Ward, National Coordinators Learning Languages

15

Professional Learning & Development New to teaching languages?

Your principal has asked that you teach German this term to Years 7 and 8. A myriad of reactions may be scrolling through your mind (fear, terror, memories of being made to memorise French verbs at high school, boredom) last but not least; aaaahh, but I don’t speak German!

There are two ways you could approach this: Stick your head in the sand, read aloud from your material, keeping one eye on the clock until the lesson is over for another week and the other eye on the calendar, counting down the weeks till the end of term.

Of course all the while cursing your principal for burdening you with such a heinous task.

movies or fashion trends from the target language country) that they could share with the class. This will also help you find out what they are interested in.  Try having a routine, for example the first students to arrive write up the date and day of the week in the target language or perhaps they put the answers to the homework on the board or change the phrase of the day – either you or they could provide this. Ask them to write up your ‘do now’s in the target language.

 Display chunks of classroom language on a poster or get students to make their own. Model this language constantly and make it an expectation that students use it too by giving awards or small prizes for those who use it the most.  Find out about what is going on in the country or countries where your language is spoken or any events in the local community, for example, cultural or food festivals, sports events or important news.

On the other hand, you could see it as a fantastic way to broaden your own horizons, linguistically, culturally and professionally, while helping your students to gain a skill that will have many more benefits to them than just being able to communicate in a foreign language and learn about another culture (openness to other cultures, increased knowledge and awareness of their own language and culture, positive effect on literacy, links to If you are new to teaching languages and perhaps the other curriculum areas, improved confidence…). only one at your school in this position, not being a speaker of the language and or perhaps having not To turn out confident and competent global citizens, received any specific language teaching pedagogy in teachers need to embrace language learning. To assume your pre-service training will make this all pretty that everyone else out there in the world speaks English daunting. Sign up for workshops offered by the National is not only incorrect (less than 30% of the world Advisers; subscribe to the listserve of the language you population speak English as either a first or second are teaching or seek out other online groups; these are language), but also very limiting and limited. Motivate good forums for asking for advice and sharing ideas or students to be interested in learning a language by materials; it will help to have a supportive community at showing them that you are interested. hand to call on.

“The most important trip you may take in life is meeting people halfway” – Henry Boye, Author Your first move is to set a good example by actually using the language as much as possible in class yourself; if you don’t, why should your students?

 Consider starting your lessons by having a song in the target language playing in the background as students come into class. It should be something The ILEP Initiation Stage is here to support you with current that kids their age would be listening to. ideas on how to start learning the language yourself,  Encourage students to search out music (or other motivate your students, use and adapt the available info and pictures about sports, comics, food, resources and make your school’s language programme

16

sustainable. It is the first step on a pathway of professional development in language teaching.

If you are or if you know a teacher who is:    

new to teaching languages whose school has recently introduced Learning Languages programmes in their classes a native speaker with limited or no pedagogical background in teaching languages an experienced teacher who wants to update or refresh their language teaching skills

Contact Stephanie, ILEP Initiation Stage Adviser: s.korucu@auckland.ac.nz to find out more about the support we can offer you.

New Advisers join ILEP Team Stephanie Korucu “I have been a keen language learner since Year 9 when I was inspired by the talents of my wonderful German and Japanese teachers at Nelson College for Girls. I later added Spanish and Russian at University before leaving NZ to travel and work for 15 years.

During this time I taught EFL in the UK and Turkey and worked in educational management and teacher development. While living in Istanbul for nearly 12 years I managed to become fluent in Turkish and start a small family. We came back to New Zealand in 2011 and I have been working for Auckland Uniservices since then, first as a teacher and Cambridge CELTA trainer at the English Language Academy, then I was involved in setting up and developing language programmes at Princess Noura University in Riyadh, Saudi Arabia. I now work as Initiation Stage Adviser for ILEP, supporting teachers who are new to teaching languages.”

Georgina Ma “Goeie dag! Sawubona! Bonjour! Salve! Nihao! Kia ora! Growing up in South Africa, a melting pot of cultures and languages, I was exposed to the wonderful world of language and culture from a young age. I studied Afrikaans as a second language from primary school to university level. In primary school, I learnt Zulu and for the first two years of secondary school I learnt French and Latin. I worked in Taiwan and China for 7 years, where I learnt to speak Mandarin. I have worked in language teaching, language teacher training and educational management for 17 years. My family and I recently settled in New Zealand, a country that we are very proud to call home. I joined Auckland Uniservices in May and work as the Professional Learning Adviser at ILEP. I provide support to principals and middle leaders in setting up sustainable language learning programmes.”

17

NZALT Conference 2014 Languages give you wings The New Zealand Association of Language Teachers (NZALT) conference took place in Palmerston North from 6 to 9 July. This year’s conference marked the 40th anniversary of NZALT and was attended by almost 200 delegates from around New Zeland and Australia. The conference opening was held at the impressive Palmerston North city library, where delegates were warmly welcomed by the Town Crier. The conference was opened by Associate Professor Martin East, NZALT President and the Ambassador of France, M. Laurent Contini.

President of NZALT, Martin East opened the 2014 NZALT conference; Almost 200 delegates attended the 2014 conference; Dr Jonathan Newton revisits the six principles of intercutltural Communicative Language Teaching (iCLT); Professor Noel Watts, founding member of NZALT, was celebrated at the conference.

The general theme of the conference was ‘languages give you wings’ and a broad range of topics were explored by keynote speakers and presenters during the parallel sessions. Key topics explored by presenters included the importance of language learning, using technology in language teaching, task-based learning, developing students’ intercultural competence, assessment, promoting language and retaining language learners, immersion and project-based learning and Content and Language Integrated Learning. It was an opportunity for language teaching professionals to meet, reflect, share ideas and develop their practice.

The next NZALT conference will be held in Nelson in 2016.

Delegates were invited to view the impressive International Language section at Palmerston North’s city library; Mihi Whakatau at the Opening Ceremony; The ILEP team were on hand to provide support and information for teachers; National German Adviser, Heike runs a PechaKucha session on using sport as a tool for language teaching.

“This year's biennial NZALT conference provided a special opportunity to celebrate the 40th anniversary of the beginning of NZALT, and to remember the many people who have contributed through the years to building the Association and promoting language teaching and learning in New Zealand. In particular, the life of Professor Noel Watts, founding member, was celebrated through a dedicated seminar. The audience was reminded of Noel's significant contributions in arenas such as language policy and planning. The establishment of Learning Languages as an additional learning area in New Zealand's revised national curriculum owes a great deal to the dedicated commitment and hard work of a range of NZALT members.”

Dr Martin East, President NZALT

18

14 Ways to Promote Languages at your School One of the key topics covered at this year’s NZALT conference was the importance of language learning. Language improves cognitive skills, helps native language ability, enhances students’ understanding of self and their own culture, increases intercultural competence and opens opportunities for travel, study and work. However, language teachers find that attracting and retaining students can be a challenging task. With International Languages Week and subject selection weeks coming up, there is no better time to share some of the great ideas that were covered by Nathan Lane and Allyn Danzeisen during their presentations at the conference.

1. Be knowledgeable — make an effort to read the relevant research and information on your language as well as language teaching and learning; 2. Help parents and students make informed decisions by providing material, such as brochures or displaying information on a languages noticeboard on why language learning is important as well as post-school scholarship and work opportunities that are relevant to your language; 3. Ensure the careers officer at your school is aware of the importance of learning a language and the scholarship, international study and employment opportunities that are available to students who study a language; 4. Encourage family and community engagement by organising demonstration language lessons, language film nights, language festivals, language trivia nights, displays in the local library where language students showcase their work or language concerts; 5. Reduce students’ anxiety through praise and encouragement, carefully selecting your approach to language teaching and using rewards (e.g. the penguin award— just like the penguin who dives in the water first, this is an award for a student who takes a risk with their language learning and tries something with the result that either s/he will befit from the glory of succeeding or by making a mistake, others will benefit); 6. Identify and celebrate language champions for your language—these can be authors, singers, actors, sportsmen/women, parents, members of the community, and if possible, invite them to speak to your class; 7. Take any opportunity to place the students into the country and culture in your classroom; encourage students to weave the language into their future travel, study or employment goals; 8. Hold your students accountable for their learning; have personal learning conversations with your students; encourage students to hand their projects in personally and say what they are proud of about their project; display excellent work on a ‘Wall of Fame’; 9. Break the perceptions that other faculties or administration have of learning languages by keeping them informed, being actively involved in the school, showcasing the languages department and looking for opportunities to work with other faculties; 10. Look for opportunities within and outside your school environment for your students to use the target language or engage in the culture; 11. Set a theme for the languages department each term or year and display theme-related content on the languages noticeboard; 12. Create in-school language competitions (which could include posters, singing, art speaks languages) and encourage students to participate in external competitions; 13. Create a fridge magnet which outlines the way in which parents can support their child in learning a language; 14. Organise sister schools locally or abroad and organise regular communication with the school through Skype, email, teddy bear projects or school visits.

19

20