As they integrated intercultural language learning into their teaching, Tasmanian languages teachers recognized that IcLL offers a valid, contemporary rationale for the learning of languages. It connects with national directions for languages education. All Ministers for Education have endorsed the National Statement and Plan for Languages Education in Australian Schools 2005-2008 which highlights the intercultural benefits of languages study for students.

IcLL directly supports several of the Essential Learnings:

• Thinking (Inquiry, Reflective thinking)
• Communicating (Being literate)
• Social responsibility (Valuing diversity) and
• Personal futures (Building and maintaining identity and relationships)

It leads to increased student motivation and engagement as has been clearly indicated in this report.

Tasmanian secondary school teacher participants in the project have described their students’:

• enthusiastic exploration and analysis of a target language and culture as they concurrently gained deeper understanding of their own language and culture
• growing understanding of the relationship between language and culture
• development of the conceptual and analytic tools for comparing cultures
• increased reflective capacity in dealing with cultural difference, and
• developing personal identity.

Teachers of languages felt more involved and valued within their schools and less marginalized or isolated. A higher level of language skill was required of teachers as they were now dealing with more difficult language with the students. There was new learning about languages education, about culture and about other areas of the curriculum. Above all, the teaching was more appropriate for students and provided authentic reasons for language learning.

The SILLiSS project has laid a sound basis for future programs.