As well as developing proficiency and intercultural competence, successful languages programs should link with other curriculum areas to develop connected understandings. Some of the possibilities are represented in the diagram below

Professional learning for the teacher participants

Professional learning for the participating teachers followed a spaced learning model, allowing for reflection time and including provision of individual feedback and support for school teams in their planning process.

Professional learning was provided for one day in March 2005, a second day in May, and a ‘sharing day’ in August. It was delivered by a team comprising Julie Browett from the University of Tasmania, Jan Kiernan from the Asia Education Foundation and the School Education Division, and the Department of Education’s LOTE Team from the School Education Division. Janine Davison managed the program.

The scope of the professional learning program included:

• exploring language, culture and identity
• an introduction to IcLL
• a focus on student outcomes
• examples of practice
• planning for school-based investigation and implementation
• reflection on progress

A total of thirteen days relief per school supported the teachers’ attendance at the three days of professional learning and provided collaborative planning time.

Feedback and support were provided for the collaborative planning process, with individual support as needed. A lyris list was established to allow email communication between all participants.