Summary
Purposes of the SILLiSS Project
Defining intercultural language learning
Emerging themes and common experiences: a synthesis
Conclusion

Summary

Languages (LOTE) teaching and learning in Tasmania takes place in the context of the Essential Learnings curriculum. The curriculum reform process has encouraged reflection, innovation and change in curriculum content and delivery.

Within languages education, this period of change coincides with the development and dissemination of the intercultural language learning (IcLL) approach. IcLL corresponds very closely to the pedagogy of the Essential Learnings, and therefore has been the focus of major languages professional learning projects in Tasmania during the last three years.

The Asian Languages Professional Learning Project (ALPLP) Phase 1 in 2003 and ALPLP Phase 2 in 2004 introduced IcLL to a range of primary and some secondary schools across Australia. Following these two highly successful national projects, it was decided to target Tasmanian secondary schools for IcLL professional learning in 2005.

Purposes of the SILLiSS Project

• to assist schools in integrating languages (LOTE) programs within the Essential Learnings context of the school
• to enable participants to undertake a structured program of professional development in IcLL
• to strengthen links between languages (LOTE) programs and other areas of the curriculum, through collaborative planning with other teachers in the school
• to support participants to explore the ideas underlying intercultural learning across the curriculum in their own school context.
  

Defining intercultural language learning

Intercultural language learning is an emerging approach that has strong connections to both inquiry and reflective thinking, requiring learners to adopt an inquiring state of mind, to notice and question assumptions and to reorient themselves in relation to others. A critical dimension of understanding language in use is that language cannot be separated from its social and cultural contexts.

Emerging themes and common experiences: a synthesis

• All teams reported a positive response from students as they perceived more ownership of their own learning. The inclusion of a culminating performance such as a video presentation, circus performance, play or anime cartoon provided students with an authentic reason for their learning and really motivated them.
   
• There is a range of disciplinary links possible in intercultural learning - languages teachers collaborated with teachers of ICT, SOSE, English, and the Arts. Teachers needed to have more thinking time to arrive at understanding goals to which each discipline can contribute.
   
• Some difficulties were experienced in the practical management of transdisciplinary teaching. For example, lack of equipment at some stages, the challenge of supervising students in a more ‘fluid’ teaching environment, changes of staff, and disruptions to the timetable.
   
• Other school activities impinged on planning and implementation of the sequences. The possibility of lost teaching and learning time needs to be taken into account at the planning stage.
   
• Concern was expressed by several teachers that the time available for language instruction was adversely affected by the demands of working in a transdisciplinary way. Some found that there was a danger that the language content covered was reduced in order to accommodate the cultural component of their learning sequences.
   
• Professional learning and support at central and local levels were highly valued by teachers.
   
• There is a need to publicise the intercultural language learning program within the school community to assure students and parents of its validity and value
   
• The notion of transdisciplinary learning is not yet fully understood by many students. There is a need for unit maps, explicit assessment information to assist students in making connections clear.

The profile of languages was raised as other staff in participating schools became aware of what was happening and began to see opportunities for collaboration.

In conclusion

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 and leads to increased student motivation and engagement.

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 professional learning programs in languages education.