The Second Language Learning Funding Proposals Pool for years 7 to 10

The Second Language Learning Project (1995–1998) aimed to extend the teaching of new languages into years 7 and 8 and to improve the quality of second-language programmes. Funding from the Second Language Learning Funding Proposals Pool helps schools or school clusters to develop effective and sustainable second-language-learning programmes for students in years 7 to 10. The Ministry recognises that establishing such programmes can take several years and that schools and clusters need initial financial support to meet professional development costs and to purchase the required resources.

Aims for pool funding

Pool funding is intended to:

• improve student access to and achievement in second-language learning;
• increase the number of students who begin and maintain second-language learning;
• help schools to provide appropriate resources;
• develop and improve teacher capability to teach second languages;
• develop and strengthen teacher support networks;
• increase school and community understanding of the value of second-language learning.

Accessing pool funding

The pool is advertised annually in the Education Gazette. The next funding round will close on 1 August 2003. Schools with students in any year from 7 to 10 may apply on their own or as part of a cluster for funding to support second-language learning. Funding is allocated to proposals that best meet the selection criteria for the pool.

Stories and case studies from pool-funded schools

A variety of stories and case studies from pool-funded schools will become available on TKI in 2003. This material:

• illustrates different approaches to developing effective second-language-learning programmes;
• describes the impact of these programmes on student achievement and on the wider school community;
• reflects teaching and learning contexts in New Zealand schools;
• provides models for discussion and inspiration.

The Ministry will continue to build this valuable resource.

Teachers' comments from the case studies

I think it's important for the community to believe that our school offers the children a good education. Kids shouldn't have to move out of the area to get that. We can teach them languages, open their eyes, and help them to develop aspirations for life once they leave school. The thing that continues to astonish me is that no-one asks "Why teach French?" Our parents are so proud that their children learn the language.

Jeanette Voyce, Principal, Oruaiti School

Learning languages was something we had to do. Our kids do well, but we wanted to make their learning richer. These kids travel, they're part of the global community, and we have to acknowledge it.

We want children to leave with a range of sentence structures and developing vocabulary in other languages that they can apply in different contexts. They need a sense of themselves as an individual, an understanding of what it means to be a New Zealander and a member of the global community.

The funding from the second language learning pool really took the pressure off us in terms of finances, but we would have still done this without that support. Learning languages is no longer a choice for New Zealand schools, it's a necessity.

Mark Barrett, Principal, Kohia Terrace School

We knew we had to become more global, more aware of the wider world.

When we started our language programme, we understood that we had to build something that would stay. It evolved slowly. Through the funding we have had from the funding pool, we have purchased the equipment, developed our staff, and that's created enthusiasm among the students, the staff, and the community.

The funding has helped with the practical things, the things that break the camel's back. Over four to five years, those hassles have been reduced so that providing the programme becomes so much easier.

Mandie Hildreth, Pukeoware School

I came in [feeling] very ho hum – oh well, it's going on already, so I'm going to have to do some work about this language. I was neither positive nor negative. Now, I'm not one for study, but I'm learning by correspondence this year because the programme is going so well. My language is improving, I know I can do this. The kids are doing so well, they are enthusiastic, they think they are world beaters!

Carol at Mangonui School

Without the funding from the pool, we wouldn't have even entertained this programme. [We] now have extraordinary resources. We have a resource committee that we set up to look at resources and to make sure that all the schools in the cluster are treated fairly. More and more schools now want to join us. And it's building into other areas beyond second-language learning.

Harry Friedel, Avonhead School

Evaluation of the funding pool programme

The Ministry has contracted the Auckland University of Technology (AUT) to evaluate the impact of:

• the programmes in the International Language Series on student learning;
• the regional advisory service on raising the quality of second-language teaching;
• funding from the Second Language Learning Funding Proposals Pool in raising the quality of language teaching and learning.

The findings of this research, along with feedback from schools and other sources, will provide the Ministry with information about language-learning models and the kinds of support that are likely to result in effective and sustainable second-language learning.

Advisory support

For further information about using programmes in the International Language Series and support for pool-funded schools, please contact the languages advisory service (email contacts for ACENZ are given on the contacts page of this issue), or your nearest School Support Services, or view TKI at www.tki.org.nz/r/intlanguages/

Previous | Next | Index | Top