Quality
teaching of languages
We need a learning environment which enables all our students to attain
high standards and develop appropriate personal qualities... we need
a work-force which... has an international and multicultural perspective.
The New Zealand Curriculum Framework, page 1
Quality classroom teaching has the greatest influence on successful outcomes
for students. Evidence from national and international studies suggests
that learners become language-proficient through quality programmes
that require them to bring the language being learned into effective
use. Such programmes incorporate opportunities, strategies, and contexts
for learners to develop, use, and extend the proficiency elements
set out in the accompanying diagram. Much practice in New Zealand
schools already reflects many of these features.
Assessment
High-quality assessment, which is planned as part of classroom activities,
is an essential aspect of good practice. Effective formative assessment
enables both the teacher and the student to find out what has been
learned, recognise what progress has been made, and identify any barriers
that must be overcome. Assessment has a strong impact on their learning,
when students:
are closely involved in the process;
have opportunities to set and achieve their own learning goals;
share in establishing learning outcomes for the class;
receive regular, specific, constructive teacher feedback on their work while they are working.
Proficiency
elements: dimensions of effective language learning
As our kids become more proficient, the achievement shifts, and so
we group them according to their interests and strengths in language
learning. Some kids have a real flair for language learning, but not
others. Teachers from the secondary school are fully involved... They
are no longer working with taster programmes at year 9; the kids are
coming in to language at another level.
Harry Friedel, Avonhead School
Children who you do not expect to achieve do surprisingly well in this programme. These kids can do the language, can participate, and achieve success. Within the group of students who achieve highly, it is surprising who comes through, usually because there is some kind of link an uncle who teaches in Japan, a family member who is travelling. The success of the programme is that students see it as fun "It is a time when we are learning, but we laugh a lot too."
Heulwen Roberts, St Patrick's School, Bryndwr
Previous
| Next | Index
| Top |
