As I had to represent Albert Vella and NSFWCLS at the AFESA council meeting during the second half of the day, I was not able to attend the workshops post lunch. About 124 participants were registered for the Conference. The conference inspired many new comers to attend the sessions. All the states & Territories were represented at the conference.

The theme of the Conference was a vital question ‘Can Australia afford to be a monolingual?’

During the tea break and before lunch, the cultural performances were staged by artists organised by the ESAQ.

Mr Stefan Romaniw conducted the programme with crisp & thrustful messages.

Opening Remarks

Mr Narendra Nand, the President of the Ethnic Schools Association of QLD welcomed all the participants that included LOTE Qld representatives, After-hours ethnic schools language instructors    (a name for CLS teachers in QLD) and the interstate representatives.

Mr Stefan Romaniw the Executive Director of CLA outlined the days programme and attributed that Community Languages Australia’s success is due to the partnerships it shared with many governmental & non governmental agencies during his remarks.

Mr Tassos Douvartzides President of AFESA during his brief remarks thanked all the participants for their attendance and ESAQ for the excellence ground work for the Conference. He concluded his remarks with his personal experience at one his classes.

He asked one of his students ‘what is the difference between monolingual and bilingual. The answer was ‘difference between a 1600 cc car and V12 car.

Official Opening

Senator Russell Trood officially opened the Conference.  He represented Hon Julie Bishop, the Minister of Education and Hon. Andrew Robb MP, Parliamentary Secretary for Immigration and Multicultural Affairs.  For the question, ‘Can Australia afford to be monolingual?’ he answered in the negative.  Nearly 6 million migrants have come to Australia since 1945. 

Some key points from his address:

- Australians get many benefits from many languages in Australia including cultural insights, overseas networks, language skills and open & vibrant dynamism.
- Language Education is a national issue.
- Language learning is one of nine KLAs
- Nearly $1.3m spent by the government for language education.
- During 2005-2008, $112m allocated in support for the language schooling.
- 95% of the funds given directly to schools.
- Re: Citizenship - nearly 6 million people from 200 countries had obtained the Australian Citizenship.
- Australian citizens enjoy the Australian values that include tolerance, freedom of speech, freedom of religion and equal opportunities.
- Ability to speak English is essential for those who wish to integrate into the society.

Mr. Stephen Maguire, Executive Director for Multicultural Affairs QLD during his opening remarks revealed that English is the official language in 73 countries. He outlined the basis for maintaining multiculturalism in the background of global terrorism. Greater tolerance and cross cultural communication is essential for the multiculturalism in Australia. He illustrated the maintenance of the cultural identity by the Kanakas indigenous people though they had lost their language of communication. He stressed that learning a new language extends goodwill & reciprocity. He also claimed that the QLD Govt has spent $150K to Ethnic schools in 2005.  There were 6,500 students and 27 languages in 2005.To the question, “Can Australia afford to be Monolingual?” Mr. Maguire .He concluded his talk by mentioning that Australia cannot afford to be monolingual.

The key note address was delivered by Ms. Lia Tedesco, President of the Australian Federation of Modern Languages Teachers Association.  She began her address with a felicitation story of a language teacher who has served as a volunteer teacher for 40 years in Adelaide.   The following observations are from her address.

- Mastering a language gives an insight into a culture and values of the corresponding ethnic denomination.
- In the last 30 years, significant mile stones were reached in Language Learning.
- In 1980 – languages other than English were introduced in Primary Schools.
- In 1987 – Prof Joseph Bianco provided direction for Language learning – “The National Policy on Languages.” Hobart declaration (April’89) enshrined the importance of Language education as one of its tenets - To develop in students: a knowledge of languages other than English.
- In the ‘90’s policy reauthorisation processes brought about some modifications, though the principles remained unchanged.
- The Adelaide declaration  (1999) Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) stated - In terms of curriculum, students should have: attained high standards of knowledge, skills and understanding through a comprehensive and balanced curriculum in the compulsory years of schooling encompassing the agreed eight key learning areas:
- the arts;
- English;
- health and physical education;
- languages other than English;
- mathematics;
- science;
- studies of society and environment;
- technology;

- Now, there are 146 languages taught in Australia. Learners gain similar social, cognitive, cultural benefits regardless of the language studied.
- Victoria and South Australia introduced the compulsory language education in Primary Schools in 2002 -03.

During 2002-2003, key issues were identified.

- What language learning entails?
- Teachers Supply
- Professional development
- Quality assurance – insufficient evidence
- Student retention
- Advocacy and Promotion

The recommendations of the Bianco report were:

1. National collaboration framework to be developed
2. National plan to be developed to address unresolved issues. and
3. Working party to monitor the tasks.
 

Stefan Romaniw gave two presentations – one on Community Language Schools contributing to quality language education - this is the proposed National Statement by CLA & the other was on Operational and Administrative manual for Community Languages Schools.

Speaking on the National Statement, Mr Romaniw said, it supports and complements the aims and goals of languages education in Australian schools 2005-2008, developed by the Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA).  He outlined the key features of the statement, a copy of which was given to all participants. 

The statement aims to:
a. Promote the benefits of national coordination of CLS.
b. Articulate the processes and opportunities
c. Measures by which CLS’s can contribute to the delivery of outcomes, which is set out in the 6 strands of the MCEETYA National Statement and Plan for languages education in Aust. Schools 2005-2008.
d. Provide administrators and policy makers with a strong rationale for acknowledging CLS’s as an integral component in the provision of languages education, cultural awareness and multicultural education in Australia.

After an extensive consultation, the statement defines the purposes and the relationships between all partners.  The statement’s agenda confirms that the continued development of quality language education in Australia is paramount.

The statement stresses that all languages are equally valued.  It emphasises the need for a national collaboration.

The National Plan has 3 sections.
1. Purpose
2. National Development
3. Implementation

The National Plan has six strands.
1. Teaching and Learning
2. Teacher Supply and Retention
3. Professional Learning
4. Programme Development
5. Quality Assurance
6. Advocacy and promotion of Languages learning

Quality Assurance Framework

Mr Bob Carbines from the Erebus International presented the Quality Assurance Framework.
He explained the 8 key factors in the Framework and said there were working parties working at state and national level.  The broad frame work provides flexibility at State level.  By using an Octagon, Bob was able to convey, how a best practice looks like in a CLS. The guidelines also provide a bench mark. The ultimate aim of this exercise is about accreditation & quality delivery of language teaching. According to Bob Carbines, we now have:

- a road map
- opportunity
- people
- ability
- students at heart.

We and others can really identify, who we are in Australia.

Operational and Administrative Manual.

CLA is in the process of preparing it.  It would be ready by the start of 2007.

Panel and Open Forum

This was followed by a panel and open forum.  The participants were Bob Carbines, Susan Buckle, John A. Kiosoglous (Chairman of the SA Ethnic Schools Board), and chaired by Enzo Sirna (Deputy Chairperson of AFESA and Vice President of Ethnic Schools Association of WA.)

The topic was ‘Our expectations and Aspirations’. Susan Buckle, in her speech pointed out that support from the NSW Govt towards the CLS’s is not sufficient.  We need to work hard to show to the community, what we are doing. 

John in his speech pointed out a common belief among people about languages.  He mentioned that some believe that CLS’s train young students to communicate with their grand parents, to translate at a General Practitioner’s surgery or at banks etc.  He recalled how a former Prime Minister and an MP went to Turkey and Germany and could not succeed in their mission as they expected the meetings to be in English, though it was the other way around!  H e informed that the SA Ethnic schools are best funded CLS’s in Australia.

During the question time, Albert Vella asked, how do we take the message to the languages schools which are not members of the Federation? The panel felt that it takes time and we need be patient & persistent. We should continue to carry on the message about what we are doing.

After the lunch break, there were 6 workshops happening concurrently. They were on

1. Intercultural Language Learning  - presented by Eileen Siboulet – Senior Education Officer – QLD LOTE Centre
2. Families Get to know their Medicines – a new Quality use of Medicines module for ethnic schools – The workshop outlined why learning about medicines was important, the kitchen table concept of families sharing information and an introduction to the module was provided by the presenters Doris Kordes – Federation of Ethnic Communities Councils of Australia, Jenny Davies – National Prescribing Service & Barbara Downie – QLD LOTE Centre.
3. Sample Module of Comminicative, Outcomes based approach to learning – Module 1 –“I’m an Individual” presented by Madonna Barclough, a Chinese language classroom teacher.
4. Aligning Curriculum, Pedagogy & Assessment was discussed by Jane Kelly of the QLD LOTE Centre.
5. Language Activities for younger students was presented by Jacqui Von Wersch, a PD Officer from the SA Ethnic Schools and,
6. Roundtable discussion on Emerging Communities conducted by Teresa De Fazio from Victoria University. 

The conference concluded with a Plenary Session where opportunity was given to participants to express their concerns, pass comments, appreciation or suggestions. Due to the delayed start interspersed with cultural programme in the morning, the programmes was running late by 30 minutes from morning tea break

In my personal view, this conference mainly focussed on certain core issues and future strategies for CLS’s.  The previous two conferences which I participated provided ample opportunity of knowing & acquiring new techniques for teaching methodology, improving the pedagogical style, class room activities and assessments. The conference in Brisbane provided that CLS is charting a new and an enterprising journey in language education. Let us wait to hear the fruits of success at the nation’s capital city - Canberra in 2007.

Thiru Thirunanthakumar
Vice President
NSW Federation of Community Languages Schools