Mandatory languages extended to year five

Following months of intense lobbying by the QTU, the Department of Education, Training and Employment has finally announced a new language policy.

With year seven students moving to high school, the “Languages in Queensland state schools” policy will require state schools to teach a mandatory language in years five to eight from January 2015.

The extension of mandatory languages to year five will provide a sense of security for primary LOTE specialists, who should be able to maintain existing timetables in primary feeder schools. All schools are strongly encouraged to offer languages from prep to year 12.

The QTU supports the extension of language study into the early years, provided there are sufficient numbers of qualified LOTE teachers to deliver the program in a sustainable way, particularly in rural and remote areas.

In 2015, schools will continue to implement the Queensland curriculum while they become familiar with the Australian Curriculum: Languages, implementation of which commences in 2016.

The most commonly taught languages in Queensland state schools are Japanese, German, Chinese (Mandarin), French, Italian and Indonesian. Schools can also choose to provide Aboriginal languages and Torres Strait Islander languages following consultation with teachers, parents and the school community.

Déjà vu? Foreign languages back in focus

Consultation is also occurring on a discussion paper proposing a system under which all state schools will offer languages from prep through to year 12 by 2025 and all students will have the opportunity to engage with other cultures.

Many of the ideas presented in the discussion paper are not new, however. Those of us who started teaching LOTE in the halcyon days of the early nineties may recall the flurry of foreign languages activity, the provision of quality professional development, the establishment of student immersion programs and the exciting in-country opportunities for teachers, including assistantships and teacher exchange. Teachers were supported by regional LOTE coordinators and language advisors who were based at the LOTE centre. Teaching resources were developed and shared, and networking opportunities were regularly accessible, providing LOTE teachers with a strong foundation for their work and professional lives.

Over the years, however, budget cuts have lead to the closure and selling off of the LOTE centre in Brisbane's West End, the cutting of the exchange program for teachers, and diminishing professional learning opportunities for LOTE teachers. This has lead to a perception that the learning of languages has been overlooked in favour of the push to improve literacy and numeracy, without acknowledgement that language learning improves mother tongue literacy.

In order for quality LOTE programs to be delivered in schools, existing LOTE teachers need urgent access to immersion experiences, study opportunities and professional development opportunities.
It is heartening to see that the “Global schools creating successful global citizens” proposal, released at the same time as “Languages in Queensland state schools”, suggests increased support for language teachers, with quality resources and access to professional learning, in order to develop language proficiency and effective teaching practice.

The paper also acknowledges the challenges that Queensland faces in terms of access to qualified teachers to meet the ambitious targets set out in the languages policy.

The QTU is in the process of consulting with members on a response to the proposal. Once finalised, it will be available on the QTU website.

For further information, please contact me at services@qtu.asn.au

Leah Mertens
Research Officer – Professional Issues

Queensland Teachers' Journal, Vol 119 No 7, 3 October 2014, p14