Language Planning and Policy in Australia and Queensland

Language Planning and Policy in Australia and Queensland: Past, Present and Future Cristina Poyatos Matas and Shannon Mason Griffith Institute of Educational Research, Griffith University

Questions for discussion What is language policy? What language policies are you aware of? How do you think language policy impacts your daily work as a teacher?

Language policy literacy self-assessment (pre-test) How do you rate your knowledge of language policy? 1 - very 5 - very limited good How do you rate your confidence to discuss language policy and how it affects your work? 1 - very 5 - very limited good

Policy, policy BBC Video clip shown from https: //www. youtube. com/watch? v=d. Ito 5 mw. DLxo Yes Minister, BBC

Today’s plenary aims To create a learning space to raise awareness of language policy and reflect on our role in policy development and implementation

Today’s plenary 1. An overview of language planning and policy 2. PAST What we can learn from over 50 years of policy history in Australia and Queensland 3. PRESENT ‘Global Schools’ policy Languages Other Than English policy 4. FUTURE What can we do to move from being policy consumers to policy influencers

PART 1 An overview of language planning and policy

“Knowledge is power” -Francis Bacon, 1561 - 1626

What is language planning? • Language planning is an activity, most visibly undertaken by government because it potentially involves massive changes in a society. It is intended to promote systematic linguistic change in some community of speakers. • The main reason for such change is to maintain civil order and communication, and to move society into what is seen by the government as a "good" or "useful" direction. • The exercise of language planning leads to the promulgation of a language policy by government (or some other authoritative body or person). (Kaplan, 2013, p. 2)

What is language policy? • “A body of ideas, laws, regulations, rules and practices intended to achieve the planned language change in the society, group or system”. (Kaplan, 2013) • It is both ‘textual” (a document that announces an authoritative position and allocates resources in a given area) and ‘discourse’ (the debates and discussion that surround decision making about what is to be done in a particular area) (Ball, 1993; 1994)

How does language policy become visible? • Very formal language planning documents and pronouncements. • Informal statements of intent (i. e. , the discourse of language, politics and society) that may not at first glance seem like language policies at all.

What types of policy statements are there? • Symbolic statements articulate good feelings toward change (or perhaps ends up being so nebulous that it is difficult to understand what language-specific concepts may be involved). • Substantive statements articulate specific steps to be taken. (Peddie, 1991)

Who is affected by language policy? Policy exists at three levels: the intended, the enacted and the experienced. ‘Performance’ or ‘practice’ is an essential element in how we understand what policy can be taken to be. • Policy making has inside and outside actors, and those who are ‘on the receiving end’ of policy, those who ‘experience’ it, are able to respond to its intentions, occasionally transforming or even subverting it altogether. (Davis, 1994). (Lo. Bianco, 2009, p. 17, Second Languages and Australian Schooling)

How is language policy evaluated? Only when a language policy exists can any sort of serious evaluation of planning occur (Rubin, 1971); i. e. , in the absence of a policy there cannot be a plan to be adjusted. (Kaplan, 2013: 2) It should be evaluated as objectively as possible (clear about how success is going to be determined, essential to relate success measure to desired outcome. This, often, not done. ) (Sir Gus O’Donnell, 2014) Greater access to quality data is needed in Australia “(subject to appropriate privacy protections) to identify what policies work well. This could allow for independent verification of official evaluation findings, enable sensitivity analyses and experimental use of new methods, and encourage additional research of direct interest to government at low cost. ” (COAG, 2010)

What is quality data? • Quality Data plays a pivotal role in policy development, implementation and evaluation. • A good baseline data needed (the state of play before a policy is introduced) • Information on how performance evolved subsequently, after policy is introduced, is also needed. (Commission Enquiry, ANNUAL REPORT 2009 -10, pp. 6 -7)

How is language policy implemented? National Policy State Policy School Policy Classroom practice

Who develops language policy in Australia? Council of Australian Governments (COAG) – 10 members Prime Minister and State Premiers. https: //www. coag. gov. au/coag_members In 2007, they had “Over 40 Commonwealth-State Ministerial Councils and other inter-governmental decision making for a facilitate consultation and cooperation between the Commonwealth Government and state and territory and local governments in specific policy areas. The councils initiate, develop and monitor policy reform jointly in these areas, and take joint action in the resolution of issues that arise between governments. In particular, Ministerial Councils develop policy reforms for consideration by the Council of Australian Governments (COAG), and oversee the implementation of policy reforms agreed by COAG. Ministerial Council agreements are commonly translated into law and regulation, and it is important that all councils follow consistent principles in developing all proposals which have a regulatory impact. ” (COAG, 2007, p. 1) Now they have eight COAG Councils (they are Commonwealth and State and Territory ministers). One of them is the Education Council.

COAG principles for best practice regulation making and review 1. establishing a case for action before addressing a problem; 2. a range of feasible policy options must be considered, including self‑regulatory, co‑regulatory and non-regulatory approaches, and their benefits and costs assessed; 3. adopting the option that generates the greatest net benefit for the community; 4. in accordance with the Competition Principles Agreement, legislation should not restrict competition unless it can be demonstrated that: 1. the benefits of the restrictions to the community as a whole outweigh the costs, and 2. the objectives of the regulation can only be achieved by restricting competition; 5. providing effective guidance to relevant regulators and regulated parties in order to ensure that the policy intent and expected compliance requirements of the regulation are clear; 6. ensuring that regulation remains relevant and effective over time; 7. consulting effectively with affected key stakeholders at all stages of the regulatory cycle; and 8. government action should be effective and proportional to the issue being addressed. (COAG, 2007, p. 4)

Policy on the run is policy underdone ABC Video clip shown from Hollowmen, Series 1, episode 1 6: 05 -8: 41 https: //www. youtube. com/watch? v=Xj. Jw. EJn. Aj. Lo Hollowmen, ABC

6 Key features of quality policy to accelerate progress and reduce costs due to errors (Australian Productivity Commission) 1. Clearly defining the problem to be addressed and establishing a conceptual framework to guide evidence gathering and interpretation 2. Acquiring better data on ‘baseline’ situations and measuring the changed outcomes as new policies are implemented 3. Consulting widely to ensure that all available evidence is incorporated, and providing early ‘airing’ of proposed policy options to test their viability 4. Building quality evaluation into the implementation of policies and using evaluation to shape improvements 5. Evaluating different policy approaches across states and territories 6. Making effective use of scarce evaluation skills by drawing on academic expertise and sharing experience across jurisdictions. (Commission Enquiry, ANNUAL REPORT 2009 -10, pp. 5 -6)

What type of language policy do we need? Responsive Realistic Responsible

PART 2 THE PAST Policy history in Australia and Queensland: From 1960 s to 2010 s

“Those who cannot learn from history are doomed to repeat it” - George Santayana, 1863 - 1952

Language policy quiz This quote appears in a language policy document. From what year is it? a. 2014 b. 2008 c. 1994 a. 2014 b. 2008 c. 1994 “An international approach to education recognises that for students to have the global skills they need, they must have access to quality languages education and exposure to intercultural experiences throughout their schooling” Global Schools. Creating successful global citizens. Consultation Draft (Department of Education, Training and Employment, 2014)

Language policy quiz This quote appears in a language policy document. From what year is it? a. 1980 b. 1992 c. 2005 “Our learners are the future of our nation. Developing in them language skills and inter-cultural understanding is an investment in our national capability and a valuable resource. ” National statement for languages education in Australian schools. National plan for languages education in Australian schools. 2005

Language policy quiz This quote appears in a language policy document. From what year is it? a. 2012 b. 1992 c. 1976 “All children should be given the opportunity to acquire an understanding of other languages and cultures from the earliest years of primary school” Report of the Committee on the Teaching of Migrant Languages in Schools, 1976

1960 s 1966 - Migration Act, 1966 Watershed moment in immigration reform Dismantled many aspects of the White Australia Policy Increased migration of non-Europeans 44% of Australian Year 12 students studied a language (Lo. Bianco, 2009) French, German and Latin most common Elite pursuit, access to literary texts, high culture Grammar translation methodology No assumption of real language use 1968 - Removal of language university entrance requirements Immediate impact with 10% fall in language enrolments

1970 s 1973 - Australian Citizenship Act, 1973 1975 - Racial Discrimination Act, 1975 Time of social and political change “For the first time in Australian history languages other than English became the object of positive and direct attention” (Lo. Bianco, 2009, p. 16). Numerous reports into language education 1970 - The Teaching of Asian Languages and Cultures in Australia 1976 - Report of the Committee on the Teaching of Migrant Languages in Schools 1978 - Report of the Review of Post Arrival Programs and Services for Migrants Language study shifted from elite languages to community languages

1980 s 1984 - Review of the Commonwealth Multicultural Education Program 1984 - The senate report: A National Language Policy on Languages 1987 - National Policy on Languages, December 1987 -March 1990. Report to the Minister for Employment, Education and Training Landmark policy with public endorsement from all political parties Lead to the first programmes in “deafness and sign language, indigenous languages, community and Asian languages, cross-cultural and intercultural training in professions, extensions to translating and interpreting services, multilingual resources in public libraries, media, support for adult literacy and ESL … Identified 9 languages of wider teaching: Arabic, Chinese, French, German, Modern Greek, Indonesian, Italian, Japanese and Spanish (Lo. Bianco, 1987) Led to the widespread introduction of primary languages (Lo. Bianco, 2009) In 1989, 12. 14% of Australian Year 12 students studied a language (National Report on schooling, 1994)

1990 s 1991 - Australian Language and Literacy Policy (ALLC, 1991) “The Learning of LOTE must be substantially expanded and improved” Target 25% of year 12 students by 2000 $66 m over 4 years (1990 -1994) 1993 - Languages at the Crossroads. The Guide to the Report of the National Enquiry Into the Employment and Supply of Teachers of Languages Other Than English (Nicholas , Moore, Clyne & Pauwels, 1994) 116 recommendations 1994 - Asian Languages and Australia’s Economic Future (COAG, 1994) National Asian Languages and Studies in Australian Schools (NALSAS) $208 m in first phase (1995 -1998), $120 m in second phase (1999 -2002) Targets for 2006 25% of year 12 students studying a LOTE (15% an Asian language) 60% of year 10 students studying a LOTE Prioritised 4 languages: Indonesian, Japanese, Korean and Mandarin

1990 s Outcomes Year 6 and 7 language study increased from 10% to over 95% Growth in all of the priority languages Student participation in Asian languages grew 50% (1994 -1997) (Erebus, 2002) 1996 - Language Teachers: The Pivot of Policy. The Supply and Quality of Teachers of Languages Other than English (ALLC) Critical of policy, blaming governments of setting ‘extravagant and unachievable targets … while failing to put into place strategies to ensure that there are sufficient qualified and proficient teachers’ Letter to Minister Vanstone

Year 12 enrolments in languages, 1992 - 1999 (National report on schooling in Australia, 1992 - 1999)

1990 s 1991 - Ministerial Statement, ‘Languages Other Than English’ (Braddy, 1991) ‘LOTE Initiative’, first policy on language education in Queensland $65 million Target of 20% of year 12 students studying a language by 2000 LOTE as a Key Learning Area, with all students studying in years 6 -8 Year 6 and 7 – expected 3 x 30 minute lessons/week on different days Year 8 – minimum 90 minutes/week, recommended 120 minutes/week for full year Expected that this would extend from 4 -10 when staff became available (this didn’t happen). 1991 - 44% of state primary schools offering a language, 1992 – 68%, 1995 – 100% (Crawford, 1999)

1990 s 1996 – Review of the delivery of curriculum in primary schools (Education Qld, 1996) Lack of community ownership of the ‘LOTE Initiative’ ‘given the choice, half the schools surveyed would not pursue LOTE in its present form’ (Crawford, 1999, p. 27) 1999 – Review of LOTE implementation , March 1999 (Rix 1999) Possibly the last thorough state government review into languages policy implementation Tight timeline of 8 weeks 28 recommendations Queensland year 12 students studying a language in year 12 9% (state schools), 11% (Catholic school), and 20% (independent schools) (National Report on Schooling in Australia, 1997)

2000 s 2002 - Cuts to NALSAS funding 2005 - National Statement for Language Education in Australian Schools National Plan for Languages in Australian Schools , 2005 -2008 “no priorities and no funding commitments … highlights the discontinuity between political vision and political will” (ACSSO, 2007) 2005 - Professional standards for accomplished language teaching of languages and cultures (AFMLTA, 2005) 2008 - National Asian Languages and Studies in Schools Program (NALSSP) $62. 4 m over 4 years (2008 -2012) for school students to become familiar with the languages and cultures of Australia’s key regional neighbours: China, Indonesia, Japan, and Korea Asian language target 12% by 2020 2009 - Second Languages and Australian Schooling report “energetic policy development, media commentary, political promise and public agitation have only partially redressed the language learning problem” (Lo Bianco, 2009)

Year 12 enrolments in languages, 2000 - 2008 (National report on schooling in Australia, 2000 -2008)

2000 s 2000 - Years 4 -7 Languages Other Than English syllabus Prioritised 7 languages: Chinese, French, German, Indonesian, Italian, Japanese & Korean Creation of unit plans and digital materials to support implementation Professional development and regional support 2006 - Regional LOTE Plan Moreton region first to trial More flexible models of language delivery A lapse in the mandatory status of languages in 2009 saw a quarter of schools dropping languages from their programs (Chilcott, 2010). The mandatory status was reinstated in 2010 but concerns persisted over non-compliance , with 76 found not to be meeting mandatory requirements (Day, 2011 – QTU Journal) In 2008 5% of Qld Year 12 students studied a language (National report on schooling, 2008)

2010 s 2011+ Australian Curriculum - Languages “designed to enable all students to engage in learning a language in addition to English” language-specific curricula, recognises learner types, entry points 2012 - Australia in the Asian Century White Paper “All Australian students will have the opportunity, and be encouraged, to undertake a continuous course of study in an Asian language throughout their years of schooling. All students will have access to at least one priority Asian language; these will be Chinese (Mandarin), Hindi, Indonesian and Japanese” 2013 - The Coalition’s Policy for Schools: Students First Improve the take up of foreign languages “The Coalition will revive the teaching of foreign languages in Australian schools to ensure that at least 40 per cent of Year 12 students are once more studying a language other than English within a decade.

2010 s 2013 - New Colombo Plan “lift knowledge of the Indo-Pacific in Australia by supporting Australian undergraduates to study and undertake internships in the region” Trial year - 40 scholarship holders, 1300 mobility program students Indonesia, Japan, Singapore and Hong Kong extended in 2015 to more than 30 locations, $80 million 2015 - Languages for pre-schoolers 40 pre-schools, 1 year trial, $10 million French, Japanese, Mandarin, Arabic and Indonesian Children learn foreign language skills through educational games on tablets In 2010, 11% of year 12 students study a language (National report on schooling, 2010)

2010 s Increasing community interest in bilingual education 2014 - Global Schools: Creating successful global citizens Under consultation 2014 - Languages in Queensland state schools policy All Qld state schools are required to provide a language in Years 5 -8 from 2015 Currently 6. 84% of Qld year 12 students study a language (DETE, 2014)

History in numbers National year 12 enrolments in languages, 1960 - 2014 (Various sources)

History in numbers National Year 12 enrolments and targets in languages, 1960 - 2014

History in numbers National Year 12 enrolments and targets in languages, 1960 - 2014, Queensland Year 12 enrolments

What can history tell us? Vision has been the same for over 50 years While participation in languages education in primary schools has increased, these increases “have not been reflected by significant changes in participation in the later years of schooling” (Liddicoat & Scarino, 2010, p. 11) Policy continues to be aligned heavily with an economic rationale, particularly Asia Policy is highly symbolic - great vision, ambitious targets Data which is incomplete, inaccurate, or unavailable is a continuing concern (ALLC, 2006; Liddicoat, et al. , 2007; Lo. Bianco, 2009). “It is difficult to evaluate the impact of a policy without information about the state of play before it was introduced. But even good baseline data are of limited value if there is little information on how performance evolved subsequently” (Commission Enquiry, Annual Report, 2009 -2010, pp. 6 -7). Underlying issues are not being systematically addressed - adequate pre-service teacher education, teacher supply, program conditions, etc. (de Kretser & Spence-Brown , 2010; Liddicoat, 2010; Liddicoat, et al. , 2007; Lo. Bianco, 2009)

PART 3 THE PRESENT Queensland ‘Global Schools’ policy (draft) Languages in Queensland state schools

“The present is the food of the future” Edward Counsel, 1849 - 1939

Questions for discussion Are you aware of the language policy ‘Global Schools: Creating successful global citizens’ currently under consultation? What do you know about it? Have you read it?

The federal and state context: Language policies travel in families… Federal level: The Coalition’ s Policy for Schools: Students First (August, 2013) “The Coalition will reverse this trend (i. e. the decline in study of language) and revive the teaching of languages in Australia. If Australians are to make their way in the world, we cannot rely on other people speaking our language”. (p. 12) State level: The Queensland Plan (July 2 014) (The Overall Vision) The Global Schools : Creating Successful Global Citizens (Draft) Languages in Queensland State Schools

Global Schools: Creating successful global citizens (Consultation draft) Projected Outcomes

Some positive points are… • Acknowledges the importance of local diversity and languages, • including aboriginal and Torres Islanders cultures and languages (p. 9) • for relationships as an asset of the state schooling • Aims to increase number of children accessing second language learning from Prep to year 12. • The provision of Languages is required in Years 5 to 8 from 2015. (Language in Queensland State Schools, Summary Info Sheet, 2014 p. 1) • Aims supporting teachers professional development to maintain their language proficiency and continuously improve their teaching. • It creates opportunities for exploring and promoting good language teaching pedagogy and collaborate with different language communities in Queensland overseas. • Acknowledges that there are challenges (access to qualify teacher, high quality curriculum. Increasing demand for language education from students, selling the “global citizen” concept to schools). • It promotes that Principals take a major role in the promotion of

Some areas of concern are… • How is the concept of “global” being constructed? What Conceptual Framework is going to be used to guide evidence gathering and Interpretation? This is unclear. • Data on baseline not mentioned in the draft, nor how progress towards projected outcomes is going to be measured. The language competence level to be acquired by students is not mentioned. • It does not mention the dollar investment in the policy, while the Coalitions’ policy mentions $120 million. The language policy evaluation strategy is unclear. A quality evaluation strategy is needed with information on how the evaluation will be used to shape improvements in the delivery of the language policy. • It does not give a sense of how a coordinated effort to learn from expertise available in Queensland, other states, or share experience and expertise available in Queensland. How could this be articulated into the policy to enrich its outcomes? It also needs to address how they propose to test the viability of the proposed policy options? • The consultation process is unclear in the policy, as well as the deadline for feedback provision and expected format of feedback provision. It needs to be made more transparent (i. e. explain who has been consulted, when, on what and how, as part of the Queensland Plan).

“The importance of languages is also recognised by Queenslanders, with the connection to the world and the importance of languages education highlighted during consultation on the Queensland Plan. Queenslanders identified the need for a better connection with Asia through languages, the development of new ways of delivering learning and a curriculum that prepares students for a globally focused workforce. ” (p. 4)

Consultation Process Unclear in the Online Info: What is the deadline for feedback provision?

Languages in Queensland schools

Some positive aspects are… The Languages in Queensland State Schools policy announces that from 2015 the provision of languages from Years 5 to 8 is required. • Encourages schools to offer a Languages program from Prep to Year 12. • Principals will make decisions, in consultations with their communities, about choice of language and the year levels of provision. • Students willing to study a language not offered in their School will be able to negotiate to explore access to that study. • From 2016 the implementation of the Australian Curriculum will start. • Acknowledges the importance of the availability of quality Languages teachers for successful program delivery. • Acknowledges the importance of maximising continuity of language study between primary and secondary schools. • Promotes effective and good language learning pedagogy to

Some areas of concern are… • Supports state and national focus on increasing the number of students learning an Asian language (Chinese, Japanese, Indonesian, Korean). • Time allocations are not specified and schools will make their own decisions informed by Queensland Curriculum and Assessment Authority’s Time Allocations and Entitlement. • It lacks a clear action strategy to implement the goals mentioned in the policy. • It does not provide evidence based aims for language learning and lacks an evaluation plan stating clearly who will be responsible for what. • It does not make clear what support , funding or resources, be provided to schools and teachers to make this policy happen. • The consultation process used to develop this policy is not stated.

The lack of transparency of the consultation process in the development of language policy and language Teaching policy is concerning in Queensland The COAG 7 th Principle of Best Practice Regulation states “Consulting effectively with affected key stakeholders at all stages of the regulatory cycle is very important. ”. “There should be effective consultation with affected key stakeholders at all stages of the regulatory cycle. Public consultation is an important part of any regulatory development process…. . Consultation on regulatory options can improve the quality of the solution adopted…” (2010, p. 6)

NSW Learning Through Languages Proposals Consultation report Consultation Reference Paper

PART 4 THE FUTURE What can we do?

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. " - Margaret Mead, 1901 -1978

What can we do? Continue advocacy at school level but move beyond this to create something more sustainable Get engaged in the political process Be empowered Policy is everyone’s responsibility Top-down approach grassroots approach Be proactive not reactive Make the type of policy that will help us to help the government reach its aims

From policy consumers to policy influencers Policy Consumers Knowledge Activism Collectivism Policy Influencers

As individuals What can we do as individuals to positively influence policy? Become policy literate Be involved in the consultation process Talk to local members Raise awareness of policy with parents

As a collective What can we do as a collective to positively influence policy? Create a policy hub for members to access policy documents and information Request data from, and share data with, educational authorities Continue with media presence Engage famous people

CONCLUSION

Language policy literacy self-assessment (post-test) How do you rate your knowledge of language policy? 1 - very 5 - very limited good How do you rate your confidence to discuss language policy and how it affects your work? 1 - very 5 - very limited good

Have we achieved our aims as presenters? Do you think your knowledge of language policy has improved? 1 - not 5 - very at all much Do you think your confidence to discuss language policy and how it affects your work has improved? 1 - not 5 - very at all much

Conclusion 1. Language policy and planning is more effective when it is realistic (clear implementation and assessment plan), responsive (transparent, consultative, clear action plan) and responsible (community-based, clear evaluative plan). 2. The language policy discourse remains the same, and due to the lack of a clear plan of implementation that deals with underlying issues, the challenges (number of students, number of teachers, level of societal value) surrounding language education in Queensland Australia, are compounding the problem. 3. Unless we take an evidence-based approach to the development of language policy in Queensland, current policy initiatives will have similar disappointing outcomes to previous policy. 4. Language policy development and implementation is everyone’s business. Our identity as language teachers involves knowing the language we teach, knowing how to teach it, but also in developing our policy literacy, and knowing about how to influence policy to defend the rights of our students to access quality language education, which is supported by the wider community and government. Thus we are responsible for shifting from being policy consumers to policy influencers.

References Australian Council of State School Organisations. (2007). Attitudes Towards the Study of Languages in Australian Schools: June 2007. The National Statement and Plan - making a difference or another decade of indifference? Australian Curriculum, Assessment and Reporting Authority. (2011 c). Shape of the Australian Curriculum: Languages. Sydney: Author. Australian Government. (2012). Australia in the Asian century. White paper. Canberra. Australian Government. (2013). The Coalition’s Policy for Schools: Students first. Canberra. Australian Government. (2014). Colombo plan Fact Sheet. Retrieved from http: //www. dfat. gov. au/new-colombo-plan/ncp-fact-sheet. html Australian Language and Literacy Council. (1996). Language teachers: The pivot of policy. The supply and quality of teachers of Languages Other Than English. Braddy, P. (1991). A statement from the minister: Languages Other Than English: Department of Education, Queensland. Chilcott, T. (2010, January 16). Queensland government backflips on foreign language studies. The Courier Mail. Retrieved from http: //www. couriermail. com. au/news/queensland-government-backflips-on-foreign-language-studies/story-e 6 freoof-1225820179139 Commission Enquiry, Annual Report, 2009 -2010. Committee on the Teaching of Migrant Languages in Australian Schools. (1976). Report. Australian Government Publishing Service: Canberra. Commonwealth of Australia. (1991). The Australian Language and literacy policy. Companion volume to the Policy information paper. Canberra: Author. Crawford, J. (1999). Teacher Response to Policy and Practice in the Teaching of LOTE. Ph. D Thesis, Griffith University. Day, C. (2011). Union takes action over LOTE appointment concerns. Queensland Teachers’ Journal. 34(8), 19. de. Kretser, A. & Spence-Brown, R. (2010). The Current State of Japanese Language Education in Australian Schools. Department of Education, Training and Employment. (2014). Global Schools. Creating successful global citizens. Consultation Draft. Brisbane: Author. Erebus Consulting Partners. (2002 a). Evaluation of the National Asian Languages and Studies in Australian Schools Strategy. A report to the Department of Education, Science and Training http: //www. asiaeducation. edu. au/verve/_resources/reviews. pdf

References Fullerton, S. & Ainley, J. (2000). Subject choice by students in year 12 in Australian secondary schools. Canberra. Australian Council for Educational Research. Hannigan, E. (2014, September 16). Pre-schoolers encouraged to learn a second language. SBS News (online). Retrieved from http: //www. sbs. com. au/news/article/2014/09/16/pre-schoolers-encouraged-learn-second-language Language skills help students. (2001, December 13). Courier Mail, p. 18. Lo Bianco, J. (2009). Second Languages and Australian Schooling. Melbourne: Australian Council for Educational Research. Lo. Bianco, J. (1987). National Policy on Languages, December 1987 -March 1990: Report to the Minister for Employment, Education and Training by the Australian Advisory Council on Languages and Multicultural Education. Liddicoat, A. J. & Scarino, A. (2010). Languages in Australian Education: An Introduction. In A. J. Liddicoat and A. Scarino (Eds. ), Languages in Australian Education: Problems, Prospects and Future Directions. Newcastle, UK: Cambridge Scholars. Liddicoat, A. J. , Scarino, A. , Curnow, T. J. , Kohler, M. , Scrimgeour, A. , & Morgan, A. -M. (2007). An Investigation of the State and Nature of Languages in Australian Schools. Report to Department of Education, Science and Training: Canberra. Standing Council on School Education and Early Childhood. (1989 -2010). National report on schooling in Australia. Nicholas, H. , Moore, H. , Clyne, M. , & Pauwels, A. (1994). Languages at the Crossroads. The Guide to the Report of the National Enquiry Into the Employment and Supply of Teachers of Languages Other Than English. National Languages and Literacy Institute of Australia. Rix, A. (1999). Review of the Languages Other Than English (LOTE) Implementation. Report to the Director-General of Education. Australian Schools Strategy. A report to the Department of Education, Science and Training http: //www. asiaeducation. edu. au/verve/_resources/reviews. pdf

Let’s continue the conversation …

Language Planning and Policy in Australia and Queensland: Past, Present and Future Cristina Poyatos Matas and Shannon Mason Griffith Institute of Educational Research, Griffith University