Lead teachers of languages recognise that accomplished languages teaching and learning can only occur in appropriate and supportive contexts.

They:

  • actively promote the Program Standards which are included in the Professional Standards for Accomplished Teaching of Languages
  • work within their spheres of influence to enact the Program Standards.

Suggested questions for reflection

  • How do you demonstrate an understanding of the importance of appropriate and supportive contexts for the successful teaching and learning of languages?
  • How do you actively promote these Program Standards?
  • In what contexts and how do you influence others to enact the Program Standards?

Effective languages programs are visible and actively valued within the school culture. Languages teaching and learning are valued explicitly in schools’ statements and implicitly in the schools’ planning and review and processes, timetabling and resourcing for languages. Schools actively acknowledge and foster connections between languages and other curriculum areas.

Effective language programs:

  • focus on progression in language learning for all students, both during the year and across years. They acknowledge learners’ progress through the program and ensure that prior knowledge is maintained and developed. They recognise that language learning is a life-long process and needs sustained learning during schooling.
  • have timetabling for languages which allocates adequate time, in both overall hours and frequency of lessons, to enable effective and sustained language learning, recognising that achievement in language learning is dependent on time on task.
  • are adequately staffed to ensure that language learning can be allocated appropriate curriculum time and language class sizes can be limited. Ideally there should be a team of teachers involved in teaching languages in a school. Staffing models must support teachers in forming effective professional relationships with students, colleagues, and the wider school community.
  • are characterised by the allocation of dedicated space which is suitable for the teaching and learning of languages.
  • have budgets that ensure appropriate access to resources for the teaching and learning of languages, including print and digital materials and digital technologies.
  • include provision for professional learning for teachers of languages and with the wider school staff.
  • recognise the practical and performance-based nature of language learning and the need for class sizes which are appropriate for facilitating language learning as a practical and intensive form of learning. The creation of language class groups also takes into consideration the learning and personal background of students.
  • recognise that students arrive with differing levels of knowledge of and exposure to the languages taught in the school and have strategies to facilitate transitions and enhance learning.

Suggested questions for reflection

  • How does the school demonstrate that it values the learning of languages?
  • How does the school demonstrate and foster connections between languages and other curriculum areas?
  • How is the program planned to build on learners’ knowledge across the years of
    schooling?
  • How does the school support sustained language learning over a number of years?
  • How does the teacher support sustained language learning over a number of years?
  • How does the school decide what is adequate time for language learning?
  • How does the school make adequate time available for language teaching and ensure frequent and regular time on task?
  • How does staffing for languages in the school affect the language program?
  • How do staffing decisions in the school have an impact on the language teachers’ work and the presence and visibility of languages in the school?
  • What space is made available to the languages program? How does this affect the nature of the program?
  • How does the school decide what is an adequate budget for language learning? What resources does the school make available for language learning? How do these decisions affect language learning in the school?
  • How does the school decide on class sizes and class groupings for language learning? How do these decisions affect language learning in the school?
  • How does the school promote language and culture learning to the community?
  • How does the school provide for professional learning for teachers of languages and with other staff?