The Impact of globalisation on language learning Gabriella Bertolissi


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The Impact of globalisation on language learning, a Japanese example, Presentation by Gabriella Bertolissi at AFMLTA conference in Sydney 2009

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  • Ahm.. It actually didn't mention about the learning issues i.e. actual methodologies, amount of data, how much the participants achieved their language competence through this program, etc.....? please provide the bibliography as well?
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  • Music connects, but so does language – here it’s English because the song is an English one but it could easily have been sung in all of the language groups of those filmed. Australia is not there in the video yet Australia holds all of these nationalities- so globalisation what does it mean for us here and what does it mean for us as educators of this and next generations. I will first provide various definitions of globalisation then look at education policy developments in Australia with emphasis on Asian literacy. I will then provide a primary school case study of LOTE curriculum and how this Vcitorian school interprets globalisation within the curriculum in its way of upskilling its students for this 21 st century revolution.
  • The LOTE learner’s world – in their hands!
  • The proliferation of McDonalds restaurants around the world is an example of globalization; the fact that they adapt their menus to suit local tastes is an example of glocalization (also known as internationalization ), a combination of globalization and localization .
  • This process has speeded up dramatically in the last two decades as technological advances make it easier for people to travel, communicate, and do business internationally. Two major recent driving forces are advances in telecommunications infrastructure and the rise of the internet .
  • I support the first view
  • What opportunities have opened for schools ?
  • contemporary developments−including mass movements of peoples across the globe, increasingly diverse, multicultural communities, rapid technological change and increasing economic globalisation−have highlighted and reinforced the critical need for knowledge and understanding of other languages and cultures.
  • Finland statistics/ German statistics/ Greek eg – Gk, English, French, Arabic Do these countries exclusively depend upon English? NO!!
  • Prof Michael Wesley exec director of the Lowy institute, Aisa Institute at griffith University The Australian June 10 09 Future depends on asian languages
  • Goal 1 – ensure that schooling contributes to a socially cohesive society that respects and appreciates cultural, social and religious diversity. Goal 2 essential skills in literacy and numeracy, skills to plan own learning, ICT savvy, lifelong love of learning, problem solving Further – developing partnerships with community and family, quality teaching and leadership, strengthen the early childhood sector, enhance middle years engagement, promote world class curriculum ( languages is specified)
  • Culture is not just factual, is learned- not genetically transmitted so others can learn the system, is shared and transmitted cross generations- a large part unconscious
  • Tamara Beasley Beasley intercultural PtyLtd navigate, find common ground with people from diverse b’grounds, deapen our knowledge of our own cultural starting point P8 curriculum Corp’n winter 09
  • Yong Zhau –communicative competency is for economic reasons but look deeper Eg japanese verb endings show respect/honour level plain form/desu/masu/keigo-honorifics de gosaimasu-social positioning of the speaker and spoken to, level of respect- uchi/soto
  • Quote from a discussion paper relating to National Curriculum notions of bilingual, biliterate, bicultural
  • Dimension 1 emphasises skills of listening, speaking, reading and writing, and the use of body language, visual cues and signs. Reflect on lang as a system and gain cultural insights Specifically connected to dimension2 gaining cultural guidelines for effective communication –”you need to feel the language”
  • Indonesian Bridge Project developing partnerships for capacity building 90-90, 40-40 schools; Becoming Asia Literate Grants to Schools-promotion of Asian languages and asian studies+ increase no of students continuing with LOTE; ILTLP project- Int Cult Lang Teaching and Learning project- how lang and culture work inseparably, National research projects- heritage language project,NSW BOS, SAALE project – Uni SA/Melb Uni, the state of indonesian, japanese, chinese in aust-papers, Building the ed’n revolut’n-$14 b to upgrade school facilities-national pride primary schools for 21 st century ;e-education=online resources
  • Internet- in Vict mainstream. Students are part of a global community. Lang Discovery- online communication space students in Australia and Japan were able to interact with one another in a controlled environment. Variety of activities available include mail exchange, language palette, games and photo albums aonsite search for pen pals with similar interests. Languages online- interactive game making facility saved as a webpage and uploaded to a website or included in a learning management system- text, images or voice. Jess McCullock-TechnoChinese project-we 2.0+mobile learning technologies Recorded lessons transferred to student iPods, mobile phones and a wiki-provided students with an online community of learners outside the classroom, ning network. Knowledgebank next gen project- safe portal for Vict.schools showcasing new and emerging technologies
  • [International Patent Pending]
  • [International Patent Pending]
  • [International Patent Pending]
  • Ikea man- the epitomy of Nordic philosophy – concepts understanding skills and education for a globalised world
  • The Impact of globalisation on language learning Gabriella Bertolissi

    1. 1. The impact of Globalisation on Language Learning © Victorian Curriculum and Assessment Authority 2009 The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by an process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority. Victorian Curriculum and Assessment Authority AFMLTA Conference Sydney 9-12 July 2009
    2. 2. <ul><li>The impact of Globalisation on Language learning – a Japanese classroom example </li></ul><ul><li>Gabriella Bertolissi </li></ul><ul><li>[email_address] </li></ul><ul><li>Victorian Curriculum and Assessment Authority </li></ul>
    3. 3. A smaller connected world <ul><li> Playing for change – Stand By Me </li></ul><ul><li> </li></ul>
    4. 5. <ul><li>Globalisation defined: </li></ul><ul><li>The tendency of businesses, technologies, or philosophies to spread throughout the world, or the process of making this happen. The global economy is sometimes referred to as a globality , characterized as a totally interconnected marketplace, unhampered by time zones or national boundaries. </li></ul><ul><li>,,sid182_gci925944,00.html </li></ul>
    5. 6. <ul><li>Globalisation defined: </li></ul><ul><li>Globalization implies opening out beyond local and nationalistic perspectives to a broader outlook of an interconnected and inter-dependent world with free transfer of capital, goods, and services across national frontiers. </li></ul><ul><li> </li></ul>
    6. 7. <ul><li>Those in favour: </li></ul><ul><li>potential to create greater opportunities for growth throughout the world, benefiting the developed nations while leveling the playing field everywhere else </li></ul><ul><li>Those against: </li></ul><ul><li>could eradicate regional diversity and lead to a homogenized world culture </li></ul>
    7. 8. <ul><li> Global Village </li></ul><ul><li>The world considered as a single community linked by telecommunications </li></ul><ul><li>Concise Oxford English dictionary revised tenth edition 2002 </li></ul>
    8. 9. Quotes <ul><li>‘ Language skills and cultural sensitivity will be the new currency of this world order’ </li></ul><ul><li>(Cosgrove 2002). </li></ul>
    9. 10. <ul><li>Quotes </li></ul><ul><li>To compete in a globalised world it is essential to learn another Language </li></ul><ul><li>Ms. Lidia Faranda-LOTE Regional Project Officer, Northern Region DEECD Victoria </li></ul><ul><li> </li></ul>Can Finland be wrong?
    10. 11. Quotes <ul><li>“ ..learning another language is the quickest way to understanding that the way you think about the world is not universal; it is shaped by your culture” </li></ul><ul><li>(Wesley 2009) </li></ul>
    11. 12. <ul><li> Policy </li></ul><ul><li>Melbourne Declaration on Educational Goals for Young Australians (MCEETYA) 5 December 2008 </li></ul><ul><li>Sets the direction for Australian schooling for the next 10 years </li></ul><ul><li>“ In the 21st century Australia’s capacity to provide a high quality of life for all will depend on the ability to compete in the global economy on knowledge and innovation.” </li></ul><ul><li>Acknowledges major changes in the world </li></ul><ul><li>Global integration and international mobility have increased rapidly in the past decade… the need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship. </li></ul><ul><li>Australians need to become ‘Asia literate’, engaging and building strong relationships with Asia. </li></ul><ul><li>Globalisation and technological changes.. Australia’s </li></ul><ul><li>young people must be encouraged not only to complete secondary education, but also to proceed into further training or education. </li></ul>
    12. 13. Melbourne declaration <ul><li>Goal 1:Australian schooling promotes equity and excellence </li></ul><ul><li>Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens </li></ul>
    13. 14. The Goal? <ul><li>Students who have a global outlook, well-developed cultural intelligence and an international language </li></ul><ul><li>Curriculum Corporation –Winter 09 </li></ul><ul><li>Asia literacy-our future p.3 </li></ul>
    14. 15. Developing a new global mindset: Cross –cultural competency <ul><li>All human beings are considered as “us” </li></ul><ul><li>To understand others requires us to interact with others directly </li></ul><ul><li>Interacting requires the ability to move across cultures comfortably and fluently </li></ul><ul><li>The ability to use language + a DEEP understanding of the culture </li></ul><ul><li>Prof. Yong Zhau, Michigan State University </li></ul>
    15. 16. What is Culture? <ul><li>‘ A culture is the system of shared beliefs, values, customs, behaviours, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning ’ </li></ul><ul><li>(Bates & Plog, 1990) </li></ul>
    16. 17. Cross-cultural competency <ul><li>‘ to penetrate below the surface’ of other cultures (Dewey, 1983) </li></ul><ul><li>To experience the culture in context </li></ul><ul><li>The ability to live in different cultures and move across different cultures fluently </li></ul><ul><li>A psychological ability that includes surmounting difference in ways of thinking, value systems, and habits of mind in other countries (Dewey, 1983) </li></ul><ul><li>An ability to navigate difference </li></ul>
    17. 18. Cross-cultural competency <ul><li>‘ To understand a culture, you have to know the language’ </li></ul><ul><li>Year 12 Victorian Student of Japanese (trilingual European background, 2009) </li></ul><ul><li>Communicative language competency yes, but also a window into shared beliefs, values, customs behaviours that characterise a society </li></ul>
    18. 19. Intercultural Capability <ul><li>The capability to move between (at least) two linguistic and cultural systems </li></ul><ul><li>(A. Scarino 2009) </li></ul><ul><li>Developed in and through Languages and in and through the curriculum as a whole </li></ul>
    19. 20. Policy- Education for Global and Multicultural Citizenship A strategy for Victorian Government Schools 2009-2013 <ul><li>Developing the intercultural literacies that students, parents, educators and leadership groups need to live and work as part of a diverse and globalised population </li></ul><ul><li>Building and sustaining inclusive and participative school-community partnerships that prepare all students for global and multicultural citizenship </li></ul><ul><li>Affirming the importance of equipping Victorian students with the knowledge, skills and attitudes required to live and work in a culturally, religiously and linguistically diverse society where the LOCAL IS GLOBAL and the GLOBAL, LOCAL. </li></ul>
    20. 21. Policy-DEECD <ul><li>An interculturally literate person possesses the skills, knowledge, understanding and attitudes required to form relationships and collaborate with others across cultures. </li></ul><ul><li>..value, respect and explore cultural differences,..reflect..and participate fully in cross-cultural interactions </li></ul><ul><li>(DEECD 2009) </li></ul>
    21. 22. Curriculum P-10 Victorian Essential Learning Standards (VELS) <ul><li>Address the economic and social changes associated with the development of our global, knowledge-based world and their implications for schools </li></ul><ul><li>Are a framework of essential learning –Physical, Personal and Social Learning, Discipline-based Learning and Interdisciplinary Learning. </li></ul><ul><li>Equip students with capacities to: manage themselves and relations with others, understand the world and act effectively in that world </li></ul><ul><li>LOTE – 2 dimensions for reporting </li></ul><ul><li>Communicating in a language other than English </li></ul><ul><li> Intercultural knowledge and language awareness </li></ul>
    22. 23. Federal Initiatives- Australian Schooling <ul><li>Skill and capacity building – teachers and students- ACARA, National Curriculum, national testing, Professional Standards Project </li></ul><ul><li>Building the Education Revolution program - $1 billion for 500 language learning centres and science laboratories </li></ul><ul><li>National Asian Languages Studies in Schools Program (NALSSP) -$62.4m over 3 years learning languages and cultural understanding </li></ul><ul><li>Digital education revolution– a computer for each teacher and student yrs 9-12; fast broadband access; e-education </li></ul>
    23. 24. The changing LOTE classroom <ul><li>Instant communication and information via electronic media </li></ul><ul><li>Internet </li></ul><ul><li>Multimedia –interactive using sound, pictures, video and text </li></ul><ul><li>Interactive whiteboards, skype, google earth </li></ul><ul><li>Web 2.0 technologies – active participation e g language discovery online communication </li></ul><ul><li>DEECD Emerging Technology Trials – use of mobile phones, wikis, blogs, podcasts, video/photo sharing and social networking services in the classroom </li></ul><ul><li>DEECD languagesonline -40,000 hits weekly. </li></ul>
    24. 25. Maximising the use of interactive communication technologies <ul><li>Increases language and cultural competencies by opening the classroom doors and making sure other countries are part of an Australian classroom </li></ul><ul><li>(Andrew Blair, Australian Secondary Principals Association President The Australian 27 June 2009) </li></ul>
    25. 26. Language Discovery Project Language Discovery Inc. Communication through different languages and cultures Email: Website:
    26. 27. Language Discovery ® Fact Sheet <ul><li>I nnovative email program using Australian technology </li></ul><ul><li>Language and cultural exchange through direct communication with peers in Asia </li></ul><ul><li>Easy: Web palette based system, enabling students at all levels to work independently of teaching staff from school and home </li></ul><ul><li>61 Schools and over 5000 primary and secondary students users in Australia and Japan </li></ul><ul><li>In Australia: 28 primary & secondary schools mainly in Victoria, New South Wales and Queensland </li></ul><ul><li>In Japan: 33 primary & secondary schools in mainly in Tokyo’s Machida, Suginami and Sumida Cities. </li></ul>
    27. 28. What is Language Discovery Project? <ul><li>The Language Discovery Project connects Australian and overseas students, making the outside world part of Australian students' daily life experience extending classroom boundar ies. </li></ul><ul><li>Language Discovery Project centres around online programs. </li></ul><ul><li>Students learn the value of studying a second language by experiencing meaningful and purposeful use of language through actual communication with their overseas peers. </li></ul>PM Rudd school visit (2008 ) Students’ visit to Victoria (2006)
    28. 29. PALETTE Sample Create Japanese sentences by selecting words in order Search for words Listen to pronunciation by native Japanese speaker Word Palette for more variety of words
    29. 30. Video clips <ul><ul><ul><li>PM Kevin Rudd in Japan 2008 </li></ul></ul></ul><ul><ul><ul><li>Ms Michelle De La Coeur – Balnarring PS </li></ul></ul></ul><ul><ul><ul><li>Students from Moonee Ponds Central </li></ul></ul></ul>
    30. 31. <ul><li>Discourse Global Skills </li></ul><ul><li>Diversity Global Thinking </li></ul><ul><li>Dialogue </li></ul><ul><li>Global Engagement </li></ul>