Every child, every opportunity  international
Upcoming SlideShare
Loading in...5

Every child, every opportunity international



Using the Apprenticeship Language Learning Strategy and "Talking to the Whole Wide World" to give children a second language, a broad intercultural perspective, and a desire for more.

Using the Apprenticeship Language Learning Strategy and "Talking to the Whole Wide World" to give children a second language, a broad intercultural perspective, and a desire for more.



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • You might recognize the title of my presentation as the motto of your department.\nAs a career teacher, I find your focus inspiring. We teach because we believe in the importance of every child and their every opportunity.\n
  • These are posters some of my students made about LOTE. The advantages are not news to you, but I show them here to affirm that the main importance of LOTE is to the child whose mind, life and identity it changes. \nThere are louder stakeholders but none stands to gain or lose as much as every child we are here to serve.\n
  • Keeping options open is important and I will be demonstrating a way to defer the decision in order to better meet individual priorities.\n
  • The majority of these 120 000 children are in rural areas, your discussion paper lists reasons why. \nClearly “Every Child, Every Opportunity” is a mandate to provide for this quarter of the population.\n
  • In order to bring more language teaching into primary schools, we must either attract more people with language skills to learning how to be teachers (under rural conditions), which is problematic, or add LOTE to the already considerable skill set of the teachers who are already content in their rural employment.\n
  • Instead of trying to attract people to the country and convince them to stay there, use people who are there and want to be: The trusted and capable professional who teaches everything else of general value. The importance of this modeling can hardly be overstressed.\n
  • Sounds good doesn’t it, and the evidence is strong that this is the case.\nLo Bianco’s report and my book “Australian LOTE” both report promising results from this approach.\nBut what apprenticeship language is accessible enough that generalist teachers could learn and teach it without undue imposition?\n
  • In case you are not very familar with this language, I have a 2.5 minute introduction here to show you http://www.youtube.com/watch?v=YvekjRgwUkg&feature=more_related\n
  • These materials are new, and a good reason to believe that more is possible today that has been in the past.\n
  • \n
  • \n
  • \n

Every child, every opportunity  international Every child, every opportunity international Presentation Transcript

  • Every Child, Every OpportunityGiving Your Students the Best Start in Foreign Languages
  • Foreign Languages are an opportunity for all children... They offer: brain development, literacy advantages, global perspective, intercultural empathy, and self-confidence.These matter to all children.
  • But every foreign language offers differentopportunities, which will matter todifferent individuals at different times in their lives. How can we keeptheir options open? View slide
  • Becoming Bilingual☺ ☹ • Current practices in schooling fail to give most children a second language to a useable standard. View slide
  • Teachers Are The Key•The shortage of suitablespecialist language teachers isunchanging, because bilingualpeople get better opportunitiesoutside schools.•Dependence on specialistsalso models to your studentsthat foreign languages are aminority interest (or talent) andoffers them too limited learningand practice opportunities.Set them up to succeed!
  • Classroom teachers can provide the fundamentals of every part of the curriculum, because their relationship to the child, and their everyday availability, are more critical than theirspecialisation in the subject. Foreign Languages Are No Exception
  • A New Strategy to Solve an Old Problem • Professor Joseph Lo Bianco, author of Australia’s Languages Policy, recommends ‘a universal apprenticeship in learning how to Text learn languages’ in the primary years, so that students will ‘successfully transfer such skills to other languages’.* • This 2-step process enables many more children to to master a target language. * ‘Second Languages and Australian Schooling’, ACER 2009
  • E PERANTO: affordable communicationEquipping generalist teachers to provide theworld’s simplest LOTE can give all children theexperience of being bilingual in as little as100-200 hours.You can discover the features of Esperanto thatmake this possible, and see some of the dozensof peer-cultures accessible through Esperantohere (http://www.mondeto.com/primary-esperanto-video.html)
  • Empowering Change These materials were developed by primary teachers to enable their peers to learn Esperanto while teaching the language to their classes, to fluency.
  • Benefits of Integrating Apprenticeship Language Learning (ALL) • Bilingualism before end of primary schooling. • Affordable strategy does not impose too much on other programs. • A head start in both English literacy and any high school foreign language. • Meeting foreign friends halfway is an exercise in intercultural respect. • Flexible skills and confidence for later engagement with languages through life.
  • Bilingual and ready for more... ...LANGUAGES!!!
  • About the AuthorPenelope Vos (BSc Dip Ed) is a teacher, author and CEO ofMondeto Educational Resources.She is a graduate of Murdoch University and the Montessori World EducationInstitute, and has twenty years of teaching experience, in Science, Art and Esperantoin private, public and religious schools.Her most recent books are "Australian LOTE: Achieving Broad and Deep Competencein Languages at School" (2007) and "Talking to the Whole Wide World" (2009), a stand-alone resource to equip primary school generalists to teach a second language tofluency, in a context of global intercultural awareness, without prior training. The International Montessori Conference, 2010 saw the launch of the long-in-development “Talking to the Whole Wide World” Montessori Materials. Thank you