Dari Kami Ke KITA !! Indonesian language textbook series

Published by Nelson Cengage Learning

Writers Andrea Corston Melissa Gould-Drakeley Lesley Harbon Michelle Kohler Anne-Marie Morgan

For Years 7-10 (Middle Years Learners) 2 volumes Book 1 Years 7-8 8 chapters Book 2 Years 9-10 12 chapters

Rationale Textbooks as teaching and learning resources Relevance for middle school years Contemporary and forward looking New national curriculum planning Applicability across Australian states and territories, systems and methods

Textbooks as teaching and learning resources

Relevance for middle school years

Contemporary and forward looking

New national curriculum planning

Applicability across Australian states and territories, systems and methods

Rationale Mindful of current pedagogical trends Intercultural orientation Inquiry learning and thinking skills Alternative assessment paradigms Futures and values education Diversity of learners Role of teacher in classroom interactions Investigative and evaluative practice

Mindful of current pedagogical trends

Intercultural orientation

Inquiry learning and thinking skills

Alternative assessment paradigms

Futures and values education

Diversity of learners

Role of teacher in classroom interactions

Investigative and evaluative practice

Intercultural orientation Language, culture and learning language and culture always linked view one through the other, not separated work across and between languages and cultures aimed at enhancing learning Focus on inter personal and intra personal variability of understanding and diversity of interpretation meaning-making and reflection on meaning-making for learners as learners and users of languages and as global citizens making connections and noticing similarities, differences and diversity across languages and cultures

Language, culture and learning

language and culture always linked

view one through the other, not separated

work across and between languages and cultures

aimed at enhancing learning

Focus on

inter personal and intra personal variability of understanding and diversity of interpretation

meaning-making and reflection on meaning-making for learners as learners and users of languages and as global citizens

making connections and noticing similarities, differences and diversity across languages and cultures

Intercultural orientation Acknowledgement of experiences of languages, cultures and life learners bring to the classroom mutual contribution of teacher and learners to learning in interaction Encouragement of deep thinking, analysis and reflection on own and others’ views, values and perspectives active participation in learning Indonesian as both performer and audience development of ethical and responsible ways of working and dealing with the world

Acknowledgement of

experiences of languages, cultures and life learners bring to the classroom

mutual contribution of teacher and learners to learning in interaction

Encouragement of

deep thinking, analysis and reflection on own and others’ views, values and perspectives

active participation in learning Indonesian as both performer and audience

development of ethical and responsible ways of working and dealing with the world

Developmental orientation Focus on developmental view of language learning linguistic, cognitive, sociocultural, intracultural and intercultural dimensions increasingly sophisticated within each year and across the years sequential and cumulative, with increasing Indonesian language use within each year and across the years

Focus on developmental view of language learning

linguistic, cognitive, sociocultural, intracultural and intercultural dimensions

increasingly sophisticated within each year and across the years

sequential and cumulative, with increasing Indonesian language use within each year and across the years

From topics to concepts Chapters oriented around concepts and ideas for thought and discussion Each posed a statement and a question, to indicate complexity of ideas and lived experience that is involved in languages learning Shift from ‘topic’ to ‘concept’ orientation e.g. time -> significance of time language in the culture of time culture in the language of time Indonesian and Australian contexts Indonesian and English language comparison and reflection on own and others’ understanding of time and how these are geographically, historically, socially, and culturally located, and linguistically expressed

Chapters oriented around concepts and ideas for thought and discussion

Each posed a statement and a question, to indicate complexity of ideas and lived experience that is involved in languages learning

Shift from ‘topic’ to ‘concept’ orientation e.g.

time -> significance of time

language in the culture of time

culture in the language of time

Indonesian and Australian contexts

Indonesian and English language

comparison and reflection on own and others’ understanding of time and how these are geographically, historically, socially, and culturally located, and linguistically expressed

Title: Dari kami ke kita Figurative use of ‘movement’, development, a journey- spatial, linguistic and cultural- in keeping with intercultural orientation Shift from exclusive sense of us to inclusive sense of us Intentionally playing with the language construction, overlaying the sense of a journey (in a locative sense) onto the personal ideas of us and us (as personal pronouns) Capture abstract concept of ‘space’, but with a shift in language to the personal and cognitive realms, such as in terms like ‘personal space’, creating a space’, the ‘third space’, ‘thinking space’, MySpace, etc

Figurative use of ‘movement’, development, a journey- spatial, linguistic and cultural- in keeping with intercultural orientation

Shift from exclusive sense of us to inclusive sense of us

Intentionally playing with the language construction, overlaying the sense of a journey (in a locative sense) onto the personal ideas of us and us (as personal pronouns)

Capture abstract concept of ‘space’, but with a shift in language to the personal and cognitive realms, such as in terms like ‘personal space’, creating a space’, the ‘third space’, ‘thinking space’, MySpace, etc

Components Student book Workbook CD Teachers’ resource book Website

Student book

Workbook

CD

Teachers’ resource book

Website

Student book features Chapter titles two parts, one in Indonesian, one in English mostly posed as questions engages with complexity and idea that not all concepts are directly ‘translatable’ Kami dan kita: Who are we? Bangsa: How are we connected? Ke mana?: How do we get there? Idola: Who do we admire? Tanah airku: Where is home? Perayaan: What do we celebrate, and why?

Chapter titles

two parts, one in Indonesian, one in English

mostly posed as questions

engages with complexity and idea that not all concepts are directly ‘translatable’

Kami dan kita: Who are we?

Bangsa: How are we connected?

Ke mana?: How do we get there?

Idola: Who do we admire?

Tanah airku: Where is home?

Perayaan: What do we celebrate, and why?

Student book features Bagian Chapters divided into sections Each deals with a different idea related to the main concepts Chapter 1: Kami dan kita: Who are we? Bagian A: What is language? What does it mean to me? Bagian B: Using language(s) Bagian C: Who are you? Who am I?

Bagian

Chapters divided into sections

Each deals with a different idea related to the main concepts

Chapter 1: Kami dan kita: Who are we?

Bagian A: What is language? What does it mean to me?

Bagian B: Using language(s)

Bagian C: Who are you? Who am I?

Student book features Overview Learning focus Language focus Pikiran pokok: key ideas Berbahasa Indonesia: speaking Indonesian Berpikir lebih lanjut: thinking further Memahami bahasa: understanding language Blog Bahasa meta: metalanguage Tugas: tasks

Overview

Learning focus

Language focus

Pikiran pokok: key ideas

Berbahasa Indonesia: speaking Indonesian

Berpikir lebih lanjut: thinking further

Memahami bahasa: understanding language

Blog

Bahasa meta: metalanguage

Tugas: tasks

Chapters: book one Year 7 Kami dan kita: Who are we? Bangsa: How are we connected? Kapan? When? Ke mana? How do we get there?

Year 7

Kami dan kita: Who are we?

Bangsa: How are we connected?

Kapan? When?

Ke mana? How do we get there?

Chapters: book one Year 8 5. Mau main? How do we play? 6. Idola saya: Who do we admire? 7. Tanah airku: Where is home? 8. Perayaan: What do we celebrate, and why?

Year 8

5. Mau main? How do we play?

6. Idola saya: Who do we admire?

7. Tanah airku: Where is home?

8. Perayaan: What do we celebrate, and why?

Chapters: book two Still tentative, but likely to include: Year 9 Kooperasi/kerjasama: How do we help out? Nongkrong: How do we hang out? Jagalah kesehatan: How do the media influence our health? Cerita kami: what are our stories and how do we tell them? Jangan: What is offensive behaviour?

Still tentative, but likely to include:

Year 9

Kooperasi/kerjasama: How do we help out?

Nongkrong: How do we hang out?

Jagalah kesehatan: How do the media influence our health?

Cerita kami: what are our stories and how do we tell them?

Jangan: What is offensive behaviour?

Chapters: book two Still tentative, but likely to include: Year 10 Kontak: How have Indonesia and Australia connected? Bayangan remaja: Do I fit the image? Dengarkanlah aku: What am I saying? Who do I listen to? Lingkungan: What are we doing about urgent environmental issues? Kesusasteraan: How do I understand Indonesian literature?

Still tentative, but likely to include:

Year 10

Kontak: How have Indonesia and Australia connected?

Bayangan remaja: Do I fit the image?

Dengarkanlah aku: What am I saying? Who do I listen to?

Lingkungan: What are we doing about urgent environmental issues?

Kesusasteraan: How do I understand Indonesian literature?

Contact For further information www.nelsonsecondary.com.au

For further information

www.nelsonsecondary.com.au