The New Zealand Curriculum, p 24

“Learning a new language extends students’ linguistic and cultural understanding and their ability to interact appropriately with other speakers ... Through such interaction, students acquire knowledge, skills, and attitudes that equip them for living in a world of diverse peoples, languages, and cultures.” (2007)

Concerns?

• How do we fit it in the school programme? • How do we get started? • How much time do we give languages?• We don’t have the expertise..• Our students need to know English first… X

supports schools with planning for LL programmes

and providesteacher professional development in LL

Professional Learning Pathway

Programme Initiation

IntensivePLD

Consolidation Sustainability Future opportunities

Teacher Professional Development Languages• Year-long programme• Throughout New Zealand• Chinese, Japanese and 8 other languages• Capacity of 75 teachers per year

• 388 teachers have completed TPDL

• Schools have had several teachers complete

• 75 teachers are on the programme this year

www.tpdl.ac.nz

The purpose of TPDL To improve student language learning by:• focusing on student use of the language• developing teachers’ language proficiency and

knowledge• improving teachers’ language teaching

capabilities

TPDL professional development model

In-School Support

Language Study

SLA Pedagogy

Effective Pedagogy

in LL

In-school Support – pedagogy – language

• System of 4 sequential observations • Focus on student meaningful use of language• Research-based• Evidence-based inquiry

In-school support – pedagogy – language

• University 300-level course• Customised for teachers• Cross-sector groups• Inquiry task• Outside expertise

In-school support – pedagogy – language

• According to need• Local, distance or customised• Directed to international language proficiency

qualification (e.g. HSK, JLPT)• Teacher as language learner

TPDL caters for all teacher types…. • Native speakers

• Heads of languages departments

• Experienced

• Less experienced

• New to teaching languages

• Primary and secondary

• Generalists and specialists

Costs reimbursed to schools Course fees

Travel assistance if not in a main centre

Language examination fees, &

Two TRDs

www.tpdl.ac.nz

Professional Learning Pathway

Programme Initiation

IntensivePLD

Consolidation Sustainability Future opportunities

Professional Learning Pathway

Programme Initiation

IntensivePLD

Consolidation Sustainability Future opportunities

2014 Initiation Stage Initiative

For schools that: – want to start a sustainable language programme– want to train staff to deliver a sustainable programme

For teachers– new to teaching languages – new to learning languages– recently introduced Learning Languages programmes – using Ministry language kits– native speakers with limited pedagogical background

What is offered?

• One-day pedagogy workshop at the start • School visits with feedback• Half-day workshop following school visits• Half-day workshop - presentation of portfolio• Networking opportunities (cluster based)

What is required by school/teacher?

• Develop portfolio– Teaching-as-inquiry project– Reflections– Language lesson planning

• Learning of target language• Presentation of portfolio to cluster• One TRD

When?

• As soon as clusters have been developed• Terms 2 to 4 2014• Dates for workshops set for each cluster

www.ilep.ac.nz

Professional Learning Pathway

Programme Initiation

IntensivePLD

Consolidation Sustainability Future opportunities

The ILEP National Advisers

Language Assistants

Professional Learning Pathway

Programme Initiation

IntensivePLD

Consolidation Sustainability Future opportunities

ILEP Scholarships – to China

- to Japan

Meaningful tasks

Ministry of Education Language Immersion Awards

For teachers • For one month• For three months• For six months• For one year

Suhasini Thakur

• Speaks 6 Indian languages• 2001: Came to NZ • 2005: Started teaching in NZ • 2012: Completed TPDL

(Chinese)• 2013: China Scholarship • 2013: Awarded MoE LIA• 2014: Continues own

learning of Chinese

Robin Hartley

• Learned French at school• Taught ESOL in Korea• 2009: Started teaching • 2013: Completed TPDL

(Chinese)• 2014: Continues own

learning of Chinese, and• 2014: Has MoE MLA• … 2015: Considering

applying for one-year MoE LIA to China

Melody McCombe

• Learned Japanese and French at school

• Teaching Japanese to her class for 10 years

• 2013: Completed TPDL – one of 4 teachers at Christchurch South Intermediate

• 2014: MoE LIA in Japan for 3 months

Initiation Intensive Consolidation Sustainability Future opportunities

National Advisers

MLAs

The LL PLD pathway for schools & teachers

TPDL

2014 Initiation

Stage Initiative

MoE LIAs

China & KansaiScholarships