the new zealand curriculum, p 24 “learning a new language extends students’ linguistic and...
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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)
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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
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supports schools with planning for LL programmes
and providesteacher professional development in LL
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Professional Learning Pathway
Programme Initiation
IntensivePLD
Consolidation Sustainability Future opportunities
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Teacher Professional Development Languages• Year-long programme• Throughout New Zealand• Chinese, Japanese and 8 other languages• Capacity of 75 teachers per year
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• 388 teachers have completed TPDL
• Schools have had several teachers complete
• 75 teachers are on the programme this year
www.tpdl.ac.nz
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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
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TPDL professional development model
In-School Support
Language Study
SLA Pedagogy
Effective Pedagogy
in LL
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In-school Support – pedagogy – language
• System of 4 sequential observations • Focus on student meaningful use of language• Research-based• Evidence-based inquiry
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In-school support – pedagogy – language
• University 300-level course• Customised for teachers• Cross-sector groups• Inquiry task• Outside expertise
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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
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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
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Costs reimbursed to schools Course fees
Travel assistance if not in a main centre
Language examination fees, &
Two TRDs
www.tpdl.ac.nz
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Professional Learning Pathway
Programme Initiation
IntensivePLD
Consolidation Sustainability Future opportunities
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Professional Learning Pathway
Programme Initiation
IntensivePLD
Consolidation Sustainability Future opportunities
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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
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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)
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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
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When?
• As soon as clusters have been developed• Terms 2 to 4 2014• Dates for workshops set for each cluster
www.ilep.ac.nz
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Professional Learning Pathway
Programme Initiation
IntensivePLD
Consolidation Sustainability Future opportunities
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The ILEP National Advisers
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Language Assistants
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Professional Learning Pathway
Programme Initiation
IntensivePLD
Consolidation Sustainability Future opportunities
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ILEP Scholarships – to China
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- to Japan
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Meaningful tasks
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Ministry of Education Language Immersion Awards
For teachers • For one month• For three months• For six months• For one year
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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
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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
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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
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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