MLTAV Conference Program 2024
Dare to Differ: Inclusive and Innovative Languages Education
Catholic Leadership Center, East Melbourne
Tap on Show/Hide All (below right) and scroll down to view all sessions. Tap on a title for more information about a workshop.
To view presentations:
Please email [email protected] to request access to Conference Keynote and workshop presentations.
Friday 29 Nov 2024
8:45 am - 9:00 am Conference Opening (Celtic Hall)
Conference Opening
Celtic Hall
9:00 am - 10:00 am Keynote 1 (Celtic Hall)
Evidence-based Supports and Strategies to Help Everyone Feel Safe and Happy while Learning Languages
Matthew HarrisonCeltic Hall
Dr Matt Harrison, Senior Lecturer in Learning Intervention at the University of Melbourne, will present the opening keynote address.
Every classroom is neurodiverse: every student (and teacher) will have a different way of thinking, feeling and learning. New research into ways we can support neurodivergent students AND teachers in our schools suggests there are benefits for everybody. In his keynote address, Matt will explore how our differences can be recognised, understood, harnessed and celebrated in our Languages classrooms.
View the Next Level Collaborations overview video.
10:00 am - 10:45 am Workshop 1
Building Languages Leaders
Linton Roe, Jo Henselwood, Isabel Fernandez, Parker Yang, Kylie Farmer & Deryn MansellCeltic Hall
Attend this session to learn about this innovative DE project which will be open to schools again in 2025. You will learn how Year 5/6 students become Languages Leaders in their own schools and how they teach younger students to play games using target language phrases. Expressions of interest for 2025 places will be invited.
Empowering Boys in Language Learning: A Practitioner Inquiry Approach to Enhancing Engagement and Motivation
Mark DonnellyStudio 5
This study explores the implementation of practitioner inquiry to enhance the engagement and motivation of boys in learning languages. Recognising a significant lack of motivation and engagement in the classroom, the study leverages a multifaceted action plan prioritising student voice, agency, and empowerment. Drawing on the "Look, Think, Act" model by Stringer (2007), the research involved gathering student feedback through informal conversations and anonymous Padlet submissions, revealing interests in everyday French phrases and football-related content. The action plan incorporated these interests, introducing relatable phrases and authentic materials like match highlights to create engaging language practice activities. The results, evidenced through informal observations, student reflections, and academic performance, indicated increased excitement, participation, and willingness to explore the language. The positive impact extended beyond the classroom, influencing colleagues and gaining recognition from the school’s marketing team. This study underscores the importance of practitioner inquiry in fostering professional growth and improving student outcomes. By continuously reflecting on and adjusting practices, educators can create dynamic, student-centred learning environments. This research contributes to the collective knowledge of the teaching profession, promoting a culture of continuous improvement and collaborative learning among educators.
Empowering Language Learners: Integrating AI for Enhanced Autonomy and Growth
Mark GabrieleSimonds Hall
This presentation explores how AI can empower students in the second language learning classroom, from Foundation to VCE, by offering personalised feedback, tailored learning experiences, and tools for self-directed improvement, giving them greater authority over their academic progress. By harnessing AI, language learners at various levels can engage in more targeted practice, receiving immediate feedback on grammar, pronunciation, and vocabulary, while having the freedom to explore cultural contexts and refine their linguistic skills autonomously. Teachers play a crucial role by setting clear learning boundaries and ensuring AI is used ethically and responsibly. They guide students to use AI not as a crutch but as a tool for deeper language acquisition, problem-solving, and critical thinking, with applications varying according to grade level. For younger students, AI can support foundational language skills through interactive exercises and games, while older students may use it for more advanced tasks such as essay writing and nuanced conversations. Building trust and rapport between students and teachers is key to the successful integration of AI in language learning. By fostering an environment of transparency and collaboration, teachers can demonstrate how AI enhances linguistic progress while maintaining human connection and support. Regular check-ins, formative feedback, and open discussions about AI’s role ensure effective tool usage, balancing independent learning with guided instruction. This approach creates a dynamic second language classroom where AI supports language development and teachers remain essential mentors throughout the learning journey.
How to use the ACARA Language Support Resources for differentiating content in your language program
Alison von DietzeStudio 4
A Language Support Resource has been developed for every published language. This session will provide an overview of its features and then demonstrate how this can be used to assist with efficient differentiation of language content in language programs. Using examples across a range of languages, participants will see how this resource can accommodate different entry points into language learning and also the range of language abilities within one classroom. The session will additionally share the updated range of resources that are now available through ACARA for language educators.
Inclusive Pedagogies
Amy Collins & Kate McLardyStudio 9
This innovative MLTAV sponsored project has seen Languages teachers trialing strategies to better support students with specific learning differences using an action research approach. You will hear about strategies that really worked to ensure that all learners experience success with their Languages learning.
Literacy through Languages
Elena Pirovano, Pilar Caivano & Jackie RobertsonStudio 8
Attend this session to hear how Languages teachers have trialed new literacy strategies in their classrooms through an MLTAV supported Action Research project. These projects aim to have an impact on student learning and also on aligning English and TL literacy strategies.
Speak Up, Solve It: Enhancing Chinese Speaking Fluency and Mathematical Thinking through CLIL
Simon HuangStudio 3
Love Maths! Love Speaking! Participating in fun maths games using the CLIL methodology can significantly improve students' oral language ability in Chinese and enhance their mathematical thinking. This session will explore practical strategies to integrate these engaging activities into the classroom, demonstrating how such an approach fosters both speaking proficiency and cognitive development. Participants will leave with actionable tools to implement in their own teaching, making this session a must for educators looking to innovate in bilingual education.
Towards a Holistic Approach to Student Exam Readiness
Nathalie MarchandStudio 6
The session will focus on fostering a balanced, student-centred approach to exam readiness. Revision and exam preparation can seem like a hugely overwhelming task for students and teachers and, as the pressure mounts, anxiety creeps in. This session will explore practical strategies to engage students in their learning process by incorporating reflection, engagement and effective academic and exam skill-building strategies while prioritising overall wellbeing.
10:45 am - 11:15 am Morning Tea
No workshops in this session.
11:15 am - 12:00 pm Workshop 2
5 Ideas to Challenge as Language Educators
Kelly HarrisonStudio 6
Languages educators face significant challenges ranging from a lack of support from schools, declining student interest and teacher workload issues, to name but a few. In this presentation, Elio will draw on research on student motivation, language acquisition and teacher workload to provide simple, actionable strategies that focus on maximising student engagement and minimising teacher stress. Some of the strategies Elio will discuss will include enhancing student proficiency through using language to learn, not just learning language, strategies for motivating Gen Z and Gen Alpha, and suggestions around how to help your school see the value of language learning. This session is a research-based shot of positivity for any Languages teacher who needs a reminder of the often untapped potential of Languages education in our schools.
Ctrl + ALT + Teach: Upgrading Your Language Lessons with Technology
Hayley HewatStudio 4
Ready to elevate your language teaching with technology? Whether you’re a tech novice or a digital pro, "Ctrl + ALT + Teach" is the workshop for you!In this session, you’ll be introduced to a range of user-friendly platforms like Google Suite, Plickers, Classroomscreen, Magicschool.ai, and Diffit. We’ll focus on how these tools can boost student engagement and streamline your lesson planning. Discover how to create interactive, captivating lessons that not only keep your students motivated but also make your teaching life easier. This workshop is designed to be accessible to teachers with varying levels of experience with technology. You’ll walk away with practical tips and creative strategies to integrate these tools into your classroom, no matter your starting point. By the end, you’ll be equipped with a digital toolkit that will inspire and motivate your language learners. You'll feel empowered to upgrade your teaching practices and engage your students with lessons that are both fun and effective. Don’t miss this opportunity to refresh your approach and harness the power of technology to enhance your language classroom—one click at a time!
Designing "integrated" SAC tasks for VCE that comply with the Study Design
VCAA Languages UnitCeltic Hall
In this session, the VCAA Languages Unit will provide guidance to VCE Languages teachers about how to design effective SAC tasks that require students to respond to combinations of listening, reading and viewing texts. This session will be useful for teachers of all VCE Language studies. Teachers will be given tips and ideas to help them design SAC tasks that are effective assessment tools, that meet the requirements of the VCE Study Design, and that align with the VCE assessment principles.
Empowering Boys in Language Learning: A Practitioner Inquiry Approach to Enhancing Engagement and Motivation
Mark DonnellyStudio 5
This study explores the implementation of practitioner inquiry to enhance the engagement and motivation of boys in learning languages. Recognising a significant lack of motivation and engagement in the classroom, the study leverages a multifaceted action plan prioritising student voice, agency, and empowerment. Drawing on the "Look, Think, Act" model by Stringer (2007), the research involved gathering student feedback through informal conversations and anonymous Padlet submissions, revealing interests in everyday French phrases and football-related content. The action plan incorporated these interests, introducing relatable phrases and authentic materials like match highlights to create engaging language practice activities. The results, evidenced through informal observations, student reflections, and academic performance, indicated increased excitement, participation, and willingness to explore the language. The positive impact extended beyond the classroom, influencing colleagues and gaining recognition from the school’s marketing team. This study underscores the importance of practitioner inquiry in fostering professional growth and improving student outcomes. By continuously reflecting on and adjusting practices, educators can create dynamic, student-centred learning environments. This research contributes to the collective knowledge of the teaching profession, promoting a culture of continuous improvement and collaborative learning among educators.
Enhancing Student Engagement through PBL and Agency in Language Learning
Mark GabrieleSimonds Hall
This presentation focuses on increasing student engagement and improving learning outcomes in the language classroom by fostering greater autonomy through a Project-Based Learning (PBL) unit. The 6-week unit, Un Viaggio in Italia, designed for Year 9/10 Italian students, allows learners to take ownership of their education by creating a personalised folio based on an imagined trip to Italy. Students engage in a variety of tasks, including writing journal entries, preparing oral presentations, researching cultural elements (e.g., music, festivals, and landmarks), and planning their itinerary. By offering flexibility and choice, the unit gives students control over their learning, encouraging them to align projects with their own interests while building language proficiency and cultural understanding. The presentation will outline how this autonomy-driven approach leads to deeper engagement and better learning outcomes, highlighting key strategies for guiding students through self-directed work. I will provide practical resources, templates, and ideas for teachers to integrate similar units into their language classrooms. Ultimately, the presentation demonstrates how increased student agency fosters higher motivation, enhanced language skills, and a stronger connection to the learning process, helping teachers empower students to take charge of their language learning journey.
Fostering Curiosity and Engagement in the Middle Years through the MYP Curriculum
Emilie Layral & Julia BeerStudio 3
This workshop will share with non-IB educators how the MYP (Middle Years Program) curriculum is structured, with a special focus on how the inquiry approach stimulates the learners’ curiosity, driving greater engagement. While the IB “terminology” may initially appear complex (concept-based curriculum, global context, phases, Approaches to Learning, assessment types/rubrics…) Julia and Emilie will show how the MYP framework supports teachers design a concept-based unit of learning and how it supports students to gain greater independence in their learning. This workshop is of interest to all Y5-12 teachers and aims to demystify the International Baccalaureate approach while inspiring teachers to enrich their existing practice with elements of the MYP curriculum to foster innovation.
Inclusive Pedagogies
Amy Collins, Kristen Zhou & Malina QiStudio 9
This innovative MLTAV sponsored project has seen Languages teachers trialing strategies to better support students with specific learning differences using an action research approach. You will hear about strategies that really worked to ensure that all learners experience success with their Languages learning.
SLA Collaboration Meeting (Closed Group)
Linton RoeStudio 7
This is a closed session for Single Language Association Presidents or representatives to share highlights from 2024 and collaboration opportunities for 2025.
Student Voice Panel
Al Taqwa College students with Elena PirovanoStudio 8
Al Taqwa College students discuss their 2024 Home Inquiry Media Arts, Languages projects and present some of their ideas for the future of Languages teaching and learning.
12:00 pm - 12:45 pm Workshop 3
Embedded Reading for Creating Confident Storytellers
Kasenya GrantStudio 4
As part of a TPRS conference I learned about embedded reading and have been really wowed with what it has enabled my students to do. I will demonstrate embedded reading by using an example I used last year with great success. The demonstration will use Indonesian but will be accessible to non Indonesian-speakers. In a nut shell, the example I am using helps students to build understanding of written and spoken text that tells the same story over several lessons but gradually adds more and more details. Finally, students were able to use the model structures they learnt to collaboratively create unique role plays the rest of the class could understand and write their own individual stories in a highly self-differentiated way. I’ll bring along some work samples – they are a blast!
Empowering Educators: The Latest in ChatGPT and AI Tools for Teacher Resources
Maria SaboCeltic Hall
In this session, we’ll dive into the most recent developments in ChatGPT and other AI tools that are revolutionising the way teachers create and manage resources. From automating lesson planning to generating tailored assessments and interactive content, these cutting-edge technologies are making it easier than ever to meet the diverse needs of students. Attendees will discover how to leverage these tools to save time, enhance creativity, and deliver more personalised and effective teaching materials. Whether you’re looking to streamline your workflow or innovate in the classroom, this presentation will provide the latest insights and practical tips for harnessing AI in education.
Exploring literacy and numeracy outcomes in Victorian bilingual programs
Kristien Sarwo-Rini & Janet GaleSimonds Hall
Research has shown that students in bilingual programs perform as well or better than their peers in English-only programs across various learning areas, including literacy and numeracy. The workshop presents an analysis of recent NAPLAN results of the bilingual programs in Victorian government schools. It unpacks a teaching and learning model that provides students with a combination of explicit targeted teaching in both languages, consistent pedagogical approach in all curriculum areas and supported environment for students to develop their meta cognitive skills. The workshop will help participants to understand the evidence-base for bilingual teaching and learning practices that contribute positively to students' academic performance and language proficiency. You will leave inspired to enhance your current practices by seeing bilingual student academic achievements and a sample model of explicit teaching that can be implemented in mainstream language programs.
Foreign Language Education - From Lived Experience to the Classroom and Back
Olivier ElzingreStudio 7
Based on interview data collected during the doctoral thesis I completed in 2023, this workshops presents several examples of motivational trajectories of high school learners of French in Melbourne. I discuss motivational factors that can be controlled by teachers to some extent as well as other factors which may not. I also discuss the significance of L2 motivation in the Australian (Victorian) high school context, inviting the audience to share their experiences. I make reference to the curricular structures in terms of enabling constraints. I will open a discussion on some of the most significant motivational strategies found to enhance engagement and thus increase success potentials. Finally, I will offer a conversation about the notion of success in the language classroom - what constitutes success?
Inclusion in Foreign Languages: Put Simply
Marjory Creta IrelandStudio 5
This presentation is for Languages teachers who want to improve their understanding and practice in inclusivity but are unsure of what this might look like in the classroom. It aims to clarify what constitutes differentiation, accommodation, and modification of work, and it looks at ways to foster students’ independent learning while enriching the curriculum by enhancing growth mindset, literacy and numeracy skills. It will provide real examples of work, along with strategies to assist with 18 different diagnoses, including ASD, ADHD, hearing / vision impairment, auditory processing, and dyslexia. It will also look at reporting. All the information included in this presentation is based on my observations and issues I have faced throughout my career. It merges my knowledge of and passion for disability inclusion and foreign language learning.
Inclusive Pedagogies
Linton Roe, Grazia Eugeni & Ida ElliottStudio 9
This innovative MLTAV sponsored project has seen Languages teachers trialing strategies to better support students with specific learning differences using an action research approach. You will hear about strategies that really worked to ensure that all learners experience success with their languages learning.
Is This Translanguaging?
Elena PirovanoStudio 8
You may have encountered the term translanguaging to describe the way multilingual speakers access and mix their multiple languages to communicate and make meaning in their world. The Languages classroom is by default at least a bilingual classroom where the language of instruction (English) and the target language (the language we teach) are both present and used in the teaching and learning process. Moreover, as the Australian society is increasingly multilingual and multicultural, the students often bring to the classroom a variety of other languages that they may speak fluently or that they have only been exposed to through their family background; languages that may be similar or very different from the target language. Sometimes, these multiple languages become visible in the classroom. Is this translanguaging? For example, when we use English to explain or translate something, does it mean that we are using a translanguaging strategy? When we allow our students to respond using English or gestures or visual representations rather than the target language, are we promoting translanguaging? When we encourage students to make comparisons between the languages they speak and the target language, are we developing a translanguaging pedagogy? In this workshop I aim to share my understanding of pedagogical translanguaging in the practicality of the Languages classroom and responding to some of these questions using examples from my teaching practice and insights into research on pedagogical translanguaging.
Pre-service and Early Career Languages Educators Networking Session
Andrea TruckenbrodtStudio 3
We have set aside time and space for teachers new to the profession to come together and get to know others in the same situation. Andrea will talk briefly about support available from the MLTAV and specific language associations for early career Languages educators. There will be time for questions, ideas and experiences with your colleagues.
Using Language to Learn, not just Learning Language
Kelly HarrisonStudio 6
Content and Language Integrated Learning (CLIL) is an untapped well of potential for Languages education. It offers solutions to many of the challenges faced around student engagement and proficiency, particularly in countries where a monolingual mindset dominates. Despite the well-documented benefits, CLIL also presents many challenges to teachers in terms of workload, resourcing and implementation. Getting started can cause many teachers to feel overwhelmed and intimidated. In this workshop, Kelly will offer a range of achievable ways for schools and teachers to experiment with CLIL lessons and units. She will step participants through a range of strategies for providing opportunities for students to use language, not just learn it. Some key takeaways will be: Ideas for implementing CLIL within a Languages program ("soft CLIL"); Ideas for implementing a cross-curricular CLIL program; Strategies for overcoming common barriers to starting CLIL
12:45 pm - 1:30 pm Keynote 2 (Celtic Hall)
Enhancing Inclusion in Language Learning: The Case of Physical and Psychological Space
David MarshCeltic Hall
Dr David Marsh, is an internationally renowned expert on educational innovation, strategy and practice who coordinated the launch of Content and Language Integrated Learning (CLIL) through the auspices of the European Commission in the 1990s. He will present a keynote after lunch titled: Enhancing Inclusion in Language Learning: The Case of Physical and Psychological Space.
Advances in research on languages, mind and brain, alongside recent studies on the wellbeing of youngsters, is driving discussion on if and how innovative practices could play a role in further improving the learning of languages for all. This presentation describes what is being done through adapting "learning spaces and methodologies" to realise language learners’ best potential.
1:30 pm - 2:30 pm Lunch
No workshops in this session.
2:30 pm - 3:15 pm Workshop 4
AI for Languages Teaching: Privacy, Policy and Practical Tools
Stephanie VeberSimonds Hall
In my workshop I will be touching on current policies, privacy awareness as well as practical examples of tools that I use in my everyday teaching and planning such as LLMs, Text to Speech and Text to Image generators.
Bilingual Schools 2024-2026: Trends, Horizons & Opportunities (Part 1)
David MarshStudio 3
This workshop explores examples of how teachers and schools outside Australia are strengthening bilingual programs through curricula innovation, collaboration and communication. Note: this is a 90-minute session (Workshop 4 & 5)
Explore the Power of Brain Breaks
Isabel FernandezStudio 9
Led by an experienced language educator, this session will delve into the importance of incorporating short, energising activities to promote focus, engagement, and retention among young learners. Participants will discover a variety of fun and effective brain break strategies that can be used in the Languages classroom or wider school environment. From quick language games to movement-based activities infused with target language vocabulary, attendees will leave equipped with a toolkit of dynamic techniques to seamlessly integrate into their teaching practice and share across the school. Whether you're a seasoned educator or new to teaching languages, this workshop offers valuable insights and practical ideas to invigorate your classroom and optimise student learning.
Exploring Language Through Storytelling
Demetrius Mousaferiadis: Cultural InfusionStudio 6
For over 20 years, Cultural Infusion has been delivering enriching cultural education workshops to schools across Australia. Our diverse range of workshops represents more than 50 distinct language groups, supporting students' Language studies by incorporating language learning through the arts. Here, we’ll showcase our approach with an example: the engaging Greek Storytelling workshop.
Gender Inclusive Project
Elena Pirovano, Riccardo Amorati & Jenny JefferyStudio 4
In this workshop, Jenny Jeffrey, a secondary school French teacher, will share insights from her action research project on integrating gender-just pedagogies into her teaching practice. Participants will also have the opportunity to explore key principles and practical strategies for fostering a more inclusive language classroom at any level.
Introducing Victorian Curriculum F-10 Version 2
VCAA Languages UnitCeltic Hall
In this session, the VCAA Languages Unit will provide a high-level overview of the changes that have been made in the Victorian Curriculum F-10 for the 9 Phase 1 and 2 languages (Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek and Spanish). This will include a summary of the structure of the revised Curriculum.
Literacy through Languages
Linton Roe, Jessica Priestley & Anne MacindoeStudio 8
Attend this session to hear how Languages teachers have trialed new literacy strategies in their classrooms through an MLTAV supported Action Research project. These projects aim to have an impact on student learning and also on aligning English and TL literacy strategies.
Students’ Agency Towards New Pedagogical Horizons for Their Linguistic Journey
Maud Fugier-SolaStudio 5
Language learning is a personal and empowering linguistic journey, where students are the drivers navigating through new territories of language acquisition. In my language classroom, I love using travel metaphors to engage students, inviting them to take control of their own high-speed train, cars or planes. This journey is self-directed, with students becoming more responsible for charting their course and gaining independence as they progress. Through varied metaphors—from (French) cars to airlines—I emphasize the autonomy and confidence gained as students pilot their own linguistic adventure through different terrains and learning environments. In this workshop, we will explore practical, user-friendly templates that provide both students and teachers with clear tools for navigating this journey, empowering learners with a strong sense of direction and independence. Key elements for the journey include: Tickets - Boarding passes as entry and exit tickets to monitor progress; Passport - Stamps and charts for tracking the stages of the journey; Upgrades - Differentiation tools represented as upgrades, catering to diverse learner needs; Maps - Mind maps to enhance metacognitive reflection and goal setting; Insurance - Formative and summative assessments safeguarding progress; Trip Advisor/Reviews - Feedback systems to ensure continuous improvement; Foreign Currency - Motivation points acting as the currency of engagement; Language learning mirrors the experience of navigating uncharted territories. Each step carves new neural pathways, leading to greater fluency and comprehension, just as each walk along a newly forged path makes it easier to traverse overt time. Neuroplasticity enables these pathways to strengthen with practice, much like how frequent travel makes a route more familiar and effortless. By engaging in this journey, students tap into prior knowledge, reinforce connections, and develop the cognitive flexibility that leads to fluid intelligence and language mastery. Let’s embark on this linguistic adventure together, prepared to navigate the thrilling twists and turns of the journey with confidence and curiosity!
3:15 pm - 4:00 pm Workshop 5
Bilingual Schools 2024-2026: Trends, Horizons & Opportunities (Part 2)
David MarshStudio 3
This workshop explores examples of how teachers and schools outside Australia are strengthening bilingual programs through curricula innovation, collaboration and communication. Note: this is a 90-minute session (Workshop 4 & 5)
Developing Visual Literacy in our Languages Classes
Eleonor PalacioStudio 4
In a world where we live constantly bombarded by images, visual literacy is an increasing need for the 21st Century learner, as well as a Victorian Languages curriculum requirement through the inclusion of the viewing macro-skill both at Foundation to Year 10 and VCE levels. This presentation will share strategies for the development of visual literacy as well as practical examples which can be applicable to participants’ educational contexts.
Inclusive Pedagogies
Kylie Farmer, Ting Zhang & Maya KawashimaStudio 9
This innovative MLTAV sponsored project has seen Languages teachers trialing strategies to better support students with specific learning differences using an action research approach. You will hear about strategies that really worked to ensure that all learners experience success with their languages learning.
Tap on the button below to complete the Expression of Interest form if you would like to participate in this project.
Language through Theatre
The Storey PlayersStudio 6
Simon and Tina Storey offer a unique program that uses theatre to engage students to learn a new language. Tina is German and Simon is fluent after living there for 12 years. They began the program to teach the German language through theatre and are currently working with the Education Department in Victoria to bring the program to regional schools around the State. The exercises and methods they facilitate can, however, be used in ANY language classroom providing a fluent speaker of the language is present. Our workshop will provide some of these tools to the participants and inspire them to include more theatre methodology to create trust within the classroom and enable students to engage and have fun when learning a new language.
Literacy through Languages
Linton Roe, Celeste GohStudio 8
Attend this session to hear how Languages teachers have trialed new literacy strategies in their classrooms through an MLTAV supported Action Research project. These projects aim to have an impact on student learning and also on aligning English and TL literacy strategies.
Students’ Agency Towards New Pedagogical Horizons for Their Linguistic Journey
Maud Fugier-SolaStudio 5
Language learning is a personal and empowering linguistic journey, where students are the drivers navigating through new territories of language acquisition. In my language classroom, I love using travel metaphors to engage students, inviting them to take control of their own high-speed train, cars or planes. This journey is self-directed, with students becoming more responsible for charting their course and gaining independence as they progress. Through varied metaphors—from (French) cars to airlines—I emphasize the autonomy and confidence gained as students pilot their own linguistic adventure through different terrains and learning environments. In this workshop, we will explore practical, user-friendly templates that provide both students and teachers with clear tools for navigating this journey, empowering learners with a strong sense of direction and independence. Key elements for the journey include: Tickets - Boarding passes as entry and exit tickets to monitor progress; Passport - Stamps and charts for tracking the stages of the journey; Upgrades - Differentiation tools represented as upgrades, catering to diverse learner needs; Maps - Mind maps to enhance metacognitive reflection and goal setting; Insurance - Formative and summative assessments safeguarding progress; Trip Advisor/Reviews - Feedback systems to ensure continuous improvement; Foreign Currency - Motivation points acting as the currency of engagement; Language learning mirrors the experience of navigating uncharted territories. Each step carves new neural pathways, leading to greater fluency and comprehension, just as each walk along a newly forged path makes it easier to traverse overt time. Neuroplasticity enables these pathways to strengthen with practice, much like how frequent travel makes a route more familiar and effortless. By engaging in this journey, students tap into prior knowledge, reinforce connections, and develop the cognitive flexibility that leads to fluid intelligence and language mastery. Let’s embark on this linguistic adventure together, prepared to navigate the thrilling twists and turns of the journey with confidence and curiosity!
Unpacking the Victorian Curriculum F-10 Version 2 for Phase 1 and Phase 2 Languages
VCAA Languages UnitCeltic Hall
In this session, we will "unpack" the key changes that have been made in Version 2 of the Victorian Curriculum F-10 for Phase 1 and Phase 2 Languages (Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek and Spanish). We will explain structural changes, some new features and explain what looks different and what has not changed. In this session, we will also provide a short tour of the VCAA's new Victorian Curriculum F-10 website, including a guide of the resources and materials that the VCAA has published for teachers to help them to prepare to implement the revised languages curriculum in their classrooms.
4:15 pm - 5:15 pm AGM & awarding of Mentoring Certificates (Simonds Hall)
No workshops in this session.
