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“Keep your language. Love its sounds, its modulation, its rhythm. But try to march together with men of different languages, remote from your own, who wish like you for a more just and human world.”

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“Keep your language. Love its sounds, its modulation, its rhythm. But try to march together with men of different languages, remote from your own, who wish like you for a more just and human world.”

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― Hélder Câmara, Spiral Of Violence

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Learning Language other than English Resources

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Learning Language other than English Resources

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- http://www.brighthubeducation.com/teaching-tips-foreign-languages/

- https://au.pinterest.com/explore/foreign-language-teaching/

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In addition to the first strategy of ‘intercultural understanding’, the second strategy is one which takes this initial recognition and understanding of other cultures, and expands on this knowledge, by allowing students the ability to study another language, which sets for deeper knowledge of its society. Learning a second language throughout schooling has been practiced in modern classrooms for many years now and it is one which was initially framed under the rubric of ‘inclusive curriculum’, an idea that schooling should value the cultures and perspectives brought with them to the classroom (Yates & Grumet 2011, pg. 21). Today it is highly valued as a key goal under the Melbourne Declaration (2008) which highlights the ‘need to nurture an appreciation of and respect for social, cultural and religious diversity, and a sense of global citizenship’. This strategy can be implemented in a number of ways, from basic to advanced levels of language study, which can be linked with cross-priority lessons including; English, Social studies and humanities etc. Learning and discovering connections between the English language and culture, and the languages and traditions of others can be incredibly rewarding for every student both academically and socially. Throughout my Canada GEP I was able to witness the successful nature of this strategy, with compulsory learning of French throughout their primary schooling, to ensure every student is socially aware of their countries heritage and cultural traditions. Such a strategy would be intrinsically valuable to all students, allowing them to recognise and appreciate difference and ultimately understand the meaning of diversity through language.

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- http://www.australiancurriculum.edu.au/generalcapabilities/intercultural-understanding/introduction/key-ideas

- http://www.curriculum.edu.au/verve/_resources/Values_PLP_intro.pdf

- http://www.teaching-culture.de/en/products/lesson_plans/lesson_plans.htm

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- Get students to find a partner or partner them up randomly, and get each student to find out the others cultural background. From this students are to investigate or research information relating to their partners cultural heritage. They are to find out information relating to each countries’ culture, traditions, people, religions, location, ways they live, food etc. From this they are to make a report and present this to the class, either verbally or on a poster, through digital media etc. The purpose of getting students to research the cultural background of their peers is to introduce a number of key learning outcomes incorporating areas including; identity, forming relationships and intercultural understanding.

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Intercultural understanding is a term used to describe a learner’s ability to recognize and appreciate the value of different cultures or societies, which may be foreign to that of their own. This concept is enshrined within the Australian and Victorian curriculum and is an intended outcome to be achieved by every student throughout their schooling (VSG 2015). As a sub strand of module 2, ‘teaching in a global world’, intercultural understanding remains an absolutely vital component of exposing students to other cultures, religions and lifestyles at a young age. When introducing this particular teaching strategy it can be worth implementing concepts built around the idea of the ‘virtual backpack’ (Thompson 2001), by allowing students to make an initial understanding of a different culture, using their prior knowledge or ‘funds of knowledge’ (Moll 1992). From there, the educator is able to mend and mould any pre-conceived notions by giving them time to study a particular society, often by getting them to investigate their own family heritage first. This allows students to not only discover more about their own family and their origins, but gets them thinking about diversity and its significance in every classroom and workplace. I believe this strategy is particularly important, especially in light of recent world events, where entire societies are being misrepresented as a direct result of a lack of intercultural understanding.

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- UNICEF 2013, ‘At a glance: Australia’, retrieved 19 January 2017, <https://www.unicef.org/infobycountry/australia_statistics.html>.

- Australian Bureau of Statistics 2013, Cultural Diversity in Australia, retrieved 19 January 2017, <http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/2071.0main+features902012-2013>.

- Yates, L & Grumet, M.R 2011, World year book of Education 2011: Curriculum in Today’s world, Routledge, London.

- Dyer, J, Wallace, H & Hartung, C 2016, EEG402 Teaching in a Global World, Tutorial 5: ‘Teaching for Intercultural Understanding’, Cloud Deakin, Deakin University.

-  Thompson, P 2001, ‘Virtual School Bag’, Department of Education training and employment, University of South Australia, Vol.1, pp. 41-42.

- Moll, LC 1992, Funds of knowledge for teaching, ‘Theory into practice’, volume 31, pp.367.

- Hammond, L-D 2001, How People Learn: Introduction to Learning Theories, Stanford University School of Education, USA.

- Ministerial Council of Education 2008, The Educational Goals for Young Australians, the Melbourne Declaration on Educational Goals for Young Australians, Australian Education Ministers, Employment, Training and Youth Affairs, <http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf>.

- Victorian State Government 2015, Education and Training, Curriculum Planning, Accessed 23 January 2017, <http://www.education.vic.gov.au/school/teachers/support/Pages/curriculum.aspx>.

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Strategy 1 - Intercultural Understanding

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Strategy 1 - Intercultural Understanding

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Strategy 2 - Learning languages other than English

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Strategy 2 - Learning languages other than English

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Canada's Immigrant Population Adapts Bi-Lingual Education

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Despite being close to the United States, Canada's approach to education significantly differs. Part of Education Week's Quality Counts 2012 report (www.edweek.org/go/qc12)

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Within the second module of ‘teaching in a global world’ there exists quite a large emphasis on the ways in which modern educators need to be able to develop new and improved teaching methods and strategies to cater for more diverse learners. Today’s society is very much considered a ‘global community’, which demands more from educational facilities and educators themselves to respond to such diversity through strategies focusing on areas like; intercultural understanding, diverse curriculum and internationalisation. It is in response to the way in which our societies are becoming better connected, that this concept of ‘teaching in a global world’ should no longer be simply for those wishing to take their profession overseas. Rather it should be mandatory for all educators to be well informed of other cultures and the diversity which predominantly exists in all classrooms today. In fact it was reported in the 2011 national consensus that ‘over 26% of all Australian citizens were born overseas and that a further one fifth (20%) had at least one overseas-born parent’ (ABS 2013). This signifies the importance of better understanding the cultural diversity which exists not only overseas, but within classrooms at a local level as well. Furthermore, I believe that by learning and discovering different cultures and societies, students not only become more informed and understanding of others, but it also forms their own perception of identity and the importance of belonging. The term ‘interculturality’ is one which explores this concept of individuality and the importance of understanding others. As Martyn Barrett suggests, ‘it is the capacity to experience cultural otherness and to use this experience to reflect on matters normally taken for granted within one’s own culture and environment’ (Dyer, Wallace & Hartung 2016). This is supported by the concept of everyone having the responsibility of a ‘global citizenship’, meaning, that we no longer belong to a single ethnic group or society, rather, we are all members of one huge society, the human race (Dyer, Wallace & Hartung 2016). I have been lucky enough to witness other cultures and learning environments first hand on multiple overseas trips, these included educational facilities in Uganda, Africa as well as Vancouver, Canada. It is from these experiences that I can confidently say, that learning and living in cultures and societies outside of my own, is incredibly enriching. It gives you an immense drive to want to explore other cultures and to explore other societies and people who are unique and different to you. Not only do you learn and gain greater knowledge of the world, but it also gives you an unrivaled ability to better understand others, to respect difference and appreciate the things we take for granted.

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Assessment 2 - Padlet Report
Taylor Meesen