Developing Sustainable Language Learning Pathways: An Australian Initiative

Abstract

This paper reports some key findings from an external evaluation of an innovative programme for foreign and heritage languages in the Australian state of New South Wales (NSW). The programme, entitled the Languages Continuity Initiative (LCI), was funded by the NSW Department of Education and Training and involved over 200 schools in its initial 1999–2002 period. The aim of the LCI was to improve student language learning outcomes by promoting continuous sequenced language study pathways from the last two years of primary to the first two years of secondary schooling. This involved the provision of a specified number of hours for languages learning in each of four grades, collaborative languages selection and programming across schools, and development and implementation of action plans by groups of linked schools. The paper focuses on four key factors found in the evaluation to assist and inhibit development of sustainable continuous language study pathways and implications for languages learning. Factors identified in the LCI evaluation include the extent of communication and cooperation among partner schools; establishment and acceptance of a coherent cross-school curriculum; continuing access to, and funding for, qualified, skilled and committed teachers; and in-school support and commitment. The article in turn relates the findings to recent research as revealed in a literature review, and concludes with an examination of the impact of such factors on languages learning outcomes in Australian schools.