Page 3858 - Week 09 - Wednesday, 25 August 2010
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As Ms Porter has noted, the Rudd Labor government, when Rudd was our Prime Minister, had stated a strong commitment to increasing language education in Australian schools. In an October 2009 quote from the Department of Education, Employment and Workplace Relations website, it is noted:
The Rudd Government considers learning languages other than English, in particular Asian languages, very important to Australia’s future security and prosperity in an increasingly globalised world.
It will be interesting to see how this commitment is followed up by the new federal government—in whatever form it eventually takes.
In the context of this discussion today, I would like to note that language education is not just about teaching English-speaking students another language; it is also about ensuring our English as a second language and English as an additional language or distinct dialect students are supported. In a submission made by the Association of Teachers of English to Speakers of Other Languages in the ACT to the Assembly inquiry into the educational achievement gap in the ACT, it was suggested that the government should increase numbers of bilingual assistants in ACT schools to assist these students.
The committee recommended that the Department of Education and Training undertake a full review and assessment of the English as an additional language or distinct dialect profile in the ACT education system, including a breakdown of the groups of students and a clear articulation of the sorts of supports these students are likely to need, and that the department review the funding model for these students, with special attention to the capacity of the model to meet the needs of the broader group of students identified by the profile review and whether funds should be targeted to meet need.
The ACT government has simply noted these recommendations and outlined the processes and measures already in place. I am pleased to see the commitment to the enrolment of 25 teachers in the teaching English to speakers of other languages graduate certificate through the University of Canberra. This measure will serve to address some of the matters raised by the Association of Teachers of English to Speakers of Other Languages. However, I would have liked a larger commitment to the needs of our English as an additional language or distinct dialect and ESL students, especially as the department conceded to the education, training and youth affairs committee that there is a shortage of ESL teachers and this is an area which needs improvement.
Learning another language, be it English, Mandarin or whatever, is more than about translating words from one language to another. Culture and language are inherently linked. Students who have come from another country need assistance to understand the nuances of Australian culture and the way we use the English language, not just the literal meaning of the words being spoken or read. This is vital for their comprehension of every part of the curriculum. I urge the ACT government to monitor the progress of the measures outlined in their response to the committee’s recommendations to ensure that we get the best possible outcomes for these students.
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