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5 Key Recommendations" document (NZALT & Asia NZ

Foundation)
- "Develop and design differentiated classes, content and
assessment" to "support the three major language learners" groups
a.

Native speakers (eg international students, new immigrants) - new set


based on English AStds?

b.

Second language learners (eg children of new immigrants;


traditional 'language students') - existing generic language
AStds set
c. Non-language learners (eg 'kiwi' students with limited or no 2nd language
learning) -existing `interact' achievement standard (and possibly
'listen & respond and 'speak, present' AStds) PLUS other standards
(mainly existing) focused cultural and intercultural understanding;
with possibly new smaller unit standards (for integration into other
programmes eg Tourism)
"develop separate NCEA Achievement Standards" framework
a 'generic learning languages' framework - a single set for all 'new'
languages;
all internally assessed; recognising literacy requirement (?)
" support opportunities for cross-curricular learning"

- 'language and culture are interwoven; "Language teaching should always


link to cultural understanding rather than have a purely linguistic focus."
" opportunities to build intercultural understanding and
intercultural learning"
"the use of technology to enhance language learning" (`Connected'
programmes of learning)

Scoping Questions:

Why is the development of these Asian language learning (ALL)


programmes important?

Asian is the third largest ethnic group in New Zealand based on the 2013 census, the
first being those of European descent, followed by Mori. It is estimated that the
number of Asian population will likely to exceed Mori population by mid 2020s.
There will be an increased interest in learning more about this second biggest ethnic
grouping. Learning more about the Asian language will be a key area of interest.

Is there a demand for the development of programmes for these


languages?
o

from stakeholder communities? Students/families/schools? Other interested


parties (eg: foreign embassies and consulates; NZ government agencies)?

There is a need to unpack what Asian languages is being contemplated here. If we


are to talk about Chinese and Japanese, there are existing programmes taught in
secondary schools, universities and organisations. However, teaching the ASEAN
languages like Indonesian, Thai, Vietnamese, Burmese, Filipino, etc. is not very
common. With Government and business interest in the ASEAN countries (a market
of over 600 million people with a combined GDP estimated at $2.45 trillion on 2015, a
diverse culture), demand for the development of the ASEAN language will likely
increase. With the focus on people-to-people relationship, learning the ASEAN
language will be very important.

In regard to the Filipino language, demand for language learning will be more culture
focused rather than business and government driven. This is because Filipinos have
a good command of the English language. The demand will likely be coming from the
parents of the Filipino migrants who wanted their children to maintain their ability to
speak their native language.

Demand is unknown, there is a need to gather data for this i.e. Filipino language survey among the FIlipino community

Where is this demand likely to come from?


o

What cities and regions have concentrations of demand?

Auckland
It will most likely be in the biggest 3 cities.

Christchurch has been showing a lot of interest in learning about the Filipino culture language, customs and traditions. The central library has already taken initial steps to
connect with secondary schools.
o

Which schools are likely to participate actively?

Schools that have a relatively big Asian populations.

What are the likely numbers of learners?

We may need to request from the Ministry of Education a list of primary and
secondary schools with big Filipino populations.

Are there other providers (eg Te Kura, Hindi school, Gujarati school), who could
meet this demand or work in collaboration with NetNZ (using ALUS funding ) to
develop and deliver ALL programmes to NZ schools?

There is no provider of Filipino language teaching in New Zealand as far as we are


aware of. The Society for Southeast Asian communities has started teaching
ASEAN language for beginners but more informal in approach.

How can we develop demand?

Promote the program among prospective stakeholders/communities i.e. schools &


families

( What should delivery of schools look like in particular taking, into


account learning pathways?)

Depends on the learning/ curricular goals of the programme and the ability/age of
target students. i.e. if the goal is to teach basic Filipino language - this is best taught
in Junior primary schools or preschools. The program can be in the form of an
elective in school that is run for an hour/afternoon per week. It can be provided as an
after-school care program where a variety of language rich cultural activities are
taught ie. songs, storytelling, poems, games, even cooking.

(How would these new programmes be sustained long-term?)


o Longer term, how accepting will schools be of the 'NetNZ exchange' ('user
pays') model?
o Are there alternative funding models?

Other things need to be considered?

teacher supply?

Clarify whether teachers need to have teaching qualification for this type of program.
o

'new subject' development 'costs'?

Managing workload in the 'establishment' phase


Provision/development of 'learning resources' for 'new subjects'

teacher support and PLD (in new ALL languages); professional


interaction (eg for moderation)