Simone Smala

The University of Queensland

I dont teach languages, but I am from a LOTEteaching background with degrees in German as a foreign language, German literature and linguistics and TESOL (Erstes und Zweites Staatsexamen fr das Lehramt in Deutsch und Englisch) My PhD is in Education, and I am a lecturer in teacher education at UQ Combining the two, my main research area are CLIL programs

Content and Language Integrated Learning CLIL Dual focus on teaching a second language and teaching key learning areas Internationally used term In Australia usually referred to as: Second language immersion or Bilingual programs

An overview of contextual and pedagogical variables in CLIL programs in Queensland Based on

document

analyses and contextual multimedia discourse analyses of published data, ofcial documents, news reports and ethnographic observations semi-structured interviews in 2010 and 2011 with teachers in CLIL programs

1) Classroom pedagogy 2) Globalisation theories and governmentality 3) School choice and diversication

Themes include:
Native

and non-native speaker dichotomies Mobile and blended learning in CLIL programs Scaffolding techniques for language learning in subjectspecic areas Forthcoming book chapter:

CLIL Down Under External Support Structures to Overcome the Tyranny of Distance. In Oliver Meyer and David Marsh (eds.) (2011), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL. Eichsttt, Germany: University of Eichsttt

Themes include:
Global

nomads and Third Culture Kids Transnational linguistic sites Multilingual schooling provisions Forthcoming article:
Smala, S. & Sutherland, K. (2011). A Lived Curriculum in Two Languages. Curriculum Perspectives, 31, 3 (on Telopea Park French Immersion School and Queensland CLIL programs)

Themes include:
Contexts

and agents of CLIL in Queensland Languages as positional goods School positioning and parental positioning Differentiation of government schools in the market Forthcoming article:
Smala, S., Bergas Paz, J. & Lingard, R. (under revision). Languages as added value in school choice distinction and second language immersion programs. In British Journal of Sociology of Education.

12 programs in seven different languages Japanese, Indonesian, Chinese, German, French, Italian, Spanish Most are in the larger metropolitan area of Brisbane and the Gold Coast First program started in 1985, and there has been a steady increase since then On average, one new program is established every second year Part of programs of excellence to stem the exodus from state schools to private schools

Immersion programs in Queensland

Name of School and Location Benowa SHS (Gold Coast) Manseld SHS (Brisbane) Kenmore SHS (Brisbane) Park Ridge SHS (Brisbane) Stanthorpe SHS (Stanthorpe) Crescent Lagoon SS (Rockhampton) Language French French German Indonesian Italian Japanese (primary program) Start Year Of Program 1985 1991 1992 1993 1995 1995

The Glennie School (Toowoomba) Ferny Grove SHS (Brisbane) Varsity College, (Gold Coast) Robina SHS (Gold Coast) North Lakes College (North Brisbane/Sunshine Coast)

French German Chinese Japanese Italian

1998 2003 2005 2008 2008

Indooroopilly SHS (Brisbane)

Spanish

2008

The second language is the medium of instruction in maths, science and social science The immersion curriculum parallels the local rst language (L1) curriculum. The teachers are bilingual. Late onset partial program of offering approximately half the key learning areas in a second language in Years 8-10 CLIL is intertwined with local school discourses about language maintenance, and language transfer

development of appropriate curriculum content in the target language selection and sequencing of language items dictated by content sources rather than a predetermined language syllabus Language- and content-teacher collaboration (and sourcing) Systematic assessment to demonstrate (1) students language and content learning and (2) program effectiveness
(based on Stoller, 2004, pp.267-268)

Approximately 1700 students from mixed socio-economic backgrounds, in the Western suburbs of Brisbane, close to the University of Queensland German Immersion Program established in 1992 Program runs in years 8, 9, and 10 From 1992-2000, there was one class of about 25 students per year level Because of high demand, there are now two parallel classes per year level (one combined with either music extension or an ICT specialisation class) Currently, there are about 150 students enrolled in the German immersion program at Kenmore High retention rate of students moving into senior German (currently two parallel Year 12 classes)

Classroom pedagogy:
Example

of PASCH school initiative for German CLIL programs indicates support for scaffolding in CLIL classrooms through a web of mobile learning possibilities (Facebook, Moodle, in-country PD)

Globalisation theories and governmentality

CLIL

programs in Queensland are accessed for positional goods in a global job markets, as well as for language maintenance and language transfer by global nomads and heritage speakers as a form of multilingual schooling provision

School choice and diversication:

Levels

of external support structures, background and composition of the teaching staff, community demographic pressures and parental expectations of a social and academic peer group for their children are leading factors in shaping local school site structures

CLIL Progams as a promising languages education model in schools High retention rate into senior years language studies, and into tertiary studies Languages linked to core subjects such as maths and science Prestige program which attracts high-achieving students to government schools Parent support groups highly active Nexus of ethno-linguistic diversity and the desire for global skills