15. Table 1.2. Number of primary schools and secondary colleges offering each LOTE,. 2008. .... Secondary LOTE enrolments by language and year level, 2008. ............................. 57. Table 4.5 ...... Geelong High School. 8816. Heathmont ...
LANGUAGES OTHER THAN ENGLISH IN VICTORIAN GOVERNMENT SCHOOLS 2008
Published by
LOTE Unit Student Learning Programs Division Office for Government School Education Department of Education and Early Childhood Development Melbourne August 2009
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Preface In 2008, the Victorian government continued its strong commitment to supporting and extending the teaching of languages other than English (LOTE) in Victorian schools. The data in this publication is based on schools’ responses to a webbased LOTE survey conducted between August and October 2008. The data provides a comprehensive picture of the provision of language education at that time in Victoria. The provision of languages education is a matter of careful planning and coordination between the various LOTE providers including mainstream government schools, the Victorian School of Languages (VSL) and community languages schools. This report focuses on the provision of languages through mainstream government schools and the VSL. LOTE programs conducted outside regular school hours by community languages schools have not been analysed in this report. Twenty-two languages were taught in government primary schools in 2008, 17 in secondary colleges and 47 through the VSL. In government primary and secondary colleges, a total of 316,035 students studied a language, with a further 16,097 primary and secondary students enrolled in the VSL. The Distance Education Section of the VSL provided courses in ten languages, which were accessed by 19.6% of secondary college students studying at the VSL. Italian, Indonesian, Japanese, French, German, Chinese (Mandarin), Auslan and Greek were the most widely taught languages across all government schools. However, at the VSL, community languages were of greater significance. The eight most widely studied languages at the VSL were Chinese (Mandarin), Vietnamese, Turkish, Greek, Japanese, French, Arabic and Italian. With 50 languages accessible through government schools and the VSL, the Department of Education and Early Childhood Development (DEECD) hopes to maintain a breadth of high quality programs and languages offerings in Victoria.
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List of Tables Table 1.1 Table 1.2 Table 1.3 Table 1.4 Table 1.5 Table 1.6 Table 1.7 Table 1.8 Table 1.9 Table 1.10 Table 1.11 Table 1.12 Table 1.13 Table 1.14 Table 1.15 Table 3.1 Table 3.2
Table 3.3 Table 3.4 Table 3.5 Table 3.6 Table 3.7 Table 3.8 Table 3.9 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7 Table 4.8 Table 4.9 Table 4.10
Total enrolments in LOTE, government schools and colleges, and the VSL, 2008. ............................................................................................................. 15 Number of primary schools and secondary colleges offering each LOTE, 2008. ...................................................................................................................... 17 Enrolment trends in Italian, 2003 – 2008................................................................. 18 Enrolment trends in Indonesian, 2003 – 2008.......................................................... 19 Enrolment trends in Japanese, 2003 – 2008. ............................................................ 19 Enrolment trends in French, 2003 – 2008. ............................................................... 20 Enrolment trends in German, 2003 – 2008. ............................................................. 20 Enrolment trends in Chinese (Mandarin), 2003 – 2008............................................ 21 Enrolment trends in Auslan, 2003 – 2008. .............................................................. 22 Enrolment trends in Spanish, 2003 – 2008. ............................................................. 22 Enrolment trends in Korean, 2003 – 2008. .............................................................. 23 Enrolment trends in Greek, 2003 – 2008. ................................................................ 23 Enrolment trends in Vietnamese, 2003 – 2008. ....................................................... 24 Enrolment trends in Turkish, 2003 – 2008. ............................................................. 24 Enrolment trends in Arabic, 2003 – 2008. ............................................................... 24 Number and percentage of primary schools with LOTE programs by year level, 2002 - 2008. .......................................................................................... 32 Number and percentage of primary schools by language offered, 2008. (Percentage amongst schools offering a LOTE, not as a percentage of all schools.) Note that some schools offered more than one language. .......................... 34 Primary LOTE enrolments by year level and percentage of total student population, 2002 – 2008. ........................................................................................ 35 Primary LOTE enrolments by language and year level, 2008. ................................. 38 Primary LOTE enrolments by language and program type, 2008. ............................ 43 LOTE enrolments in primary schools by method of provision and LOTE, 2008. ...................................................................................................................... 44 LOTE enrolments by language and target group, 2008. ........................................... 45 Primary schools providing LOTE programs by region, 2007 and 2008. ................... 47 Primary enrolments by language and region, 2008. ................................................. 48 Secondary colleges providing LOTE programs, 2008. Note that many colleges offered more than one language................................................................. 52 Compulsory LOTE study by year level 2005 – 2008. .............................................. 53 Government secondary LOTE enrolments by year level, 2005 – 2008. .................... 55 Secondary LOTE enrolments by language and year level, 2008. ............................. 57 Secondary LOTE enrolments, selected languages at Year 7 and 12, 2008. ............... 59 Secondary LOTE enrolments by gender and language, 2008. .................................. 61 Student enrolments by language, Year 12 graduating classes of 2007 and 2008 (based on VCE unit 4 enrolments). ................................................................. 62 Year 11 and 12 enrolments at secondary colleges and the VSL, 2006 – 2008. ...................................................................................................................... 63 Secondary LOTE enrolments by language and program type, 2008. ........................ 66 Secondary LOTE enrolments by language and target group, 2008. .......................... 68
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Table 4.11
Table 4.12 Table 5.1 Table 6.1 Table 7.1 Table 7.2 Table 7.3 Table 7.4
Secondary LOTE enrolments by metropolitan and country regions by year level, 2008. Students enrolled in taster courses are only counted once in the above table. .......................................................................................... 70 Secondary LOTE enrolments by region and language, 2008. ................................... 71 LOTE teachers by gender and language, 2008. ....................................................... 75 Designated bilingual programs, 2008. ..................................................................... 79 VSL enrolments by language and year level, 2008. ................................................ 83 Primary school VSL enrolments by language, 2008. ............................................... 86 Secondary VSL LOTE enrolments by language, all education sectors, 2008. ...................................................................................................................... 87 Student enrolments in Distance Education by language and year level, 2008. ...................................................................................................................... 88
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List of Figures Figure 1.1 Figure 1.2 Figure 1.3 Figure 1.4
Figure 3.1 Figure 3.2 Figure 3.3 Figure 3.4
Figure 3.5 Figure 3.6 Figure 3.7 Figure 3.8 Figure 3.9 Figure 3.10 Figure 3.11 Figure 4.1 Figure 4.2
Figure 4.3
Figure 4.4 Figure 4.5 Figure 4.6 Figure 4.7 Figure 4.8 Figure 4.9
Number and percentage of primary schools providing a LOTE program, 2002 – 2008. .......................................................................................................... 10 Number of primary schools offering the eight most widely studied languages, 2002 – 2008. ......................................................................................... 11 Number and percentage of secondary colleges providing a LOTE program, 2002 – 2008............................................................................................. 12 Total enrolments by six most widely studied languages, 2002 – 2008. (Government primary school and secondary college students mainstream schools and the VSL, including distance education.) ............................ 16 Percentage of primary schools providing LOTE programs by year level, 2002 – 2008. For further details see Section 8, Table 8.2. ........................................ 31 Sequences of LOTE programs in primary schools, 2008. ‘Other’ refers to various non-sequential or partial sequences. ............................................................ 33 Primary LOTE enrolments by year level, 2002 – 2008. ........................................... 36 Percentage of primary school students studying a LOTE, 2002 – 2008. The total number of primary students (2008 mid-year census, excluding students in special and English language schools) was 305,005.9 (equivalent full-time of students). ........................................................................... 36 Primary LOTE enrolments for the six most studied languages, 2002 – 2008. ...................................................................................................................... 39 Primary LOTE enrolments, 2008. ........................................................................... 39 Primary LOTE programs by minutes of LOTE study per week, 2008. ..................... 40 Average minutes of LOTE study per week, 2002 - 2008. ........................................ 41 Primary LOTE enrolments by program type, 2002 – 2008. ..................................... 42 Percentage of primary schools providing a LOTE by region, 2006 2008. ...................................................................................................................... 46 Primary LOTE enrolments through ICT, 2002 – 2008. ............................................ 49 Percentage of secondary colleges providing LOTE by year level, 2002 2008. ...................................................................................................................... 50 Sequences of LOTE programs in secondary colleges, 2007 – 2008. ‘Other sequences’ refers to the provision of LOTE programs at nonsequential year levels or partial sequences. ............................................................. 51 Percentage of colleges (amongst those offering a LOTE) where a LOTE is compulsory by year level, 2002-3, 2005-8. Note: No data was collected in 2004. ................................................................................................... 52 Secondary LOTE enrolments by year level, 2002 – 2008. Note that 2003 data is not available for this table. ........................................................................... 54 Percentage of secondary college students studying a LOTE, 2002 – 2008. ...................................................................................................................... 56 Secondary LOTE enrolments, 2008. ....................................................................... 58 Secondary LOTE enrolments, six most widely studied languages, 2002– 2008. ...................................................................................................................... 58 Secondary LOTE enrolments by gender and year level, 2008. ................................. 60 LOTE enrolments at Years 11 and 12 by regional or metropolitan regions, 2002 – 2008. ............................................................................................. 64
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Figure 4.10 Figure 4.11 Figure 4.12 Figure 5.1 Figure 5.2 Figure 5.3 Figure 5.4 Figure 5.5 Figure 7.1 Figure 7.2 Figure 7.3 Figure 7.4
Average minutes per week for LOTE programs by year level, 2002 – 2008. ...................................................................................................................... 65 Secondary LOTE enrolments by program type, 2002 – 2008................................... 67 Secondary LOTE enrolments in metropolitan and country regions by year level, 2008. ..................................................................................................... 69 Primary school and secondary college LOTE teachers, 2002-2008. ......................... 72 LOTE teachers by gender and language (languages of larger candidature), 2008. ................................................................................................. 73 LOTE teachers by gender and language (languages of smaller candidature), 2008. For details refer to Section 8, Table 8.9. ................................... 74 LOTE teachers by qualification level, 2008. ........................................................... 76 Hours spent teaching LOTE each week, primary and secondary level, 2008. ...................................................................................................................... 77 Enrolments at the VSL, 2002 – 2008. ..................................................................... 81 Enrolments at the VSL, by sector, 2008. ................................................................. 84 Enrolments at the VSL by sector and language (eight most widely studied), 2008. ........................................................................................................ 85 Enrolments at the VSL by sector and language (eight most widely studied), Years 11 and 12 enrolments, 2008. ........................................................... 85
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Table of Contents Preface .............................................................................................................................. 3 List of Tables .................................................................................................................... 4 List of Figures ................................................................................................................... 6 Section 1: Overview of the Study of Languages Other Than English in 2008 ................ 10 Trends in Languages Other Than English ........................................................................ 10 Primary LOTE Programs ................................................................................................. 10 Secondary LOTE Programs ............................................................................................. 12 Aggregate Figures for LOTE Enrolments in 2008............................................................ 14 Language Profiles............................................................................................................ 18 Trend Tables for Other Widely Studied Languages, 2008 ................................................ 23 Section 2: Summary of Findings ....................................................................................... 25 Primary ........................................................................................................................... 25 Secondary Colleges ......................................................................................................... 27 Teachers of LOTE ........................................................................................................... 29 Victorian School of Languages ........................................................................................ 30 Section 3: Primary Schools ............................................................................................... 31 Schools ........................................................................................................................... 31 Students .......................................................................................................................... 35 Languages Taught ........................................................................................................... 37 Contact Time ................................................................................................................... 40 Program Types ................................................................................................................ 42 Target Groups ................................................................................................................. 45 Regional Provision of LOTE ........................................................................................... 46 ICT ................................................................................................................................. 49 Section 4: Secondary Colleges .......................................................................................... 50 Colleges .......................................................................................................................... 50 Students .......................................................................................................................... 54 Languages Taught ........................................................................................................... 57 Male / Female Enrolments ............................................................................................... 60 LOTE Study at the VCE Level ........................................................................................ 62 Contact Time ................................................................................................................... 65 Program Types ................................................................................................................ 66 Target Groups ................................................................................................................. 68 Regional Provision of LOTE ........................................................................................... 69 __________________________________________________________________________ 8
ICT ................................................................................................................................. 71 Section 5: LOTE Teachers in Victorian Government Schools and Colleges .................. 72 Section 6: Bilingual Programs in Victorian Government Schools .................................. 78 Section 7: The Victorian School of Languages ................................................................. 80 Distance Education Section of the Victorian School of Languages .................................. 88 Appendix 1: Program Types and Target Groups ............................................................ 89 Appendix 2: List of Primary Schools by Languages, 2008 .............................................. 90 Appendix 3: List of Secondary Colleges by Languages, 2008........................................ 102 Appendix 4: Primary Schools and Languages Offered, 2008 ........................................ 109 Appendix 5: Secondary Colleges and Languages Offered, 2008 ................................... 130 Appendix 6: Schools Not Offering a Language, 2008 .................................................... 137 Appendix 7: VSL Centres and LOTE offered, 2008 ...................................................... 140
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Overview 2008: Trends
Section 1: Overview of the Study of Languages Other Than English in 2008 Trends in Languages Other Than English The following trend analysis reviews LOTE study at the primary and secondary levels in Victoria over the last six years. It provides an informative overview of the current state of language study and highlights the differing patterns of language study at the primary and secondary levels.
Primary LOTE Programs There has been a continual decline in the number of government primary schools offering language programs over the last six years (Figure 1.1), along with a concomitant decline in student enrolments. The number of schools offering a LOTE decreased 15.1% between 2005 and 2008. This decline has been consistent at all year levels, with the number of schools offering a program at each year level decreasing between 20% and 24% between 2002 and 2008 (Figure 3.1). Concurrently, the number of primary school students studying a LOTE between 2002 and 2008 has also declined from 86.0% to 70.7% of students (Figure 3.3). In student numbers, this represents a 20.1% decrease in student enrolments, from 269,996 enrolments in 2002 to 215,739 enrolments in 2008.
1,400 1,200
1,168 (91.3%)
1,000
1,149 (90.3%)
800
1,105 (86.9%)
1,116 (87.8%)
1,045 (82.9%) 972 (77.4%)
600
947 (75.5%)
400 200 0 2002
Figure 1.1
2003
2004
2005
2006
2007
2008
Number and percentage of primary schools providing a LOTE program, 2002 – 2008.
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Overview 2008: Trends The number of schools offering each language has fluctuated between 2002 and 2008, with some languages faring better than others. As can be seen in Figure 1.2, the number of schools offering Indonesian and Italian has continued to decrease over the last several years. On the other hand, the number of schools offering French, Chinese (Mandarin) and Auslan has continued to grow over time. Offerings of Japanese, German and Greek have remained stable in recent years. 400 350 Italian
300
Indonesian
250
Japanese
200
French German
150
Chinese (Mandarin) 100
Auslan
50
Greek
0 2002
Figure 1.2
2003
2004
2005
2006
2007
2008
Number of primary schools offering the eight most widely studied languages, 2002 – 2008.
An interesting reversal in change can be seen in relation to program type beginning in 2007. Ideally students study a language through a LOTE program, which focuses on the acquisition of language. Until 2007, there had been an increasing movement towards the study of language in language and cultural awareness programs. In these programs, students are introduced to some vocabulary and aspects of society, language and culture. However, in 2007, this trend was reversed quite dramatically. This reversal continued in 2008, with a majority of primary level students, 61.7%, studying in a LOTE program, up from 45.1% in 2006 (Figure 3.9). While this focus on language acquisition is a positive outcome, an ongoing issue for the quality of LOTE programs rests in the amount of time that schools are willing to provide for LOTE study. The DEECD Curriculum Planning Guidelines recommend that students receive 150 minutes of LOTE study per week. However in 2008, only 1.2% of primary LOTE programs ran for 150 minutes or more per week (Figure 3.7).
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Overview 2008: Trends
Secondary LOTE Programs LOTE provision at the secondary level has remained relatively stable over the last four years, although the percentage of secondary colleges offering LOTE programs has not returned to the 2004 high of 96.4% (Figure 1.3).
300 240 180
289 (93.8%)
289 (94.1%)
298 (96.4%)
284 (91.3%)
2002
2003
2004
2005
289 (92.9%)
272 (88.3%)
273 (89.2%)
120 60 0
Figure 1.3
2006
2007
2008
Number and percentage of secondary colleges providing a LOTE program, 2002 – 2008.
Enrolments in secondary LOTE programs have fluctuated over the last six years, but continue to decrease slightly each year, from a high of 50.5% of students in 2002 to 43.3% in 2008. The largest decrease in enrolments for a number of years has been at the Year 9 and 10 levels. At the Year 9 level, between 2002 and 2008, the percentage of students studying a language has declined from 56.8% to 42.7% and at the Year 10 level, from 28.9% to 17.1% (Figure 4.4). However, the number of government school students who complete a language by the time they graduate from secondary college has increased substantially over the same time period. This has been due to a number of variables, including the flexible nature of the Victorian curriculum, which allows students to undertake and complete language courses prior to enrolling in Year 12, the availability of language study outside of school through the VSL and Distance Education, as well as the availability of language study through after-hours ethnic schools. As a result, amongst the students who were eligible to graduate from secondary college in 2008, 17.6% had finished a language course. Another positive indicator for language study has been the slow but steady increase in the percentage of males studying a language through to the Year 12 level. While a roughly equal number of males and females study languages at Years 7 and 8, the number of males studying languages drops dramatically from Year 9 onwards, with students who continue language study through to Year 12 __________________________________________________________________________ 12
Overview 2008: Trends being predominantly female. However, the percentage of males enrolled in Year 12 who study a language has increased from 30.0% in 2002 to 36.7% in 2008. When looking at enrolment changes for specific languages, the six most widely studied languages in government secondary colleges have all experienced rising and falling enrolments between 2002 and 2008, with Indonesian and Italian experiencing a sustained decline (Figure 4.7). French and Japanese have now replaced Italian and Indonesian as the two most widely studied languages. The six most widely studied languages were French, Japanese, Italian, Indonesian, German and Chinese (Mandarin). The nature of language programs that students experience at the secondary level continues to move in a positive direction every year. LOTE programs that focus on the target language, rather than on a general language and cultural experience, continue to form a majority of programs, up from 83.2% in 2002 to 97.9% in 2008. Only 2.0% of programs in secondary colleges are language awareness programs (Table 4.9).
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Overview 2008: Summary Tables
Aggregate Figures for LOTE Enrolments in 2008 Table 1.1 following provides a summary of enrolments in government schools and colleges, including all enrolments at the VSL (including distance education), for 2008. At the secondary level, students studying more than one language through taster programs are counted for each language they are enrolled in. Hence, this table represents student enrolments, not the number of students studying a language.
Primary
Primary VSL
Primary total
Second.
Second. VSL
Second. total
Total enrol.
%*
Italian
60,703
184
60,887
18,836
522
19,358
80,245
24.2
Indonesian
48,076
5
48,081
18,434
390
18,824
66,905
20.1
Japanese
45,395
57
45,452
20,147
763
20,910
66,362
20.0
French
17,852
85
17,937
20,782
656
21,438
39,375
11.9
German
16,760
66
16,826
13,468
372
13,840
30,666
9.2
Chinese (Mandarin)
10,113
1,300
11,413
4,121
1,497
5,618
17,031
5.1
Auslan
7,469
0
7,469
401
9
410
7,879
2.4
Greek
3,187
664
3,851
795
241
1,036
4,887
1.5
Vietnamese
1,292
1,126
2,418
671
1,030
1,701
4,119
1.2
Spanish
1,653
175
1,828
1,041
404
1,445
3,273
1.0
Turkish
583
596
1,179
221
559
780
1,959
0.6
Arabic
645
383
1,028
420
337
757
1,785
0.5
Macedonian
120
284
404
281
260
541
945
0.3
Khmer
375
84
459
258
80
338
797
0.2
Indigenous languages
671
0
671
14
0
14
685
0.2
Korean
365
55
420
0
200
200
620
0.2
Sinhala
0
326
326
0
145
145
471
0.1
Latin
0
0
0
328
108
436
436
0.1
Croatian
0
195
195
0
217
217
412
0.1
Punjabi
0
236
236
0
135
135
371
0.1
Hindi
76
111
187
0
118
118
305
0.1
Polish
9
77
86
0
209
209
295
0.1
Maori
251
0
251
0
0
0
251
0.1
Bosnian
0
121
121
0
121
121
242
0.1
Dari
0
143
143
0
98
98
241
0.1
Dinka
0
122
122
0
70
70
192
0.1
Persian
0
51
51
0
107
107
158
