1. No category

NSW FEDERATION OF COMMUNITY
LANGUAGE SCHOOLS INC.
MAGAZINE
Minister Dominello addressing graduates of the Certificate of Teaching at the University of Sydney
Issue 1, 2015
The NSWFCLS Community
Languages Conference p.2
Message from Albert Vella, President
of the NSWFCLS p.3
New funding for Community
Languages Schools p.4
Message from the Hon. Mike Baird,
Premier of NSW p.5
Message from Luke Foley NSW
Leader of the Opposition p.6
Message from the Hon. Adrian
Piccoli MP p.7
Message from the Hon Victor
Dominello MP p8
Message from Mr Ryan Park Shadow
Minister for Education p9
Sponsored by
Message from Mr Guy Zangari p.10
Message from Jozefa Sobski p.11
More Advantages for Bilingualism
Prof. Bruno Di Biase p.13
Funding for the NSWFCLS P18
From the Open High School’s new
Principal p.16
IABBV Hindi School p.18
Alex Di Prinzio: Education Officer’s
message p.26
St Andrew’s Ukranian School p. 28
Useful information for Community
Languages Schools p.31
2
NSWFCLS President’s Message
Dear Members
It is with great pleasure that I welcome you all back for another exciting
school year for those who volunteer their valuable time to help manage a
community language school and for those teachers to teach one of 56
languages associated with the NSWFCLS.
As we all know and experience, we live very busy lives due to work, family
and community commitments. Your dedication to serving your communities is
an outstanding example of how our migrant communities have adapted to Australian society and
taken up volunteering with great enthusiasm.
Many of those associated with the NSWFCLS are community members who dedicate countless
hours to provide the families and their children with high quality language education in a safe and
positive learning environment. The primary role of a community leader is to provide leadership and
encourage others to help you in managing the community language schools you are associated
with.
The task of operating a good and sustainable community language school is to have a team of
people within your organisation that can volunteer their time, skills, expertise and importantly
passion to ensure your school operates as smoothly and professionally as possibly. If you have
talented people with I.C.T., financial and education skills ask them to join your management
committee or if you have enthusiastic people willing to join your committee provide them with
training so that they can use their new skills.
If your community work is becoming tiring or burdensome then you will suffer personally in family
and work life. The worst thing is get to burnt out and then everyone suffers.
Being a community language school leader is about good management and leadership. I recently
had a serious conversation with a president of a community language school whose background
was in education who was willing to ensure their new community language school started off with
high administration standards. However, this person was being undermined by some committee
members, which was quite hurtful for this person. My advice was to step back and let others
manage the school if they do not appreciate good will and professionalism.
Remember it is the role of a good manager or leader to ensure your organisation or school is
sustainable and has a long-term future, in other words leave it better than when you joined it. It is
not about the individual it’s about the students, their families and the teachers.
The NSWFCLS looks forward to working with you and your school to ensure we can provide the
students who come to learn your language with a better learning environment.
Yours sincerely
Albert Vella
President - NSWFCLS
3
Funding Increase for the Community Languages Schools
On Sunday 28 February 2015, Minister Victor Dominello announced a funding increase of $400,000
per year to community language schools increasing the funding grant to $6.08 million.
Funding such as this will be of great assistance to the NSW Community Languages Sector as
teachers, students and the wider community will benefits from the fruits of such grants.
The NSW Government will be working with the Community Languages Schools Board to determine
the best ways to implement the funding in order to ensure the continuation of quality community
languages teaching in the State of NSW.
The Federation organised guests from the Arabic, Brazilian, Chinese, Cypriot, Greek, Indonesian,
Italian, Polish, and Tamil, communities to attend this important event for the community languages
schools.
Special
Guests welcoming the Government’s announcement
Minister Dominello announcing the good news
Carolina Yi Xu of the Feng Hua Chinese School
Jozefa Sobski, Chair of the NSW Community Languages
Schools Board addressing the gathering
4
Message from the Premier of NSW, the
Hon. Mike Baird
Australia is a diverse multicultural society. People from more
than 140 countries have made New South Wales their home.
I believe our diversity is one of our State’s greatest assets.
As a state which is deeply proud of its multicultural heritage,
we embrace, cooperate and share common values and
goals for our young people. One such goal is for our young
people to retain the language of their parents and
grandparents.
The different ways in which you can learn a language in New South Wales
reflects the importance we place on providing students with opportunities to
maintain
and
extend
skills
in
their
language
background.
The
language
programs also contribute significantly to the multicultural assets of New South
Wales
and
promote
the
importance
of
language
education
within
our
communities.
We need to nurture the state’s linguistic potential and capitalise on the skills of
students
from
a
distinct
range
of
backgrounds.
Schools as well as
the
community have a vital role in supporting young people to maintain their
language heritage.
The
NSW
Government,
through
the
Department
of
Education
and
Communities,
has
always
been
committed
to
developing
intercultural
understanding as a powerful catalyst for responsible and inclusive citizenship.
Language
education
encourages
young
people
to
develop
as
active
and
informed global participants.
The Community Languages Schools Program has allowed the government to
engage
with
and
support
communities
to
connect
their
young
people
to
language,
heritage
and
culture.
Through
this
community
initiative,
we
will
continue to empower young people to be productive citizens and provide
opportunities for both continued learning and future employment.
On behalf of the NSW Government, I wish the many
students in Community Languages Schools every success
forward to continuing this very successful partnership.
MIKE BAIRD
Premier of NSW
5
volunteer
in 2015
staff
and
and
look
Message of support from the Hon. Luke
Foley MLC
I wish to reaffirm NSW Labor’s support for the NSW Federation of
Community Language Schools as you begin a new academic
year.
Your work is critical to helping our young people embark on one of
the most beneficial intellectual undertakings possible – learning another language. Of course there
are many proud Australian parents who understandably want their children to learn the language of
their relatives; community language schools give young people a chance to connect with their
heritage.
But your schools also offer an alternative route for those seeking to learn a new language – a route
critical to our nation’s economic success as we increasingly work with our international neighbours
in business and commerce.
I am proud that in late 2014, Labor built upon its record of supporting the Community Language
School system and committed to the largest ever funding boost to Community Language Schools
across NSW – with an extra $2.5 million or $76 per student.
This will give NSW Community Language Schools the largest funding package of any state in
Australia, providing the more than 30,000 students, as well as teachers and volunteers, more
support and resources.
In light of the Liberals’ cuts to other avenues for those seeking to learn a language other than
English – winding back ESL programs in schools and hefty fee increases for TAFE courses – your
work is more important than ever.
To the more than 2,500 parents, teachers and volunteers who make community language schools
such a success – NSW Labor values your important work. I wish you all a successful year and look
forward to working together to enhance the quality of education for young people.
Yours sincerely
Luke Foley
NSW Opposition Leader
6
Message from the Hon. Adrian Piccoli MP
I understand the benefits of language learning for today’s children and
young people and acknowledge the important contribution of the
Community Languages Schools Program.
Nearly one quarter of a million public school students in New South
Wales come from homes where languages other than English are
spoken. New South Wales as a culturally diverse state is well placed to successfully teach, learn
and value culture, languages and heritage.
The NSW Government is committed to seeing more children studying languages, and more
students having the linguistic and intercultural skills to thrive in our
multi-cultural society.
In support of language education, I asked the Board of Studies, Teaching and Education Standards
(BOSTES), to provide the NSW Government with recommendations designed to support the
development of an inclusive language education policy for New South Wales. These
recommendations focus strongly on harnessing the community language skills of children and
families to further enhance and strengthen our collective potential.
Another way the NSW Government is supporting language education is through the Community
Languages Schools Program. We know that children achieve more when they are able to learn
about their language, culture and heritage. It is for this reason that the NSW Government provides a
grant to support not-for-profit community organisations to deliver this service and meet communities’
needs in this area.
I am confident these practical and sustainable strategies will improve language teaching and will
benefit our overall society for many years to come.
The Hon. Adrian Piccoli MP
Minister for Education
7
Message from the Hon. Victor Dominello MP
The Baird Government is committed to supporting migrant
communities to maintain their language heritage through the NSW
Community Languages Schools Program.
Our community language schools operate on the goodwill of around
2,000 volunteer teachers who each and every week donate their time
to give children the gift of language. We recognise the profound
contribution they make and we want to do everything we can to
encourage support them.
That’s why we’ve recently announced a $400,000 boost for the
Community Languages Schools program, taking total funding to over
$6 million per year.
The Communities United Through Language reforms are designed to enhance professional
development opportunities for volunteer teachers and improve the participation and engagement of
students, schools and communities.
The reforms will enhance the learning experience for community language students by, for the first
time:
Providing formal recognition of Community Language School learning through Record of School
Achievement (RoSA) for graduating students;
Awarding Certificates of Participation to primary school students who successfully complete 12months in community languages schools program;
Making it easier for smaller language groups to establish community language schools by
reducing the minimum number of students required from 30 to 20;
Establishing a Community Language Ambassador’s Program encouraging high profile
individuals to promote the benefits of community language learning; and
Creating a website to serve as a one-stop-shop for NSW Community Language Schools
programs to provide information to parents, students and teachers.
Community language schools have helped thousands of students to develop competency in a
second language. They are widely treasured across our community and the Baird Government has
worked in partnership with the sector to develop to the Communities United Through Language
reforms.
Consistent with its aims of Communities United Through Language, we will seek advice from the
Community Languages Schools Board to determine how the funds will be used to meet the future
needs of community language schools.
I look forward to working with you to deliver these exciting changes so that our community language
schools can continue to prosper.
The Hon. Victor Dominello MP
Minister for Citizenship and Communities
Assistant Minister for Education
8
Message from Ryan Park MP
NSW Shadow Minister for Education
As the NSW Shadow Minister for Education I was very pleased to be able
to announce that a NSW Labor Government would provide the largest
ever funding boost to Community Language Schools across NSW.
Under a Labor Government, funding for these schools will be boosted by
more than $75 per student to $200 per student – leaving NSW Community
Language Schools with the largest funding package of any state in
Australia.
Community Language Schools offer classes in 56 different community languages to more than
30,000 and are open to any school-aged student from a government, Catholic or independent
school. This is a vital service and one that is certainly worthy of this important funding boost.
This funding commitment represents a 62 per cent increase in funding and would bring the total
investment to $6.5 million a year.
I am proud that Labor is committed to ensuring that students from different cultural backgrounds
have the chance to develop skills in another language.
Thousands of young people around the state attend a community language school outside of
regular school hours each week, because students and their families know the importance of being
multilingual.
Having worked closely with representatives from various Community Language Schools, I know that
these schools not only help young people connect with their cultural background and communicate
with older relatives, but also help students who are preparing for the HSC or learning a language for
the first time.
I am proud that under Labor, our community language schools will be the best-funded in the country
and strongly believe this recognises the importance of our multicultural communities.
As a former teacher I know first-hand how much of a difference a good quality teacher can make in
the classroom. I would like to thank the teachers and volunteers as well as the Federation of
Community Language Schools for their dedication and commitment in the teaching of languages
and cultures to our young people.
Ryan Park
Sahdow Minister for Education
9
Message from Mr. Guy Zangari, MP
I would like to take this opportunity to offer my ongoing support for the NSW
Federation of Community Languages and their efforts in promoting the teaching
of community languages to the wider community throughout NSW.
Community languages are of the utmost importance in Australia for many
reasons. For newly arrived migrants, the opportunity for their children to learn the
language they speak at home provides a sense of security that their children will
be retaining their cultural identity. It also fosters stronger relationships between
children and their parents and grandparents.
For those young people who may not have a second language behind them, it gives them the opportunity of
studying a language of their choice, therefore broadening their horizons and enabling them to immerse
themselves in other cultures and traditions, promoting a greater sense of multicultural appreciation.
Adults also benefit from learning a language at Community Language schools. I have witnessed first-hand in
my electorate of Fairfield the benefits of acquiring a new language in terms of employment opportunities both
at home and abroad.
NSW Labor recognises and appreciates the importance of the widespread benefits of learning a community
language, demonstrating its support by a $2.5m funding boost – the largest ever – to Community Language
Schools across NSW. Under a Labor government, more than 30,000 students as well as teachers and
volunteers will be able to expand their knowledge and love of languages, with more support and resources
made available to them.
Labor is committed in giving young people the opportunity to not only learn the language spoken at home
but other languages as well, fostering a wider sense of community and understanding of the diverse cultures
Australia is made up of.
This 62% increase in funding will also give students the opportunity to be multilingual, a skill highly valued in
the global community in which we now live.
I would like to thank the NSW Federation of Community Language Schools for their commitment to the
provision of quality language education in our State and for their contribution to our multicultural society.
Yours Sincerely
Guy Zangari, MP
STATE MEMBER FOR FAIRFIELD
SHADOW MINISTER FOR CITIZENSHIP AND COMMUNITIES
SHADOW MINISTER FOR SPORT AND RECREATION
10
Message from Jozefa Sobski
I am the Chair of the Community Languages Schools Board. It advises the Minister for Education
and Communities on policy and programs for community language schools run by associations of
language/ethnic communities. The Board has representation from across education sectors, ethnic
community bodies and the Board of Studies. It plans for the future of the program across NSW and
for improvements in the quality of teaching and learning in these community run schools.
Funding is provided from the education budget in the form of grants in response to applications from
properly incorporated organisations. There is approximately $5million allocated to the program. In a
multi-billion dollar budget. It is very modest allocation. But, it is a wonderful example of government
in partnership with community, building intercultural understanding and language capacity. The
community provides its labour and commitment. It gives the program a high profile and it has
extensive, generous and selfless community support. It enables members of the various newly
arrived and more settled migrants to this country to reach into local schools and to learn about the
way in which our Australian education system works. Importantly, it builds inter-community
cooperation and capability.
The program also offers for the volunteers who teach in the schools a Certificate in Language
Teaching which is delivered by academic staff at the University of Sydney. This course enables
teachers from across language groups to learn from each other and share teaching techniques and
resources
Language is vital to maintaining culture and connecting the family’s past to its present. It is also
critical to understanding the wider world. It builds international perspectives and assists us all to
maintain open hearts and minds to the lives of others, some of which are blighted by poverty,
famine and endless conflict. In Australia, linguistic diversity is a national asset. All of you contribute
to ensuring this asset expands and flourishes through the language schools by your support with
resources as well as important moral support and encouragement.
Some people think that all languages do is to highlight our human diversity and differences among
peoples, and, of course, they do. But, an understanding of the history of how languages evolved
actually demonstrates that they are all connected and exposes our common humanity. The more
languages you know and understand, the more you realize their roots are similar and they are but
different branches of a vast language tree. I know this from speaking Polish because I can
understand other Slavic languages with a bit of effort – Czech, Serbian, Slovenian, Croatian,
Russian, Slovak, Ukrainian are all from the Slavic branch of the tree. The language of your heritage,
the one you are learning is also related to others. It sits on another branch.
11
Language is a key to the door of knowledge of the history of peoples and their migrations at
different periods in our history. Waves of migration to Australia have created the culture we now
share. It is still evolving and changing. More people are being welcomed to our very multicultural
country. More wish to come because we value freedom, fairness, equality, diversity and democratic
institutions. Our national policies on asylum seekers do not always reflect this welcoming spirit
which was once at the heart of our policy towards refuges.
I am the child of refugees displaced by the Second World War. I spent my early years in migrant
hostels, one of them Villawood. I attended a Polish language school when just five years old. It was
run in the backyard garage of a Polish family. I was fortunate that the Australia of that time and the
world of that time opened its doors to millions of displaced people. My family learnt English and
worked hard to establish itself in the Australian community. My early language learning remained as
a foundation for later study as well as Polish language maintenance. This gave me the opportunity
to speak with a grandfather I first met in my early twenties. He told me his story of saving his family
from the ravages of the war. He spoke Polish, Ukrainian, some Russian and German. He had been
a soldier in the Austro-Hungarian army during the First World War. That part of Poland, where he
was born and grew up, was occupied by the Austrian Empire. He was able to move his family
through the troop lines because he understood the German spoken by the invading soldiers. He
saved all their lives.
We are fortunate to inhabit a peaceful land rich in resources and most of us feel that these need to
be shared. Our greatest wealth, however, is in our people and their readiness for the most part to
embrace the things we value. Being a multi-lingual nation with English as our lingua franca, gives us
a competitive edge in a period of robust and very competitive globalization.
I am honoured to be able to contribute in a small way to building understanding and respect within
the diversity that is our Australian society.
Jozefa Sobski. Chair, Community Languages Schools Board
Speaking at the 2014 NSWFCLS Diplomats' Luncheon
12
More Advantages for Bilingualism
Bruno Di Biase and Ruying Qi - Bilingual Research Laboratory, University of Western Sydney
In this brief article we wish to point out some of the newly discovered and less obvious, but certainly not less
important, advantages of bilingualism, that is, regularly speaking more than one language.
Undoubtedly, being able to speak to your grandmother in a language she understands allows you to ‘inherit’
some of her cultural practices and knowledge and, by communicating in her language, benefit from her life
experiences. Where two or more languages are present in a social environment few would doubt that the
professional who is able to speak the language of their client, the teacher who is able to speak their pupil’s
language, the student who is able to speak the language of their school, the shopkeeper who can sell their
goods in the customer’s language, the tourist, the business person, the politician who is able to
communicate to people in their particular language can successfully access hearts and minds with greater
chance than those who do not.
However, for many parents in Australia, who are themselves bilinguals (which is the case of about 3 out of
ten parents according to Census figures) these benefits may become obscured, or hopelessly
underestimated, perhaps because of the pressure they experience in trying to learn to communicate in the
dominant language, English, well enough to participate effectively in the society. From their own hardship
they often, unfortunately, conclude that if they themselves find it so difficult to learn English ‘properly’ then
it may be best for their own children to learn, and focus ONLY on, English. So when they behave as in the
way exemplified by Di Prinzio (2014), these parents effectively turn their children into monolinguals. And, as
we will show, this is unnecessary and deprives both parents and children of important benefits accruing
from the habit of communicating daily in two or more languages.
In fact, depriving your children of the second language input at home will only ensure they won’t even
acquire the so-called ‘passive’ (better ‘receptive’) knowledge of your language. This is well and truly
shortsighted because parents should lose no sleep at all over their children’s opportunity to learn English.
The peer group and the school will make sure of that, as confirmed by in-depth research at our own and
other universities on the effects of schooling on bilingual children, such as Medojević (2014) who found that
her second and third generation Serbian-Australian informants, within the first year of school, learned as
much English as their monolingual peer. Depriving your child of your language will serve, then, no purpose
at all except depriving the child (and yourself by the way) of the advantages reserved by nature for those
who have the good fortune of using more than one language in everyday communication. Most of these
parents may be, probably, unaware of the scientific evidence which has been mounting over the last few
years from research on bilingualism by psycholinguists and neurolinguists, quite apart from all the other
benefits and advantages already mentioned above. So, what are those other advantages?
Curiously enough, the benefits of bilingualism appear to relate more to areas such as human cognitive
functioning and health in old age rather than within language competence and use. Early research
concentrated on the latter and looked at areas such as metalinguistic awareness, which is “the explicit
knowledge of linguistic structure and the ability to access it intentionally” (Bialystok and Craik 2010). These
abilities are crucial for the development of the more complex uses of language in children and, critically, also
13
for the acquisition of literacy. According to these authors, in their 2010 review of the evidence thus far, the
important differences picked up by the earlier research was that bilingual children seemed to be similar to
monolingual children in detecting grammatical violations in meaningful sentences (e.g., ‘‘Apples growed on
trees’’). However, with semantically anomalous prompts (e.g., ‘‘Apples grow on noses’’) bilingual children
were more accurate than monolinguals. In such cases (prompts with anomalous meaning) successful
performance relies on “the ability to ignore the misleading meaning and focus only on the grammar”. So,
the bilingual’s advantage in accurately judging such sentences does not have that much to do with
metalinguistic awareness but rather with “an attentional advantage in selectivity and inhibition”. These are
key processes of the brain’s executive functioning.
According then to Bialystok and Craik (2010) the development of the executive-function system, is the most
important cognitive achievement in early childhood because through it “children gradually master the ability
to control attention, inhibit distraction, monitor sets of stimuli, expand working memory, and shift between
tasks”. Those who have had professional experience with older people find that exactly these same
cognitive processes are the first to go, so to speak, in aging individuals. Then, our authors argue “if
bilingualism affects executive functioning, the impact should be found across the entire cognitive system
and throughout the entire life span”.
And yes, this kind of ‘reserve’ power for bilinguals is what later research eloquently supports. For instance,
looking at cognitive performance of 110 older bilinguals and monolingual peers, Gold, Kim, Johnson, Kryscio
& Smith (2013) in a specialised neuroscientific journal maintain, already from the title of their article, that
“Lifelong Bilingualism Maintains Neural Efficiency for Cognitive Control.” The results obtained by these
researchers “suggest that lifelong bilingualism offsets age-related declines in the neural efficiency for
cognitive control processes.” But why should that be? What arcane powers might confer such advantages?
In fact the reasons seem to be relatively straightforward. Remember that when the bilingual speaks he/she
activates two different linguistic systems, each with its own set of sounds, words, and rules for their
combination. But quite clearly only one of these systems can be used at the one time: the other language
system has to be kept under control. When this is not possible, as may happen with aphasics, the linguistic
result is uninterpretable. As these neuroscientists explain: “It appears that the lifelong bilingual experience
of continuously switching between two languages strengthens general-purpose executive control systems,
maintaining their neural efficiency in aging. Lifelong bilingualism thus confers not only social and economic
advantages, but benefits the functioning of the aging brain.” This is excellent news for bilinguals.
The next issue was to sort out whether these advantages belong only to those who have acquired their two
languages from birth either simultaneously or sequentially (one after the other but still in early childhood).
That is, could such neuro-psychological advantages be found also in those bilinguals who learned their
second language (L2) not in early childhood but maybe at school, at work and so on, later in life? Well, the
good news is that yes, this also turns out to be the case as it appears from a current article in the prestigious
American journal PNAS (Proceedings of National Academy of Sciences) which is freely accessible online. The
results from the research presented in this article by Pliatsikas, Moschopoulou & Saddy (2015) confirm
earlier results on the effects of bilingualism on cognitive functions suggesting that the experience of
bilingualism results in a cognitive “reserve” in older age and that this reserve, according to these
researchers, has a neurological basis (changes in the structure of certain areas of the brain) and that similar
changes are evident not only in early bilinguals but also in in older bilinguals who learned their second
language later in life.
14
We can only conclude that it is important to encourage, and for governments and educational institutions to
support, the continuous learning and use of languages both in children and adults, at home, at school and in
other social contexts. If this is an effort, and it may also come at a cost in terms of resources, think of it as an
important investment for the future health of individuals to keep them functioning as long as possible out of
degenerative diseases of the brain. The cost of old age care needs also be factored in!
References
Bialystok, E. & Craik, I.M. (2010). Cognitive and Linguistic Processing in the Bilingual Mind. Current Directions
in Psychological Science 19(1) 19-23.
Di Prinzio, A. (2014). Language at home. NSW Federation of Community Language Schools Magazine. April
2014 p. 22.
Gold, B. T., Kim, C., Johnson N.F., Kryscio R.J., & Smith, C.D. (2013). Lifelong Bilingualism Maintains Neural
Efficiency for Cognitive Control. The Journal of Neuroscience, 33(2): 387-396.
Medojević, L. (2014). The Effect of First Year of Schooling on Bilingual Language Acquisition: A study of
Second and Third Generation Serbian-Australian 5-year-old Bilingual Children from a Processability
Perspective. Unpublished PhD thesis, University of Western Sydney.
Pliatsikas, C., Moschopoulou, E. & Saddy, J. D. (2015). The effects of bilingualism on the white matter
structure of the brain. PNAS (Proceedings of the National Academy of Science) vol. 112 no. 5 1334–1337.
15
Congratulations to all the newly certified Community
Languages Teachers! Graduation Ceremony at the University
of Sydney. 1 February 2015
16
Photos kindly provided by the Bangla Academy
17
Funding grants for the NSW Federation of Community
Language Schools and other organisations
After intensive awareness raising by the NSW Federation of Community Language Schools, the
honourable victor Dominello Minister for citizenship and communities on the half of the NSW
government announced a one off funding grant of $400,000 to be distributed by Multicultural NSW .
On 4 March 2015 Parliament house the Waratah Room was full with members of the Federation
from 18 language groups enthusiastically welcomed the funding grant by Minister Dominello. The
$400,000 will be distributed to the New South Wales Federation of Community Language Schools,
HPTACLS and AICLS to assist these organisations who are the representative associations for the
community language schools in the State of NSW.
Michael Christodoulou (L), Albert Vella (R)
of the NSWFCLS with Minister Dominello
Marianna Lacek tteacher and well-known figureof the
Polish Community with Minister Dominello
NSWFCLS member Community Languages Schools
in the Waratah Room of Parliament HousE
The Minister delivering the great news
18
Open High School
Open High School is the state’s leading languages educator via distance education for students in
Years 9 to 12. It provides an environment of excellence, innovation and opportunity for language
students throughout NSW.
Thanks to a strong academic focus, its students enjoy the unique opportunity of having access to
over 100 courses across 12 languages. Open High School students, who come from all educational
sectors, regularly achieve outstanding results in their Higher School Certificate examinations.
The school has the unique advantage of providing a one-on-one learning environment. The
personalised approach to language learning provides our students with the opportunity to be
successful learners. Open High School’s highly experienced and dedicated teachers ensure the
delivery of quality educational programs which maintain the interest and enthusiasm of its students.
Student learning is supported through a diverse program of written materials, telephone lessons,
online tasks and email communication. There are also study days when students have the
opportunity to meet with other students and staff while taking part in educational activities to
supplement their regular coursework. The school also uses Adobe Connect for interactive online
group work and is trialling new connected communicative software this year. The Open High School
is an excellent way to tap into the opportunities for study and the careers of the future. Research
shows that learning and using another language enhances many of the 21st Century skills needed
by young people today. These include improved literacy and cognitive skills as well as intercultural
communication, collaboration, critical thinking and technology skills.
Even better, many universities now award bonus points for students studying languages in their
Higher School Certificate!
Contact the school on 9381 4800 or [email protected]
or visit www.theopenhs-d.schools.nsw.edu.au
Hilary Hughes
Principal
19
Building Bridges of Understanding – Our journey with “Hindi”
from 1987 to 2015
We are surrounded by language during nearly every waking moment of our lives. We use language
to communicate our thoughts and feelings, to connect with others and identify with our culture, and
to understand the world around us. And for many people, this rich linguistic environment involves
not just one language but two or more. In fact, the majority of the world’s population is bilingual or
multilingual. In India we are mostly trilingual.
Keeping language and culture alive has been important for immigrants to Australia. All communities
have a history of schools started by parents and community members to pass on their language and
culture to the next generation. For us the journey began with establishing the Indo-Aust Bal Bharathi
Vidyalaya (IABBV) Hindi School in June 1987, a non-profit organisation run entirely by volunteers. It
has been operating ever since with support from the New South Wales (NSW) Department of
Education and Communities' Community Languages Schools Program. It was the first structured
Hindi language teaching institution in Sydney. Besides formalizing the teaching program for Hindi,
IABBV Hindi School has performed vital social services, by helping to welcome, encourage and
support newly migrated families and provide them with a network to help settle in Australia.
At IABBV Hindi School, we incorporate the principles of modern language teaching in Australia in
the teaching of Hindi. Although our program is aimed primarily at school children, we offer a
program of elementary Hindi for toddlers and cover the entire spectrum of formal general Hindi
education not only for school-going children but also for adults at basic, intermediate and advanced
levels. We are also able to prepare students for 2-Unit Hindi Continuers in the HSC.
A normal Hindi School day starts with Yoga, an assembly with the
singing of the Australian and Indian National Anthems, some
national songs of India and student presentation of news in Hindi,
followed by a formal language class. Lessons are structured
according to age and ability. Music and art are an integral part of
the primary school lesson plan, as is the development of skills
required in key learning areas of languages, including reading,
writing, listening and speaking. We use new technologies and
resources to help make learning fun. Levels of fluency in the
spoken language is varied, and emphasis is given on pronunciation, content, and grammar.
Students are encouraged to do projects based on their experiences and interests, as well as
participate in Hindi poetry recitation and essay competitions. Awards and acknowledgements made
at Hindi Divas (Hindi Day, a Government initiative to foster Hindi study in India) and the NSW
Minister’s Awards inspire competition and encouragement in language excellence.
Our students are encouraged to meet on significant days in the Indian calendar, to participate in
cultural activities and share their culture with those around them. This helps raise self-confidence,
and fosters an appreciation of Australia's multicultural heritage as well as generating a feeling of
20
pride at being part of the Hindi School. It is through language that we understand and develop
respect for each other’s cultures. Young people who grow bilingual and bicultural help each other to
shape their identities, particularly in their formative years.
Photos from the Holi Mahotsav,
UNSW Gandhi Jayanti
IABBV Sports Day/NDTV Greenathon
It has been my dream and privilege to work with my community, giving them a sense of identity as
well as to imbue young Australians with a sense of diversity as they develop more active
engagement with India. Languages has always been my forte, and I am proficient in English, and
speak French, Hindi, Punjabi and Bengali and understand of some of other Indian dialects. When I
came to Australia, I resolved that I would raise my children to understand and appreciate my
country of origin. My children are Australian, but they love India and one of the ways they have
come to understand their culture is through learning the language. Canagarajah says "community
magically reconstructs the context from impersonal to intimate in a rare moment through an
unexpected word or gesture" (2010, p. 47). I wanted my children to experience this sense of
community in India, which is enhanced by language. I am glad I started teaching them Hindi when
they were young, as research has shown that willingness to use the language declines after
children enter school (Pauwels, 2005, p. 126). Although they are not as interested in Hindi music
and Bollywood films now, it was crucial that they encountered Indian culture in their formative years.
21
There may be many who connect with what it’s like growing up in a migrant family in the western
world. Who do you draw upon to form your personality? Your immediate family first and foremost or
the extended family, if you have any in this country? Your school friends are important, but may not
necessarily understand your biculturalism. You may even have pressure on you to conform to
mainstream youth culture. In this milieu, Hindi school provides an environment where you can mix
with other children and young people grappling with similar things. The camaraderie that develops
in our school, and at other language schools like ours, is heartwarming. Students strengthen each
other and help each other grow into Indo-Australians that both India and Australia can be
immensely proud of. We realize the success of our school and its programs by the constant positive
and negative feedbacks from present and past students. We are flexible and develop our teaching
around the learner within our limited means and resources.
The passion for the language is in our generation; as migrants, we are the pioneers. It will only
transfer to the next generation if we teach them. For parents of non-Indian backgrounds, the
motivation to study Hindi arises out of their interest in the Indian culture or a desire to ensure that
children are able to communicate with their grandparents easily. At present with India evolving as a
major economic power a lot of young families think of relocating to India for better opportunities and
therefore hope that learning Hindi will make the transition smoother for their children. For students
the motivation is the desire to be able to speak the language, enjoy watching and understanding the
Bollywood movies and music, they also enjoy the social aspect of the Hindi School and make
friends. Some may come to class as a result of parental pressure, but end up enjoying Hindi School.
However long a student is in Hindi School, they do imbibe a great deal which only adds to their
personality. Some students come back after years to relearn the language at a mature age.
Students who are not close to community language
schools unfortunately will miss out. It is very difficult to
persuade young people to give up their precious free time
at weekends. They are already burdened with homework,
cultural
and
sporting
activities
and
an
increasingly busy social
schedule. Students who
attend Hindi classes on weekends are almost all of Indian origin.
However if Hindi was available during normal school hours, much
the way as several Asian and European languages are, not only
would more children of Indian origin opt for Hindi, but many of their
friends, irrespective of their national origin, would be happy to join
them as well.
It is therefore very heartening for us to have had Lulu and Annie join the Hindi School four years
ago. They have been a delight to teach and their engagement and attendance is outstanding, even
though they are non-background learners. They make friends easily and enjoy sharing their
knowledge of the Indian culture with their day school friends. Young Australians' futures are
increasingly linked to Asia. The next generation of Australians will be less effective if they cannot
speak the languages and understand the cultures in which they will be working. India is an integral
part of Asia. Given India's enormous potential, it is important that we encourage a large number of
students, not just those of Indian origin, to become familiar with Indian language and culture. This
will prepare them for a more meaningful, intensive and productive engagement with India.
22
The introduction of Hindi in Australian education is a good example of the growing recognition of the
importance of India in Australia and in the world generally (it is, after all the “I” in the BRIC
economies) and Hindi is the . For speakers of Hindi, for example, the introduction of this language in
schools gives a feeling of pride and an opportunity for the language to be learnt by others. It also
reflects the growing Indian community in Australia, as well as government policies supporting
multiculturalism. For those who have the opportunity to learn Hindi, the gains are threefold: an
opportunity to strengthen your understanding of literacy as you compare and contrast the structure
and features of your own language; the cultural knowledge you gain gives great insight into the rich
heritage of India; and whether you learn the basics or extend your engagement with the language
through life – you have enhanced your skills, knowledge and understandings.
Most recently, the Australian Government released the Australia in the Asian Century White Paper
(Henry 2012), which identifies areas of long-term strategic, economic and social interest for
Australia, including continued study of the languages of the region, Hindi being one of them.
ACARA has begun development of Hindi for the Australian Curriculum. Supported by the Australian
Government, these curricula will contribute to the government’s objective of improving the take-up
of foreign languages in Australian schools.
The initial demand for Hindi teaching will most likely come from schools who draw pupils from the
Indian diaspora, as we have seen with patterns of take-up other Asian languages. Hindi, the official
language of India, is the second-most spoken language in the world (after Mandarin). It is a
strategically important language and the tenth most widely spoken language in Australia. However,
there needs to be a plan to reach out to non-heritage learners. They can be offered modules from
the “India Calling” a multistage teaching resource currently complemented by a Hindi language
program that develops an understanding of India and provides insight into the Hindi language and
initiates sister school partnerships with schools in India. My experiences with India Calling and
mainstream primary teaching have changed my perspective of language teaching tremendously. I
feel that teaching languages as a HSIE subject encompassing history, geography, culture, art,
music, sport and cuisine is the future of language teaching, anywhere in the world.
I think that Community Language teachers are a wonderful resource for mainstream school
teaching. They are able to use their language and culture expertise to create practical resources something that many mainstream teachers do not have time to do. We must persist in trying to
narrow the divide between Community Language schools and mainstream schools. I think these
two approaches to languages teaching need to come together, and challenges to reaching that goal
such as teacher qualifications or funding need to be overcome. Asking volunteers from the
23
community or mainstream school's Parents’ and Citizens’ Associations to come in and assist, and
employing language teachers to teach in several schools also alleviates the burden on classroom
teachers. The key to integrating Community Languages into mainstream education is collaboration.
This transition of Hindi from a Community Language to a legitimate second language choice for all
Australian students reflects the changing status of India in Australia's national consciousness. As
Mercurio and Scarino say, the labels attached to languages reflect current attitudes towards the
language's country of origin and "shifts in terminology reflect the dynamic nature of languages
policy, as well as prevailing political and language ideologies" (2005, p. 146). The inclusion of Hindi
in the national curriculum reflects Australia's acknowledgement of India as part of Asia, and of the
21st century as the 'Asian Century'.
Mala Mehta OAM (Mrs)
Honorary Founder/President Teacher
IABBV Hindi School Inc.
Works Cited
Canagarajah, S. (2010). Acheiving Community. In D. Nunan, & J. Choi, Language and Culture:
Reflective Narratives and the Emergence of Identity (pp. 41-49). New York: Routledge.
Mercurio, A., & Scarino, A. (2005). Heritage Languages at Upper Secondary Level in South
Australia: A Struggle for Legitimacy. International Journal of Bilingual Education and Bilingualism , 8
(2-3), 145-159.
Pauwels, A. (2005). Maintaining the Community Language in Australia: Challenges and Roles for
Families. International Journal of Bilingual Education and Bilingualism , 8 (2-3), 124-131.
Harbon, L. and Moloney, R. (2013) Language Teachers’ Narratives of Practice, (Chapter 1Collaboration Calling: My crusade to make Community Languages mainstream by Mala Mehta with
Caroline Mahoney)
24
Professional Development for Community Languages
Schools
Free workshops at a time and place to suit your needs.
CONTACT YOUR EDUCATION OFFICER
For Sydney and South Western Sydney
schools :
Alex Di Prinzio
[email protected]
www.nswfcls.org.au
02 9558 6134 /0423871110
WORKSHOP TOPICS
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How touse the Interactive
Whiteboard
Using iPads for language teaching
How to Make and Use Spreadsheets
The Internet as a resource for finding
materials (Web Assisted Resource
Design)
Planning for the Multilevel Classroom
Behaviour Management
Lesson Planning
Designing a Unit of Work
Understanding Text-types
The Model Program Programming
Assessment and Reporting
How to Make a Worksheet in
‘Microsoft Word’
OR we will write one to suit your needs.
Teachers taking a break during a professional development session at the NSWFCLS
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The year ahead
By Alex Di Prinzio, Education Officer
Welcome to all community languages schools.
The message for this first issue will be short, sharp yet loaded: The beginning of the
school year is no doubt a busy time but with the right information and assistance the
weeks and months ahead need not be so challenging. In this issue I would simply
like to provide some information for the teachers and staff in order to assist in the
smooth running of your school(s).
Grants
assistance
Grants Assistance. For those new committee members seekng assistance with the
grants process, please contact your Education Officer as we will be more than happy
to make a time to asssist with the online application. The grant application form is an
online process and is already open. You have until 31 2015. For those new schools
or new committees, it is advisable to be in touch with your Education Officer or the
Communtiy Languages Program if you run into any questions.
Certificate in Language Teaching
As per previous years, the Department of Education is planning to offer the
Certificate in Language Teaching. The past few years have seen excellent results
achieved by hundreds of community languages teachers. The course has limited
places and it may be worthwhile to plan ahead and place any interested teachers on
a waiting list. Visit the University’s web site and click the ‘keep me informed’ button
to register your interest. (follow the link below)
http://sydney.edu.au/education_social_work/professional_learning/teachers/2014/clt/
dec-clt.shtml
Resources
Many schools I speak with share a number of issues. One of these is locating
innovative, effective and enjoyable teaching materials. As many of you have already
heard, the Henry Parkes Equity Resource Centre offers DEC-funded Community
Language Program schools the chance to borrow great teaching resources for your
community language school. There are not only books in over thirty languages, but
there are also culture kits which contain items from a range of countries from around
the world. There are also ESL photocopiable activities ready-made and ready to be
translated into any language for your teachers to use. These excellent, time-saving
resources can be delivered to your school. You can choose materials online, have
them delivered (check with the Centre to whicht areas they can deliver) and
generally they will also arrange for free return of materials you borrow.For
information about borrowing from the Henry Parkes Equity Resource Centre, call
88081177
The NSW Federation of Community Language Schools also has materials (in the
Marrickville office) you can borrow. There are hundreds of books in over twenty
languages, some DVDs and children’s language games on CD ROM. There is a mini
library of teacher methodology texts which can gteatly assit your teachers in finding
fresh and fun ideas to use in the language class.
Visits by the Education Officer
You may have already received notice from your Education Officer regarding a visit
to your school some time soon. These visits are of a ‘friendly’ nature and are
intended to maintain close ties with schools. Teachers and staff always find such
26
visits to be of great benefit to the school. The reasons are simple: It is a simple and
personalised way to bring information to the attention of management and teachers
of our community languages schools. It is a very effective way to exchange ideas,
offer advice and sometime it is simply an effective way to go over any questions
anyone may need clarified regarding the use of school facilities, , extend invitations
to
First Aid and refresher courses/online anaphylaxis course
In February the NSWFCLS Education Officer organised First Aid courses for 117
people. These were mostly held on site on the Marrickville West Public School
premises next to our office. The cost is contained and the training is always very
enjoyable. Community Languages Schools have a duty of care toward their students
and a First Aid course is a way of providing such care to the children in your schools.
The certificates are valid for three years and the CPR component needs annual
renewal. For information about joining the next first aid course be sure to contact the
NSWFCLS office and be placed on the witing list.
Professional Development
The NSWFCLS will host its annual conference again at the University of Sydney on
26 September this year. Last year’s was enjoyed by 430 people and this year we aim
to improve on last year’s success.
For those who might be interested in presenting please contact the NSWFCLS
office.
The Community Languages Program Education Officers will hold two full-day
workshops in May and August this year. The topics will be covering practical
approaches to teaching languages. Further information will be emailed to you closer
to the dates.
Some of our community languages teachers working toward their First Aid Certificate
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Saint Andrew’s Ukrainian School
St Andrews Ukrainian School started in 1969 with 52 students in seven classes in
response to community desires to have a community languages school affiliated with
the Ukrainian Catholic Church. Its establishment was overseen by the parish priest
at that time, the late Father Michael Melnyk and its operations were fulfilled under
the guidance of a new parish priest Father Ivan Szewciw. Classes originally
commenced in existing church facilities with a special purpose building housing
classes and a church hall being established in 1970.
The eminent educator, Professor Michael Nimciw, was appointed as the first
Principal and remained in this position until his unexpected death in 1975. The
Sisters of Saint Basil the Great commenced the operation of a preschool in 1969 and
continue to manage it to this day.
Four principals have overseen the operation of the school since its inception
including: 1969-1975-Professor Michael Nimciw; 1975-1980-Mrs Sofia Sywenka;
1981-1994-Mrs Eugenia Barchinski; and since1994 to the present time - Mrs Odarka
Brecko. The school has its own motto and emblem which is worn by students on
their school t-shirts student achievement has been recognised with the awarding of
The Minister’s Award for Excellence in Community Languages at all levels.
Since its inception over 2000 students from Kindergarten to Year 10 have attended
Ukrainian language classes every Saturday morning and many teachers of Ukrainian
have supported these students to acquire Ukrainian language skills and at the same
time maintain their Ukrainian Catholic faith and Ukrainian traditions.
St Andrews Ukrainian School as a not-for-profit, incorporated community
organisation is supported by a voluntary management body made up of parents and
teachers. The parent body and all teachers are deeply committed to supporting
students become bilingual and bicultural Australian Ukrainians.
St Andrews aspires to develop an ever-evolving Australian Ukrainian identity
amongst its students. Students are taught to become fluent and proficient users of
the Ukrainian language through a study of Ukrainian language (focusing on oral,
spoken and written skills), history, geography, religion and culture. Students have the
opportunity to participate in many performing arts activities including the school choir
and drama group. Student poetry recitations, musical recitals and performances are
well known by the community at large. Art and craft activities at the school, centre on
the development of skills in traditional aspects of culture including pysanka writing,
embroidery using cross stitch and intricate woodwork.
In keeping with the program of the New South Wales Board of Ukrainian Schools, St
Andrews each year holds a number of special events: celebrations to mark the
anniversary of Taras Shevchenko; Ukrainian Independence Day as Blue and Yellow
Day; Open day during Education Week; End of School Year and St Nicholas Day.
The school also participates in broader Australian community celebrations such as
the Children’s Festival, Senior Citizen’s Week and Harmony Day. Students along
with their parents and teachers have also participated in broader Ukrainian
community events celebrated in other states and territories, in particular Canberra,
Brisbane and Melbourne. The school has travelled Australia with its operetta
production: “Chervona Shapochka” – Little Red Riding Hood. Students performed to
sold out audiences in Melbourne, Sydney and Newcastle.
2009 marked the 40 year anniversary of the school with much effort going into
celebrating the achievement of students. State and Federal Members of Parliament,
the Mayor of Auburn and Auburn Council, Councillors, the President of Dooleys
Catholic Club, Board of Studies representatives, representatives from the
Community Languages Schools Program and the Federation of Community
29
Languages Schools were all in attendance to help celebrate the church and
community achievements in having continually provided Ukrainian language classes
for some 40 years. The attendance of so many representatives acknowledges its
place in the broader Ukrainian and Australian community to this day.
St Andrews appreciates the support it receives from organisations within the
Ukrainian community, SCU- Sydney Credit Union and Dooleys Catholic Club. The
latter having provided the school with a grant that enabled the purchase of IT
equipment. New ways of supporting the learning of Ukrainian has been the focus of
teacher professional development.
Of importance for the school has been the establishment of sister school relationship
with a school in Drohobych, Ukraine and the participation of senior students in a
summer intensive Ukrainian language immersion course in Lviv, Ukraine at the
Ukrainian Catholic University. Languages are the most powerful instruments of
preserving and developing our tangible and intangible heritage. The intensive
language course immerses, deepens and strengthens language skills while exposing
students to the emerging Ukrainian identity and culture.
Two significant events in the history of the school and the broader Ukrainian
community have provided unique opportunities for our students, teachers and
families: in 2009 as part of the 40th anniversary a study tour was organised to visit
our sister city school in Ukraine and again in 2013 another visit to Ukraine, to our
sister school. This second visit was to mark 65th year of Ukrainian settlement in
Australia. The aims of both study tours were to deepen the language skills of our
students, enrich the lives of individual students, teachers and parents, strengthen
intercultural understandings and promoting creativity in our students. The school is
committed to innovating while looking at ways it can contribute to the goals of an
Australian multicultural society. In this regard it focuses its efforts on language
education, heritage and ways in which a sense of a committed democratic Ukrainian
Catholic student can be developed.
St Andrews Ukrainian School takes great pride in its work and in its unique role it
plays in developing in new generations of Australians a knowledge, understanding
and love of Ukrainian language, culture and heritage.
30
*School development days occur at the beginning of Terms 1, 2 and 3 and the last
two days of the school year. Check with your school, as dates may vary with some
schools.
.
USEFUL CONTACT
NUMBERS
The NSW Federation of Community Language Schools
Committee 2014 -2016
EXECUTIVE
 President: Albert Vella, Polish School of Sydney
 Vice Presidents: Thiru Thirunanthakumar,
Tamil Study Centre Homebush, and Ms Lúcia
Tavares-Johns, ABCD – Brazilian Assoc.
 Secretary: Badih Habib, Alhabib Arabic School
 Assistant Secretary Ravindarajah Anandarajah,
Tamil Study Centre Homebush
 Treasurer: Katerina Vetsikas, Greek Orthodox
Community of NSW
 Assistant Treasurer: Jubaida Juthi Hossain,
Lakemba Bangla School
 Public Officer: Elizabeth Cesarski, Polish
Educational Society in NSW
ORDINARY MEMBERS
 Con Cofinas OAM, Canterbury Greek Sunday
School
 Zaklina Mihajlova, Macedonian School Council
 Anagan Babu Ramia, Balar Malar Tamil
Association
 Lakshmi Sathyanarayana, Sydney Sanskrit
School
 Xue Feng Zhang, Sydney Datong Chinese School
 Bobby Josifovski, Macedonian Ethnic School
Rockdale
 Yong Chai, Cheng Gong School
 Ex-Oficio Member and Advisor:
Michael Christodoulou AM
 Honorary Member:
Zofia K. Kingsley
 Education Officer: Alex Di Prinzio
Admin Officer: Eva Tzodouris
NSWFCLS……………………….95586134
DEC Community Languages Schools
Program……………….…….…...92445730
Jill Sherlock Memorial Assistance
Library………………………..…..96308684
Henry Parkes Equity
Resource Centre...……….……..88081177
Multicultural NSW
Sydney Office……………..…9255 6767
Immigration Advice and Rights
Centre……………………….…...92794300
State Library of NSW
Multicultural Services Unit….…9273 1544
Interpreting and Translation
Service………………….……..1300651500
Office of the Children’s
Guardian……………………...…9273 1544
Ethnic Community Council of
NSW…………..………………....9319 0288
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Come visit the NSW Federation of
Community Language School in
Marrickville. Meet the team and why not
take advantage of the teaching resources
you can borrow. The Education Officer
will be able to assist you in choosing
teaching materials which can be used in
any language and will help you save
preparation time and get the students
engaged in some great language
activities.
The NSWFCLS is
located at 269A
Livingstone Road
inside
Marrickville West
Public School
32