Abstract for a colloquium to be presented at the conference:
Professor Michael Clyne said, in his preface to my book "Talking to the Whole Wide World: Integrated LOTE and Intercultural Studies for Australian Primary Schools" (Vos, 2010): “many Australian children miss out on...the opportunity to develop linguaphilia...".
Michael, like many linguists, did not miss out because of his bilingual roots. My presentation is about how universities can equip primary schools to give all Australian children an early experience of functional bilingualism, with diverse intercultural communication, before the end of primary school. It will also show how this will prepare them, both academically and emotionally, for more successful target language acquisition in secondary schooling and beyond.(Literature review by Corsetti, 2005 cites 17 supporting studies). This presentation will highlight the problems in the existing model of LOTE provision (DEST, 2000) and show how they may be practically addressed using a "language apprenticeship" strategy (Lo Bianco, 2010) encapsulated in a resource which enables monolingual generalist teachers to simultaneously learn and teach Esperanto, as an apprenticeship language, to fluency. The methodology and rationale of the resource, including the characteristics of language which suit it to the role of “apprenticeship”, will be explored in some detail, as will the role of universities in enabling change, starting with rural communities which are the least linguistically advantaged.
Hope it gets accepted!
Professor Michael Clyne said, in his preface to my book "Talking to the Whole Wide World: Integrated LOTE and Intercultural Studies for Australian Primary Schools" (Vos, 2010): “many Australian children miss out on...the opportunity to develop linguaphilia...".
Michael, like many linguists, did not miss out because of his bilingual roots. My presentation is about how universities can equip primary schools to give all Australian children an early experience of functional bilingualism, with diverse intercultural communication, before the end of primary school. It will also show how this will prepare them, both academically and emotionally, for more successful target language acquisition in secondary schooling and beyond.(Literature review by Corsetti, 2005 cites 17 supporting studies). This presentation will highlight the problems in the existing model of LOTE provision (DEST, 2000) and show how they may be practically addressed using a "language apprenticeship" strategy (Lo Bianco, 2010) encapsulated in a resource which enables monolingual generalist teachers to simultaneously learn and teach Esperanto, as an apprenticeship language, to fluency. The methodology and rationale of the resource, including the characteristics of language which suit it to the role of “apprenticeship”, will be explored in some detail, as will the role of universities in enabling change, starting with rural communities which are the least linguistically advantaged.
Hope it gets accepted!
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