Learning a new language in ‘chunks’ of just 15 minutes at least four days a week at school is more effective at aiding retention than traditional once a week longer lessons, research shows.
It can also help to combat the nationwide challenge of specialist language teacher shortages.
Associate Professor Michiko Weinmann reviewed the Teachers as Co-learners (TCL) model for languages education. TCL was developed in response to sector wide challenges that make teaching a language other than English difficult in current classrooms settings, including educator concerns around a crowded curriculum and a lack of qualified language teaching staff.
Associate Professor Weinmann said under the TCL model, members of the community fluent in the target language are employed to support the teaching and learning of languages in partnership with usual classroom educators.
Lessons are also taught in short, regular 15-minute ‘language chunks’ as opposed to traditional 60-minute lesson formats.
This helps to plug school staffing gaps, which are particularly problematic in regional areas. It also ensures languages content continues to be delivered in what is an increasingly difficult operating environment for teachers.
‘Learning a language at school is incredibly important. It helps to foster transferrable skills, including positive risk taking, cultural literacy, critical thinking, problem-solving and improved communication.’
Associate Professor Weinmann
‘Teachers told us in our research that the shorter lessons under TCL helped to address student cognitive overload, aided retention and made it easier for educators to integrate languages content into busy school days.
‘We also found that TCL helps to foster student agency and leadership, as it encourages the appointment of student language ambassadors in the classroom who help to lead learning activities with their teachers and peers.’
TCL is currently embedded at more than 130 schools in Victoria.
Language assistants do not have formal educator training, but Associate Professor Weinmann said some had been inspired to pursue a formal qualification as language teachers after participating in the TCL program.
‘It is crucial Australian schools reimagine the way languages content is delivered in the face of chronic – and worsening – specialist teacher shortages. The TCL model can provide a new way forward for how to deliver language programs nationwide,’ Associate Professor Weinmann said.
Read the full Deakin Teachers as Co-learners of languages report.
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