Innovation in Language Learning

The controversial topic of teaching foreign languages in a multi-level classroom has faced further challenges posed by the recent pandemic. This paper provides a case study of one language taught to heritage language learners at a government school in Australia. It gives a brief overview of the context of language learning in the school, before exploring the strategies of teaching several year levels in one classroom and comparing teaching such a class face to face to teaching it online. It argues that a multi-level group of students benefits from face-to-face teaching more, despite less resources available. However, short-term online delivery provides more opportunities for a teacher to engage students, improve their abilities and give a break in routine teaching. Thus, employing both modes of delivery in regular classroom teaching is a useful model that could be considered in developing language curriculum for schools.

References

[1] Willoughby, L. (2018). The Victorian School of Languages as a model for heritage language education. Handbook of research and practice in heritage language education, 417-428. DOI: 10.1007/978-3-319-44694-3_39.
[2] Department of Education and Training [Victoria]. Languages provision in Victorian Government Schools, 2020 [Internet]. Melbourne: Department of Education and Training. 2021. Available from: https://www.education.vic.gov.au/PAL/languages-provision-in-victorian-government-schools-2020.pdf