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Year 2-6 Japanese Lessons


Specialist teachers will conduct Japanese lessons with Years 2-6 from 2019.
Students gain skills in comprehending (listening and reading), and composing (speaking and writing) Japanese, as well as a better understanding of English through comparison of the two languages. 

Since 1994 our school has maintained a dynamic sister school relationship with Kamoike Elementary School in Kagoshima, on the southern island of Kyushu in Japan. As a result, our school has a collection of Japanese teaching resources, and Japanese library books, the envy of the other schools. These resources help to bring the Japanese program alive, and contribute to its popularity with the students.

Year 6 students participate in the Albany Hills State School Language Competence Certificate in Japanese. The certificate is a celebration of the progress students have made in their years of learning Japanese at primary school. There is also an annual Albany Creek Cluster speaking contest, an opportunity for Year 5s and 6s to showcase their Japanese speaking abilities. 

Year 1 Partial Bilingual Classes 2019​

In 2019, we plan to have two partial bilingual classes in Year 1.

The shared under-pinning teaching philosophy of these classes is that “students may know the joy of learning”

The same Australian curriculum content will be covered as other Year 1 classes with the added benefit of learning a language. Parents who would prefer their child not to participate in the bilingual class may have completed an opt out form. Bilingual Program opt Out Form​ (PDF, 41 KB)

The Year 1 partial bilingual classes will be taught by Michael Curd, Natalie Mathews and Nicki Newmarch.

All classes across the year level will have a range and balance of student needs and abilities. Up to 50 Prep students from 2018 will be chosen to participate, including a range of academic performance, behaviour and special needs.

Year 1 2019 Japanese Word List Guide (PDF, 315 KB)​

Bilingual resources for parents

Click the link below for more information from the Department of Education about the study of languages in Queensland state schools.

The Learning Place​

Bilingual Teaching Methodology (CLIL)

Content and language integrated learning (Clil) explained​

CLIL achieves 3 main goals “(i) learning another language (ii) learning subject matter through the second language and (iii) developing literacy and academic skills in the first language”. (Lo Bianco, 2009, p 32) Therefore by teaching a school subject in the second language, students not only grasp curriculum concepts but learn the language in a more meaningful context as compared to focusing on language in itself.

CLIL methodology calls upon intricate lesson planning applying a full range of communicative techniques such as visuals, realia, songs and hands on activities. Concrete experiences are integral. It’s important that the student learning styles, interests, cognitive levels and their process of second language acquisition is regularly evaluated. (Chowan, 1997)

CLIL Benefits to the student


 The general benefits of learning a language include boosting student confidence and cultural competence. According to the Australian Curriculum, language learning:

  • promotes literacy and communication skills
  • strengthens the understanding of the nature of language and culture.
  • develops understanding of and respect for diversity and difference
  • develops understanding of how culture shapes world views and extends learner’s understanding of themselves, their own heritage, values, culture and identity
  • strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking. (Advancing Education, 2015) (ACARA Languages v8.2) 

Researchers have found children who are bilingual

  • have improved literacy skills
  • develop neural pathways to include new grammatical repertoire and display metalinguistic skills
  • display greater neural activity in respect to memory, attention and language
  • develop mental flexibility
  • are more sensitive in communication with others.
The earlier students start the better. Researchers generally agree that students who start a language before the age of 6 or 7 are more likely to speak their second language in a more fluent manner. This is not only due to brain development but the fact that they are more willing to take risks with their language learning (Halguneseth 2010) (Olson Beal 2010).


References


The Australian Curriculum V8.2 Languages/Rationale

Bor

reli, L (2016) Brain Scans Reveal Which Networks Help Us To Learn A Foreign Language, Medicaldaily.com

Canadian Parents for French (2007) Top Ten Answers for Parents about Immersion Education, The ACIE Newsletter, Vol.10, No. 3

CBC News Feb 08 (2012) Bilingual kids gain benefits in literacy skills

Ch

o

wan, T (1997) Key Concepts of Successful Immersion, The ACIE Newsletter, Vol 1, No 1

Fleming, M (2007) Top Ten Things I Wish I had Known as an Immersion Teacher, The ACIE Newsletter,Vol 10 No.3

Fortune, T (2003) What Parents Want to Know About Foreign Language Immersion Programs, Eric Digest University of Minnesota

Gen

esse, F (2007) Top Ten Most Consistent Findings from Research on Foreign Language Immersion, The ACIE Newsletter, Vol 10,No3

Ha

lgu

n

seth, L (2010) How Children Learn a Second Language, Education.com

Lo Bianco, J (2009) Second Languages and Australian Schooling ACER, 30-37

Olsen Beal, H (2010) Speaking the Language, The ACIE Newsletter, Vol 14, No1

QLD GOV (2015) Advancing Education- An action plan for education in QLD, p11​​


If you cannot download the document/s linked from this page, please contact us and we will provide a copy via the school office.