It is widely recognised that the study of languages is an integral part of a broad and balanced education for all learners. It offers students cultural, linguistic and intellectual advantages and the opportunity to gain important cognitive skills. Further, socio-cultural understandings developed through the study of languages promote positive cross-cultural relationships and contribute to the development within each student of the potential for full participation in a global society.
The Melbourne Declaration on Educational Goals for Young Australians1 identifies the study of languages as one of the eight key learning areas of the curriculum, as does Victorian educational policy through the Victorian Essential Learning Standards.2
This policy outlines principles that should guide the provision of Languages in Catholic schools. It also recommends procedures that will ensure quality language teaching and learning.
The provision of languages in Catholic schools is guided by the following principles:
In selecting languages for study, schools should take into account:
To ensure effective provision of languages, schools should:
In developing language curriculum, schools should:
For effective language programs, teachers should:
Catholic Education Melbourne will support schools in planning for sustainable provision of languages through appropriate funding, policy, advice and professional guidance.
Catholic Education Melbourne February 2009
Endnotes1 Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) 2008, The Melbourne Declaration on Educational Goals for Young Australians. 2 Victorian Curriculum and Assessment Authority 2005, Victorian Essential Learning Standards Overview.
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