intergenerational and intercultural language encounters ... · 4 running an intergenerational and...

Intergenerational and Intercultural language encounters – your planning and

implementation KIT

based on the ARC Linkage Project

“Connecting younger second language learners and older bilinguals: Intergenerational, intercultural

encounters and second language development”

A collaborative research project with the Faculty of Arts: Dr Marisa Cordella, Dr Hui Huang and

the Faculty of Medicine, Nursing and Health Sciences: Prof Colette Browning

Project participants

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Structure of this KIT

1 Summary of the research project “Connecting younger second language

learners and older bilinguals: Intergenerational, intercultural encounters and

second language acquisition”

2 Benefits: Who will enjoy participating in this program? And why?

3 Setting up an Intergenerational and Intercultural language encounters

program in your community: A 4 step process

4 Running an Intergenerational and Intercultural language encounters program:

Are you a language teacher and interested in connecting your students with

older speakers to enhance their language learning experience?

5 Resources and templates

6 Acknowledgment

page 3-4

page 5

page 6

page 7-8

page 9-24

page 25

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learners and older bilinguals: Intergenerational, intercultural encounters

and second language acquisition” (2010-2012) (page 1 of 2)

This KIT originates from a research project which was funded by the Australian

Research Council from 2010 to 2012. It brings together students of Chinese,

German or Spanish with older speakers of the language, promoting mutually

beneficial intercultural, intergenerational encounters.

Regular meetings offer students real interaction with target language speakers

and enhance their communicative competence. At the same time these meetings

increase seniors‟ social activities and improve their quality of life.

This initiative of connecting community members from different generations and

different cultural backgrounds has a positive impact on the social fabric of the

Australian society. It fills a gap in recent trends that show a decline in voluntary

work and an erosion of individual connectedness in Australia. This project fosters

community engagement and social cohesion in a multicultural society. It shapes

future attitudes and interactions across multicultural communities as is shown on

the project website and in publications.


learners and older bilinguals: Intergenerational, intercultural encounters

and second language acquisition” (2010-2012) (page 2 of 2)

On this website you find background information about the research

project, pictures, testimonials and feedback from participants in action,

current project activities, results, benefits and lots of inspiration!

www.arts.monash.edu.au/intergenerational

This KIT has been designed for you to set up and run a similar program.

The necessary steps, important contacts and procedures are clearly

outlined and adaptable templates are provided.

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2 Benefits: Who will enjoy participating in this program? And why?

This projects brings benefits to a wide range of community members by connecting seniors and students.

Seniors can share their knowledge with young people. Young language students have increased

opportunities to talk and interact in the language they are learning. It is a way to actively engage and

connect members of the community for local councils and community organisations.

This KIT has been designed for language teachers and provides assistance in setting up a similar project in

your school.

I want to increase

students‟ opportunities in

engaging in authentic

and natural interaction.

Language teachers

Local councils/

Community organisations

Language students Seniors

speaking other languages

than English

3 Setting up an Intergenerational and Intercultural language encounters

program: A 4 step process

Step 1 + Step 2: Engage students who are learning another language and find seniors who speak the

language the students are learning

Step 3: Pair students and seniors

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Step 4: Let students and seniors meet and

converse in the target language regularly

4 Running an Intergenerational and Intercultural language encounters program: Are

you a language teacher and interested in connecting your students with older

speakers to enhance their language learning experience? (page 1 of 2)

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Get your principal‟s support to set up the project in your school. Refer to the project website for feedback from participants and benefits for the students‟ language learning.

Contact your language consultant within the DEECD or ISV to indicate your interest and to find out about schools or communities involved in similar programs in your area.

Calculate costs and discuss them with your principal. Apply for funding if necessary.

Contact community groups and local councils to find out about interested seniors in your area. Organise a police check and a working with children check for seniors. Organise transport and travel reimbursement.

4 Running an Intergenerational and Intercultural language encounters program: Are

you a language teacher and interested in connecting your students with older

speakers to enhance their language learning experience? (page 2 of 2)

Encourage students to immerse themselves in this unique and very effective opportunity to enhance their language proficiency and contribute to social inclusion. Inform the your school community about the project.

Assist the student and senior pairs in setting up a regular date, time and space to meet and develop a list of topics and hints with your student that supports their VCE curriculum.

Exchange your experiences with other teachers and motivate them to implement this program in their classes.

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5 Resources and templates (page 1 of 16):

More information

Research Project:

„Connecting

younger second

language learners

and older

bilinguals‟

(Monash University

2010-2012)

Project website

http://www.arts.monash.edu.au/intergenerational/

Dr Marisa Cordella (Spanish),

[email protected]

Dr Hui Huang (Chinese),

[email protected]

Ms Ramona Baumgartner (German),

[email protected]

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Language consultants

Department of Education

and Early Childhood

Development (DEECD),

Languages Education Unit

http://www.education.vic.gov.au/

studentlearning/teachingresources/lote/

proflearn.htm

Independent Schools

Victoria (ISV)

http://www.independentschools.vic.edu.au/

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Community groups

Victorian Multicultural Commission

Community Resource Directory

http://www.multicultural.vic.gov.au/

http://www.multicultural.vic.gov.au/

resources/community-directory

Council on the Ageing http://www.cotavic.org.au/

Federation of Ethnics' communities

council in Australia

http://www.fecca.org.au/

Ethnic communities council of Victoria http://www.eccv.org.au/contact

Municipal Association of Victoria http://www.mav.asn.au/policy-

services/social-community/multicultural/

Pages/default.aspx

Local councils

Cultural Diversity Officers/ Community

Development Officers/ Multicultural

Liaison Officer etc.

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Funding

Office of Multicultural Affairs and

Citizenship

Community Grants

http://www.multicultural.vic.gov.au/grants/

application-forms

Volunteering Victoria http://www.volunteeringvictoria.com.au/gr

ants-and-funding/228-grants-and-funding-

information-online

Community grants database

http://www.ourcommunity.com.au/funding

/grant_main.jsp

Seniors online (Participation for CALD

Seniors – small grant program)

www.seniorsonline.vic.gov. au

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Police checks

Victoria Police http://www.police.vic.gov.au/

content.asp?Document_ID=274

http://www.volunteeringvictoria.com.au/volun

teer-information/86-working-with-children-

check

Volunteering Victoria http://www.volunteeringvictoria.com.au/volun

teer-information/86-working-with-children-

check

How to organise police checks

• Enquire about a community volunteer fee number (VCF) with Victoria Police

• Find out current cost of a Police Check

• Inform participants about how to complete the police check (required documents, where to get documents certified, where to send the application to)

• If necessary assist participants in completion of police check

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Working with children checks

Department of Justice http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+wit

h+children/home/about+the+check/what+is+checked/wwcc+-

+applicants+-+faqs

Australia Post http://apps.nowwhere.com.au/

austpost/PostOfficeLocator/default.aspx

http://www.volunteeringvictoria.com.au/volunteer-information/86-

working-with-children-check

Volunteering Victoria http://www.volunteeringvictoria.com.au/volunteer-information/86-

working-with-children-check

How to organise working with children checks

• Check the website about the current procedure

• Inform participants about how to complete the working with children check (required documents, nearest post office, arrange time and date, costs for photo, procedure, include your schools‟ details in application and you will receive a copy of the completed check

• If necessary assist participants with the completion of working with children check

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Transport

Kingston Age

Friendly Transport

Project

http://www.vcta.org.au/2011conference/KAFTP%

20presentation%20for%20Comm%20Tsp%20

Forum.pdf/

15


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Teacher

– Checklist teacher

• Steps to have completed before the program can roll out

– Checklist seniors-students

• Keep a record of required paperwork for each participant

– Pair list and contact list seniors

• Your participants database

– Schedule students

• Your sessions database

Students

– Plan students

• Students keep a record of the sessions and their learning experience

– Information sheet parents

• Gives parents background information and includes consent form

– Information sheet students

• Informs students about meeting day, time, venue, time frame and topics

Seniors

– Information sheet seniors

• Gives seniors information about logistics, contact details and schedule

page 17

page 18

page 19

page 20

page 21

page 22

page 23

page 24

5 Resources and templates (page 9 of 16): Checklist teacher

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Intergenerational and Intercultural language encounters program – checklist teacher

School community

□ The school‟s principal is supporting this project

□ Venues for meetings have been set up and staff who is directly/indirectly involved have been informed (e.g. librarians)

□ The school community has been informed about the meetings and will welcome the seniors to the school community

□ _________________________________________________________________________

Seniors

□ Seniors have Police Check

□ Seniors have Working with Children Check

□ Transport for seniors is organised

□ Seniors‟ contact details are added to database

□ Information sheet with details about time, dates, venue, time frame and topics are sent to seniors

□ _________________________________________________________________________

Students

□ Information sheet has been sent out to parents

□ Consent forms have been collected

□ Students are paired with seniors

□ A regular time in the students‟ timetable has been set aside for the meetings

□ Conversation topics have been established with the students

□ Regular debriefing sessions have been scheduled with the students

□ Students have information sheet with details about time, dates, venue, time frame and topics

□ Students have student plan template

□ _________________________________________________________________________

Miscellaneous

□ _________________________________________________________________________

5 Resources and templates (page 10 of 16): Checklist seniors-

students

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Seniors

Working

with

children

check

Police

Check

Contact

details

Information

Sheet

Pair

list Transport

Carlos Y √ √ √ √ √ √

Intergenerational and Intercultural language encounters program –

Checklist seniors

Consent

form

Student

Plan Schedule

Information

Sheet Pair list

√ √ √ √ √

Students


Checklist students

Peter X

5 Resources and templates (page 11 of 16): Pair list and contact list

seniors

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Intergenerational and Intercultural language encounters – Pair list and contact list seniors

Notes

Notes

Notes

Notes

Notes

Student‟s Name:

Senior:

Phone No.:

Address:

Student‟s Name:

Senior:

Phone No.:

Address:

Student‟s Name:

Senior:

Phone No.:

Address:

Student‟s Name:

Senior:

Phone No.:

Address:

Student‟s Name:

Senior:

Phone No.:

Address:

5 Resources and templates (page 12 of 16): Schedule students

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Student and

Senior:

Peter X and

Carlos Y

Student and

Senior:

Student and

Senior:

Student and

Senior:

Student and

Senior:

Student and

Senior:

Student and

Senior:

Day: Mondays

week A

Time: 2-3pm

Day:

Time:

Day:

Time:

Day:

Time:

Day:

Time:

Day:

Time:

Day:

Time:

Meeting Topic

Venue1: Library Venue: Venue: 2 Venue: 3 Venue: 4 Venue: Venue:

1 Introduction 15/03/2012

2 Familiy 29/03/2012

3 … …

4 … …

Debrief: Beg. of

MayDebrief Debrief Debrief Debrief Debrief Debrief

5 … …

6 … …

7 … …

8 … …

9 … …

10 Debrief: End of June Debrief Debrief Debrief Debrief Debrief Debrief


Schedule students

5 Resources and templates (page 13 of 16): Plan students

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Details

Date and Venue Topic What did I expect? What did I learn? Notes




Session 3

Session 4

Intergenerational and Intercultural language encounters -

Plan Student

My name

My senior partner's name

NUMBER OF SESSIONS

Session 1

Session 2

5 Resources and templates (page 14 of 16): Information sheet parents

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Information sheet parents

[School logo]

[Type parents’ names]

«AddressBlock»

«GreetingLine»

1. Write information and background about the program. Include benefits for students.

2. Inform about the logistics of the program (How many meetings, intervals, time frame, timetable

slot).

3. (Insert your contact details.)

4. Attach tear off section that asks for parents’ consent.

[Type the closing]

[Attach tear off section]

5 Resources and templates (page 15 of 16): Information sheet students

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[School logo]

[Type student’s name]

«AddressBlock»

«GreetingLine»

1. Thank student for participation. Remind student of commitment.

2. Insert partner’s name, meeting day, time, venue, time frame and topics.

3. Refer to attached plan.

[Type the closing]

[Attach plan]


Information sheet students

5 Resources and templates (page 16 of 16): Information sheet seniors

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[School logo]

[Type senior’s name]

«AddressBlock»

«GreetingLine»

1. Thank senior for participation.

2. Insert partner’s name, meeting day, venue and address of school.

3. Insert list of dates and topics.

4. Insert your contact details and refer to attached map.

[Type the closing]

[Attach map of school]


Information sheet seniors

6 Acknowledgment

Firstly, we would like to thank the Australian Research Council (ARC) for the Linkage grant (2010-2012), that made the

research project „Connecting younger second language learners and older bilinguals: Intergenerational, intercultural

encounters and second language development‟ possible.

We would like to acknowledge the following three schools, their staff and the volunteers who brought the ARC Linkage

project to life. Their participation, commitment and motivation are an inspiration to all future participants and organisers:

Caulfield Grammar School, Wheelers Hill: Their principal, their Chinese and German teachers and LOTE coordinators

and Year 11 and Year 12 students in 2010-2012.

Glen Waverley Secondary College, Glen Waverley: Their principal, their Chinese teachers and LOTE coordinators and

Year 11 and Year 12 students in 2010-2012.

Wantirna College, Wantirna: Their principal, their Spanish teacher and Year 11 and Year 12 students in 2010-2012.

All Chinese speaking, German speaking and Spanish speaking senior volunteers.

We would also like to thank the four partner organisations and their representatives for their contributions, support and

advice: Council on the Ageing, Department of Education and Early Childhood Development, Independent Schools Victoria

and Office of Multicultural Affairs and Citizenship.

Finally, we would like to pay tribute to the initiator of the ARC Linkage Project, the late Professor Michael Clyne. All future

programs will continue his legacy as a pioneer and tireless advocate of multilingualism in multicultural societies.

© Monash University March 2012.

Pictures: All pictures were taken as part of the ARC Linkage Project. They are published with participants‟ and teachers‟ consent.

Monash University reserves the right to alter information, procedures, fees and regulations contained in this document. Please check the Monash University website for updates

(www.monash.edu.au). All information reflects prescriptions, policy and practice in force at time of publication. Published March 2012.

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