Learning Languages in the New Zealand Curriculum

The New Zealand Ministry of Education commissioned Angela Scarino, of the Research Centre for Languages and Cultures Education at the University of South Australia, to investigate and report on learning languages in the New Zealand Curriculum. This report raises many important issues in curriculum development that need to be considered.

This paper addresses a range of conceptual issues that pertain to the development of curriculum statements that are designed to depict the essence of learning languages and cultures at progressive levels of achievement through the primary and secondary curriculum in New Zealand. These curriculum statements, typical of educational reform internationally, seek to address two fundamental and interrelated dimensions of language teaching and learning: (1) the nature, scope and complexity of learning languages and cultures and (2) the 'outcomes' of learning, understood both as the nature and scope of learning and the level of complexity or standard. As well as being fundamental curriculum questions, they are also questions that form part of teachers' ongoing consideration of their work as languages educators.

The development of a statement for Languages in the New Zealand curriculum takes place in the context of more than a decade of curriculum being framed within an 'outcomes' orientation. Using the construct of 'outcome' alone, however, is considered to be insufficient as a catalyst for engendering a revitalisation in the curriculum, teaching, learning and assessment of Languages. What is needed is a focus on the deep conceptual issues that relate to learning Languages and a curriculum framework that speaks to teachers as mediators of learning, and as people who have a major role to play in communicating learning to students, parents, educational administrators and the wider community. Thus, the purpose of the curriculum framework is best seen as providing a basis for both systemic and, most importantly, educational accountability, as well as promoting both short term and long term approaches to language learning and assessment.

This paper addresses the deep conceptual issues considered in developing a curriculum framework for Languages. These pertain to changing understandings of a set of concepts that include: language, culture, communication, learning, teaching, assessment, achievement and progress and their interrelationship. These concepts are fundamental to understanding the learning of Languages. They are interrelated through the concept of intercultural language learning. Consideration of cross-curricular competencies or capabilities affords an important opportunity to consider Languages in the context of their place in the curriculum as a whole, and in the holistic education of students.

It is highlighted that once developed, it is important to recognise any curriculum framework as an artifact or resource designed to support reflection and change. It pertains to the intended curriculum, rather than the enacted curriculum. Their strength resides in their potential to engender important, common, conceptual dialogue. Their limit resides in the fact that they are resources that address intentions, and not practice for practice can only be enacted by people. The curriculum statement: Learning Languages in the New Zealand Curriculum therefore, will be understood and used in different ways by different participants in the education process. In order to ensure dialogue based on the curriculum framework, it will be necessary to provide opportunities for professional development. In order to ensure understanding of the curriculum as enacted by teachers, students and their communities, based on the curriculum framework, it will be important to support an inquiry or research stance towards its use. The curriculum framework itself should also remain open to continuous refinement, based on use.