Intergenerational and Intercultural language encounters

Intergenerational and Intercultural language encounters – your planning andimplementation KITbased on the ARC Linkage Project“Connecting younger second language learners and older bilinguals: Intergenerational, interculturalencounters and second language development”A collaborative research project with the Faculty of Arts: Dr Marisa Cordella, Dr Hui Huang andthe Faculty of Medicine, Nursing and Health Sciences: Prof Colette BrowningProject participants

Structure of this KIT1 Summary of the research project “Connecting younger second languagelearners and older bilinguals: Intergenerational, intercultural encounters andsecond language acquisition”2 Benefits: Who will enjoy participating in this program? And why?3 Setting up an Intergenerational and Intercultural language encountersprogram in your community: A 4 step process4 Running an Intergenerational and Intercultural language encounters program:Are you a language teacher and interested in connecting your students witholder speakers to enhance their language learning experience?5 Resources and templates6 Acknowledgmentpage 3-4page 5page 6page 7-8page 9-24page 252

1 Summary of the research project “Connecting younger second languagelearners and older bilinguals: Intergenerational, intercultural encountersand second language acquisition” (2010-2012) (page 1 of 2)This KIT originates from a research project which was funded by the AustralianResearch Council from 2010 to 2012. It brings together students of Chinese,German or Spanish with older speakers of the language, promoting mutuallybeneficial intercultural, intergenerational encounters.Regular meetings offer students real interaction with target language speakersand enhance their communicative competence. At the same time these meetingsincrease seniors‟ social activities and improve their quality of life.This initiative of connecting community members from different generations anddifferent cultural backgrounds has a positive impact on the social fabric of theAustralian society. It fills a gap in recent trends that show a decline in voluntarywork and an erosion of individual connectedness in Australia. This project fosterscommunity engagement and social cohesion in a multicultural society. It shapesfuture attitudes and interactions across multicultural communities as is shown onthe project website and in publications.3

1 Summary of the research project “Connecting younger second languagelearners and older bilinguals: Intergenerational, intercultural encountersand second language acquisition” (2010-2012) (page 2 of 2)On this website you find background information about the researchproject, pictures, testimonials and feedback from participants in action,current project activities, results, benefits and lots of inspiration!www.arts.monash.edu.au/intergenerationalThis KIT has been designed for you to set up and run a similar program.The necessary steps, important contacts and procedures are clearlyoutlined and adaptable templates are provided.4

2 Benefits: Who will enjoy participating in this program? And why?I want to increasestudents‟ opportunities inengaging in authenticand natural interaction.LanguageteachersSeniorsspeaking otherlanguagesthan EnglishLocalcouncils/CommunityorganisationsLanguagestudentsThis 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 increasedopportunities to talk and interact in the language they are learning. It is a way to actively engage andconnect 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 inyour school.5

3 Setting up an Intergenerational and Intercultural language encountersprogram: A 4 step processStep 1 + Step 2: Engage students who are learning another language and find seniors who speak thelanguage the students are learningStep 3: Pair students and seniorsStep 4: Let students and seniors meet andconverse in the target language regularly6

4 Running an Intergenerational and Intercultural language encounters program: Areyou a language teacher and interested in connecting your students with olderspeakers to enhance their language learning experience? (page 1 of 2)Get your principal‟s support to set up the project in your school. Refer to theproject website for feedback from participants and benefits for the students‟language learning.Contact your language consultant within the DEECD or ISV to indicateyour interest and to find out about schools or communities involved insimilar programs in your area.Calculate costs and discuss them with your principal. Apply for funding ifnecessary.Contact community groups and local councils to find out about interestedseniors in your area. Organise a police check and a working with childrencheck for seniors. Organise transport and travel reimbursement.7

4 Running an Intergenerational and Intercultural language encounters program: Areyou a language teacher and interested in connecting your students with olderspeakers to enhance their language learning experience? (page 2 of 2)Encourage students to immerse themselves in this unique and very effectiveopportunity to enhance their language proficiency and contribute to socialinclusion. Inform the your school community about the project.Assist the student and senior pairs in setting up a regular date, time andspace to meet and develop a list of topics and hints with your student thatsupports their VCE curriculum.Exchange your experiences with other teachers and motivate them toimplement this program in their classes.8

5 Resources and templates (page 1 of 16):More informationResearch Project:„Connectingyounger secondlanguage learnersand olderbilinguals‟(Monash University2010-2012)Project websitehttp://www.arts.monash.edu.au/intergenerational/Dr Marisa Cordella (Spanish),Marisa.Cordella@monash.eduDr Hui Huang (Chinese),Hui.Huang@monash.eduMs Ramona Baumgartner (German),Ramona.Baumgartner@monash.edu9

5 Resources and templates (page 2 of 16):Language consultantsDepartment of Educationand Early ChildhoodDevelopment (DEECD),Languages Education UnitIndependent SchoolsVictoria (ISV)http://www.education.vic.gov.au/studentlearning/teachingresources/lote/proflearn.htmhttp://www.independentschools.vic.edu.au/10

5 Resources and templates (page 3 of 16):Community groupsVictorian Multicultural CommissionCommunity Resource DirectoryCouncil on the AgeingFederation of Ethnics' communitiescouncil in AustraliaEthnic communities council of VictoriaMunicipal Association of VictoriaLocal councilshttp://www.multicultural.vic.gov.au/http://www.multicultural.vic.gov.au/resources/community-directoryhttp://www.cotavic.org.au/http://www.fecca.org.au/http://www.eccv.org.au/contacthttp://www.mav.asn.au/policyservices/social-community/multicultural/Pages/default.aspxCultural Diversity Officers/ CommunityDevelopment Officers/ MulticulturalLiaison Officer etc.11

5 Resources and templates (page 4 of 16):FundingOffice of Multicultural Affairs andCitizenshipCommunity GrantsVolunteering VictoriaCommunity grants databaseSeniors online (Participation for CALDSeniors – small grant program)http://www.multicultural.vic.gov.au/grants/application-formshttp://www.volunteeringvictoria.com.au/grants-and-funding/228-grants-and-fundinginformation-onlinehttp://www.ourcommunity.com.au/funding/grant_main.jspwww.seniorsonline.vic.gov. au12

5 Resources and templates (page 5 of 16):Police checksVictoria PoliceVolunteering Victoriahttp://www.police.vic.gov.au/content.asp?Document_ID=274http://www.volunteeringvictoria.com.au/volunteer-information/86-working-with-childrencheckhttp://www.volunteeringvictoria.com.au/volunteer-information/86-working-with-childrencheckHow 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 (requireddocuments, where to get documents certified, where to send the application to)• If necessary assist participants in completion of police check13

5 Resources and templates (page 6 of 16):Working with children checksDepartment of JusticeAustralia PostVolunteering Victoriahttp://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/home/about+the+check/what+is+checked/wwcc+-+applicants+-+faqshttp://apps.nowwhere.com.au/austpost/PostOfficeLocator/default.aspxhttp://www.volunteeringvictoria.com.au/volunteer-information/86-working-with-children-checkhttp://www.volunteeringvictoria.com.au/volunteer-information/86-working-with-children-checkHow 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‟ detailsin application and you will receive a copy of the completed check• If necessary assist participants with the completion of working with children check14

5 Resources and templates (page 7 of 16):TransportKingston AgeFriendly TransportProjecthttp://www.vcta.org.au/2011conference/KAFTP%20presentation%20for%20Comm%20Tsp%20Forum.pdf/15

5 Resources and templates (page 8 of 16):• Teacher• Students• Seniors– 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– 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– Information sheet seniors• Gives seniors information about logistics, contact details and schedulepage 17page 18page 19page 20page 21page 22page 23page 2416

5 Resources and templates (page 9 of 16): Checklist teacherIntergenerational and Intercultural language encountersprogram – checklist teacherSchool community□ The school‟s principal is supporting this project□ Venues for meetings have been set up and staff who is directly/indirectly involved have beeninformed (e.g. librarians)□ The school community has been informed about the meetings and will welcome the seniorsto 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 toseniors□ _________________________________________________________________________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□ _________________________________________________________________________17

5 Resources and templates (page 10 of 16): Checklist seniorsstudentsIntergenerational and Intercultural language encounters program –Checklist seniorsSeniorsWorkingwithchildrencheckPoliceCheckContactdetailsInformationSheetPairlist TransportCarlos Y √ √ √ √ √ √StudentsPeter XIntergenerational and Intercultural language encounters program –Checklist studentsConsent StudentInformationform Plan Schedule SheetPair list√ √ √ √ √18

5 Resources and templates (page 11 of 16): Pair list and contact listseniorsStudent‟sName:Intergenerational and Intercultural language encounters –Pair list and contact list seniorsSenior:Phone No.:Address:NotesStudent‟sName:NotesSenior:Phone No.:Address:Student‟sName:NotesSenior:Phone No.:Address:Student‟sName:NotesSenior:Phone No.:Address:Student‟sName:NotesSenior:Phone No.:Address:19

5 Resources and templates (page 12 of 16): Schedule studentsStudent andSenior:Peter X andCarlos YIntergenerational and Intercultural language encounters program –Schedule studentsStudent andSenior:Student andSenior:Student andSenior:Student andSenior:Student andSenior:Student andSenior:Day:Mondaysweek ATime: 2-3pmDay:Time:Day:Time:Day:Time:Day:Time:Day:Time:Day:Time:Meeting TopicVenue1: Library Venue: Venue: 2 Venue: 3 Venue: 4 Venue: Venue:1 Introduction 15/03/20122 Familiy 29/03/20123 … …4 … …Debrief: Beg. ofMayDebrief Debrief Debrief Debrief Debrief Debrief5 … …6 … …7 … …8 … …9 … …10 Debrief: End of June Debrief Debrief Debrief Debrief Debrief Debrief20

5 Resources and templates (page 13 of 16): Plan studentsIntergenerational and Intercultural language encounters -Plan StudentDetailsMy nameMy senior partner's nameNUMBER OF SESSIONSSession 1Date and Venue Topic What did I expect? What did I learn? NotesSession 2Date and Venue Topic What did I expect? What did I learn? NotesSession 3Date and Venue Topic What did I expect? What did I learn? NotesSession 4Date and Venue Topic What did I expect? What did I learn? Notes21

5 Resources and templates (page 14 of 16): Information sheet parentsIntergenerational and Intercultural language encounters program –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, timetableslot).3. (Insert your contact details.)4. Attach tear off section that asks for parents’ consent.[Type the closing][Attach tear off section]22

5 Resources and templates (page 15 of 16): Information sheet studentsIntergenerational and Intercultural language encounters program –Information sheet students[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]23

5 Resources and templates (page 16 of 16): Information sheet seniorsIntergenerational and Intercultural language encounters program –Information sheet seniors[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]24

6 AcknowledgmentFirstly, we would like to thank the Australian Research Council (ARC) for the Linkage grant (2010-2012), that made theresearch project „Connecting younger second language learners and older bilinguals: Intergenerational, interculturalencounters and second language development‟ possible.We would like to acknowledge the following three schools, their staff and the volunteers who brought the ARC Linkageproject 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 coordinatorsand Year 11 and Year 12 students in 2010-2012.• Glen Waverley Secondary College, Glen Waverley: Their principal, their Chinese teachers and LOTE coordinators andYear 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 andadvice: Council on the Ageing, Department of Education and Early Childhood Development, Independent Schools Victoriaand 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 futureprograms 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 2012.25