In addressing the theme of transition in learning languages, describes aspects of three projects. Data are drawn from the projects to highlight issues in context, culture, and communication and principles that support transition and continuity in learning languages. (Author/VWL)

Highlights strategies and processes implemented across two schools as part of the Languages Focus Schools project in Australia. The intention was to improve outcomes for student learning in Spanish through a streamlined approach to programming, assessment, and transition from the first year of primary school to Grade 9, with a focus on the middle…

Describes a collaborative project whose goal was to explore ways to improve transition for students who have been learning a language in primary school for up to 7 years and choose to continue with this language when they enter high school. (Author/VWL)

Discusses assessment of student language learning in relation to the transition from elementary to secondary level education in Australia. (Author/VWL)

Focuses on what has been learned from the implementation and evaluation of the Australian Language and Continuity Initiative (LCI) in relation to addressing transition issues in language education. (Author/VWL)

Reports the results of a survey in Adelaide (Australia) concerning public attitudes toward language diversity and the need to teach English and/or second languages to children in the schools. The survey analyzed responses on the basis of respondent's occupation, sex, income, and age, and found a high degree of support for language diversity. (MSE)

The decline of German language and area studies worldwide is documented, and ten specific strategies for strengthening German language education in Australia are outlined. (MSE)

Australia has a language paradox: great richness and great poverty of language resources. Despite its many cultures and immigrant groups, Australia emphasizes English-language assimilation and thereby endangers its chances for durable multilingualism. (MSE)

Presents a model for studying the process by which students decide to continue with, or to terminate, their second language studies. Previous research in the area is discussed. (MSE)

Discusses why there has been a decline in the political and educational pressure to learn languages other than English in Australia. Recent political, economic, and educational changes are outlined that encourage the study of European and Asian languages. (Author/CB)

A discussion of Languages Other Than English (LOTE) curricula in Australia considers the country's social demographic composition, structure of educational provision, national language policies, state-level (particularly Victoria) curriculum design, and LOTE enrollment. (CB)

Defines the notion of standards in education in the Australian context, discusses educational outcomes and their measurement, and examines the evaluation of language skills, cultural knowledge and understanding, and development of cross cultural attitudes. (Author/VWL)

Focuses on the introduction of standards in the Australian educational setting, which have been used to measure language learning. Suggests that language teaching and assessment are likely to be most effective if teachers' awareness extends beyond the technicalities of assessment. (Author/VWL)

Reports on research that was undertaken as part of a Bachelor of Teaching Honours degree program where researchers looked at a Japanese program in a Tasmanian government primary school. Describes the strategies that were used to develop learners' metalinguistic awareness. (Author/VWL)

Argues against Australia's One Literacy movement, which advocates for a singular, measurable, narrowly-defined, English-only literacy that is to be applied to all schooling in Australia. Calls for an alternative approach that involves mastery of multiple languages and systems, diverse modes, and plural meanings of literate practice in contemporary…