Impact
The RCLC's research aims to have a direct impact on practice through the implementation of our research. Some examples of the ways in which our work has influenced professional practice include:
Our work in the area of intercultural language teaching and learning has been the most important work we have undertaken in terms of its impact on professional practice. Our research in this area has lead directly to a number of developments in languages education in Australia and overseas.
In particular, our research work has provided the basis for two large national level professional development activities:
Through these projects, over 700 teachers have participated in sustained classroom-based investigations based around intercultural language teaching and learning. The evaluations of these projects have consistently shown a positive impact on both teachers' professional knowledge and students' learning, especially greater engagement in language learning.
Our work in international education has included projects in which individual teachers have worked to develop internationalised curricula in particular disciplines. This work has influenced professional learning for teachers and academics and has also shaped policies in international education at UniSA and other universities.
Advice
Members of the RCLC are frequently invited to provide advice to educational and other professional groups and to community agencies on matters pertaining to languages and cultures policy and professional practice in diverse contexts.
Recently, for example, members have provided advice on the development and implementation of:
- A National Statement and Plan for Languages Education in Australian Schools, 2005-2008 to the Ministerial Council on Education, Employment, Training and Work Affairs' (MCEETYA) Working Party on Languages Education
- New Zealand Ministry of Education on the development of a new curriculum framework to guide languages education
- A review of the South Australian Certificate of Education (SACE) and subsequent advice on the development of the new SACE.
Members of the RCLC have undertaken numerous reviews of educational programs of educational systems, research programs of university faculties and on aspects of international education.
We welcome opportunities to engage in dialogue pertaining to evaluation, reviews and policy/program developments which entail consideration of the interplay of languages and cultures.
Clients
Our long-standing clients include education departments both national (for example, Department of Education, Employment and Workplace Relations) and State/Territory (for example the SA Department of Education and Children's Services, the Catholic Education Office of SA, the Association of Independent Schools of South Australia, the Senior Secondary Assessment Board of South Australia) and schools such as the School of Languages in South Australia.
The RCLC has had and continues to have an ongoing working relationship with these departments. Members have also undertaken projects with the Board of Studies of NSW, and Education Queensland. Internationally, the RCLC has undertaken projects with agencies such as the Ministry of Education of New Zealand and the Singapore Examinations and Assessment Board. The RCLC's range of clients is expanding as members undertake projects in a range of professional areas, for example the health professions.
Testimonials from previous clients:
"We worked in partnership with UniSA and were happy to be involved because of the breadth of expertise of the Research Centre. The project was managed efficiently, all timelines were met and the final publication was highly regarded. "
Rita Tognini, President
Australian Federation of Modern Language Teachers Associations (AFMLTA)
"We were delighted to work with Angela [Scarino] again - our staff are in awe of her knowledge and skills. Angela is a clear thinker and is able to conceptualise projects well. She is a fantastic leader and has a great relationship with our staff."
Lia Tedesco, Principal
SA Secondary School of Languages
"The project was well managed. The reports were timely and the communication exemplary. Angela has the knack of knowing what the client really wants, and being capable of going beyond the formal requirements to provide that bit extra, mostly in the form of a challenge. I particularly appreciated the way that the critique that was provided helped me, as the leader of our curriculum redevelopment project and the New Zealand Reference Group, to explore the questions posed and the challenges identified."
Gail Spence, Project Manager: Languages
New Zealand Ministry of Education (2005)