Projects (completed)
Members of the RCLC are often engaged in multiple projects of various types - more 'pure' research projects, more focussed applied consultancies, some externally funded, some not. The following lists all funded projects which RCLC members have completed since 2001, in reverse chronological order. Many of these projects were carried out at the RCLC; some were completed before members joined the Centre.
Completed projects have been divided into the four focus areas:
- language and culture in the professions
- international education
- social and political contexts of languages and cultures
- languages and cultures in education
- other
| Language and culture in the professions |
Living with dementia: Communication, social networks and identity
Jonathan Crichton ~ Angela Scarino ~ Tina Koch
2005-2007, UniSA Divisional Research Performance Fund
Within the aging populations which characterise much of the developed world the increasing incidence of dementia raises pressing social and health issues. The aim of the study was to investigate how people living with dementia and those who support them experience and manage their "transition" through this condition. Transition is understood in the context of this study as the process by which the identities of those with dementia develop through the language used in interactions in the support networks which form around them in response to this condition. The study investigated how this process affects the self-identity of those with dementia and their carers, and disseminated these findings in the form of a resource for those involved in care. The project involved a collaboration between the Research Centre for Languages and Cultures and Prof. Tina Koch of Newcastle University.
Risk minimisation in clinical practice: the proactive methods developed by health professionals for whom English is an additional language
Jonathan Crichton ~ Kurt Lushington
2006, UniSA Divisional Research Performance Fund
The international movement of health professionals for employment and training purposes is a feature of economic and cultural globalisation. The study investigated how health professionals who come from non English speaking backgrounds to practise in Australia manage their clinical roles. The study focused on the methods these practitioners developed to minimise risk, understood within the study as a defining feature of clinical practice. The literature in this area tends to focus on deficits, for example identifying these people as having language learning or other support needs. The study was innovative in focusing on examples of success, and treating participants as resourceful professionals who have developed valuable intercultural skills and insights as part of their clinical expertise. The findings are relevant to clinical practice and to training programs for overseas health practitioners.
Developing a coherent approach to the NCLT's language and intercultural services
Anthony J. Liddicoat ~ Angela Scarino ~ Michelle Kohler ~ Jonathan Crichton ~ Andrew Scrimgeour
2005-2006, National Centre for Languages Training
The project developed a framing document to provide a basis for developing a coherent approach and understanding to the work of the NCLT - language, culture, intercultural communication - based on current and best theorising and applied in a range of business settings that operate nationally. The framing document articulated the consortium members' understandings of language, culture and communication as they apply to the business and professional contexts in which they engage. It also positioned these understandings within a broader context of state of the art work in these area.
| International education |
A framework for quality assurance in the development and delivery of offshore programs in languages other than English
Angela Scarino ~ Jonathan Crichton ~ Leo Papademetre
2004-2005, Australian Vice-Chancellors' Committee
The key aim of this project was to develop a framework for the development and quality assurance of programs delivered in a language other than English by Australian universities, onshore or offshore. The final report is available on request.
Assessing and evaluating intercultural teaching and learning: A focus on sites of intercultural interaction
Angela Scarino ~ Jonathan Crichton ~ Leo Papademetre
2004-2005, UniSA Teaching and Learning Grant
The aim of this project was to identify and raise awareness of how intercultural interaction between students, both local and international, and between students and lecturers, can contribute to the development of 'international perspectives' and how this contribution can be assessed. To achieve this aim, the project developed a set of principles and characteristics of interactions in teaching, learning and assessment that support the development of intercultural understanding.
Developing an integrated set of resources for intercultural teaching and learning
Angela Scarino ~ Jonathan Crichton ~ Leo Papademetre
2003, UniSA Teaching and Learning Grant
The project involved developing resources for teaching and assessing learning in the context of internationalisation, understood as the development of an intercultural capability. The report is available on request.
| Social and political contexts of languages and cultures |
The status and conceptualisation of cultural knowledge in language-in-education policy for second/foreign language education
2004-2006, ARC Discovery
This project aimed to develop a coherent understanding of approaches to issues of culture and interculturality in languages-in-education planning and policy for the teaching of second/foreign languages in Australia, Europe, North America and Asia. This involved both a study of the ways in which culturally focused curriculum and content are included in language-in-education plans and policies, and a study of the ways in which the cultural component of language education is conceptualised in such plans and policies. These studies provided a basis for examining the consistency of treatment of culture in language-in-education planning and policy.
A cross-linguistic typology of first/non-first person marking systems and related splits in evidentiality systems
2000-2003, ARC Postdoctoral Fellowship
This project investigates systems of person marking across languages of the world, examining those distinction only between first ('I') and non-first ('you, he, she') person. It also investigated evidential systems which distinguish between first and non-first person, describing the similarities between these evidentiality systems and person marking systems. While these two systems are traditionally treated as unrelated, there are clear areas of overlap.
Study of Italian cultural values and national identity among a group of Italian immigrants in Australia
2000-2001, UniSA Divisional Research Performance Fund
| Languages and cultures in education |
Guide to the teaching learning and assessing of languages in the 21st century (please visit project website)
Angela Scarino ~ Anthony J Liddicoat ~ Michelle Kohler ~ Andrew Scrimgeour ~ Jonathan Crichton ~ Timothy Jowan Curnow ~ Anne-Marie Morgan ~ Kate Loechel ~ Nives Mercurio
2007 - 2009, Department of Education, Science and Training
This project involves researching and developing a guide to the teaching, learning and assessment of languages. It also includes developing language specific companion resources that exemplify the principles outlined in the Guide.
Professional standards project (please visit project website)Angela Scarino ~ Anthony J Liddicoat ~ Timothy Jowan Curnow ~ Jonathan Crichton ~ Andrew Scrimgeour ~ Michelle Kohler ~ Anne-Marie Morgan ~ Kate Loechel ~ Nives Mercurio ~ Leo Papademetre ~ Kazuyo Taguchi
2007 - 2008, Australian Federation of Modern Language Teachers Associations
This project involves the research development and implementation of a nationally coordinated professional learning programme for languages teachers, using the Professional standards for accomplished teaching of languages and cultures. It includes (1) developing language specific annotations of the generic standards in Chinese, French, German, Italian, Japanese, Indonesian and Spanish; (2) developing professional development resources and (3) establishing school-based investigations and ways of developing teacher portfolios of their teaching practices.
Intercultural language teaching and learning project (ILTLP) - (please visit project website)
Angela Scarino ~ Anthony J. Liddicoat ~ Jonathan Crichton ~ Leo Papademetre ~ Andrew Scrimgeour ~ Michelle Kohler ~ Jim Dellit ~ Jo Carr ~ Chantal Crozet
2006-2008, Department of Education, Science and Training
This project develops and delivers professional learning materials in intercultural language teaching and learning for over 400 languages teachers throughout Australia. In a four phase process, participant teachers plan and trial units of work and long term plans as well as assessment procedures which are incorporated into the professional learning materials. The programme is delivered across Australia to languages teachers, school principals and sector representatives from all states and territories and school sectors.
Vincenza Tudini ~ Giancarlo Chiro
2002-2008, Cassamarca Foundation Australia Project Committee
This project investigates whether native speaker chat interactions promote oral proficiency and intercultural communicative competence in foreign languages through analysis of learners' long distance chat line interactions with native speakers. This study combines a quasi-experimental design with stimulated recall methodology to provide insights on how languages are learned in informal, social contexts such as chat rooms, as opposed to supervised pedagogical contexts such as the classroom or networked computer laboratories. Interactionist and language socialisation theories are applied to chat interactions to assess development of learners' oral proficiency and intercultural communicative competence.
Situational analysis for the Nationally Coordinated Promotion of the Benefits of Languages Learning in Schools project
Timothy Jowan Curnow ~ Anthony J. Liddicoat ~ Angela Scarino
2006 - 2007, Asia Education Foundation
The RCLCE sub-part of this project consisted of the development of a
Situational Analysis, with three key components. The report examined the
attitudes and myths about languages learning held by teachers (language
teachers and other teachers), school leaders, students, parents and the
wider community, both through discussions and attitudes reported on in
previous literature. Secondly, the report identified existing promotional
materials and activities. Finally, it identified key messages which can be
used in new promotional materials being developed as part of the broader
DEST-funded AEF/AFMLTA project.
Investigation into the state and nature of languages education in Australian schools
Anthony J. Liddicoat ~ Timothy Jowan Curnow ~ Angela Scarino ~ Michelle Kohler
2006-2007, Department of Education, Science and Training
This project added to our knowledge about the state and nature of languages education in Australian government and non-government primary and secondary schools, government schools of languages/Saturday schools, distance education providers and ethnic/community language schools. It gathered data about language learning, language provision and language programs and used that data to identify commonalities and differences across states and territories, to develop a coherent understanding of the state and nature of language programs in Australia. Through areas of need for language education policy and practice were identified. The comprehensive report resulting from this project can be accessed on the website of the Australian Government Department of Education, Employment and Workplace Relations.
Assessment practices in the middle years
Angela Scarino ~ Andrew Scrimgeour
2006, SA Secondary School of Languages
The aim of this project was to develop, in collaboration with teachers, a system of assessment for the range of languages taught at the School of Languages in the middle years, including procedures, criteria and standards for judging performance.
Language, culture and conceptions of good writing in academic contexts
Anthony J. Liddicoat ~ Andrew Scrimgeour
2006, UniSA Divisional Research Performance Fund
This project investigated the cultural construction of good writing in the Chinese language context. It investigated Chinese students' academic writing in Chinese, which has been judged by their teachers to be exemplary of good writing. The study collected a corpus of texts, which were analysed in terms of the linguistic and discourse features used in their construction. The teachers making the judgements about the texts were interviewed to determine which criteria they valued when making determinations of good academic writing.
Investigating the development of metalinguistic awareness in learning Chinese characters
2006, UniSA Divisional Research Performance Fund
This project aimed to examine the extent to which students develop an appreciation of the orthographic structure of the Chinese writing system; of character forms and how sound and meaning are conveyed and accessed within those forms, by examining how this knowledge is applied in tasks involving decisions about the forms, sound and meanings of familiar and unfamiliar characters. The project also aimed to explore the effectiveness of particular pen and paper tasks for eliciting useful information about learner metalinguistics awareness. The project focused specifically on students in Year 10 and Year 12.
Constructivist pedagogies professional learning program
2005-2006, SA Secondary School of Languages
This project involved leading a professional learning program to support teachers examining classroom interaction in teaching languages.
Curriculum, assessment and accreditation: A professional learning course for the Singapore Examinations and Assessment Board
Angela Scarino ~ Antonio Mercurio
2005, Singapore Examinations and Assessment Board
This project involved providing an intensive professional learning program in assessment and accreditation for staff of the Singapore Examinations and Assessment Board.
Developing assessment criteria
2005, Senior Secondary Assessment Board of South Australia
This project involved the development of recommendations and options for improving the current assessment criteria for senior secondary curriculum statements for Languages at Continuers, Beginners and Specialist levels.
Evaluation of 'Learning languages in the New Zealand curriculum'
2005, Ministry for Education, New Zealand
This project involved responding to the development of a new framework for the teaching and learning of languages in New Zealand and the preparation of a commissioned paper.
Intercultural language learning 2005
Angela Scarino ~ Michelle Kohler ~ Jim Dellit
2005, Association of Independent Schools SA
This project involved providing a conference and follow-up seminars for
teachers of languages on: understanding language, culture and learning;
intercultural language learning; intraculturality ↔ interculturality;
tasks/resources for intercultural language learning; and the role of teachers in
intercultural language-learning.
Development of multiliteracies
2004-2005, SA Secondary School of Languages
The purpose of this project was to examine the development of students' first and second language literacies by making these salient in teachers' planning, teaching, learning and assessment practices. Practices were researched and documented in a range of classes at middle schools levels, for students studying Vietnamese, Spanish and Serbian at the School of Languages. The students in these classes are predominately background learners, for whom English is a second language. Studying their first language provides a basis for the development of literacy in their first language and subsequent languages. The research findings and exemplars developed through this project may be applicable to other languages. The project report is available from the School of Languages.
Professional standards for teachers of Indonesian
Anthony J. Liddicoat ~ Michelle Kohler ~ Jim Dellit
2004-2005, Department of Education, Science and Training / Australian Federation of Modern Language Teachers Associations
Based on research with teachers, this project involved the development of professional standards for language teaching, with particular reference to Indonesian. The overall project was carried out for the AFMLTA by Tony Liddicoat (not then a member of the RCLC); a section of the project was subcontracted to the RCLC, and carried out by Michelle Kohler and Jim Dellit.
TLF LOTE Project 1
2003-2005, Curriculum Corporation
This project involved the development of online learning objects for second language learners of Chinese characters and Japanese kanji.
Language support services: Chinese, Indonesian and Italian R-12
Angela Scarino ~ Andrew Scrimgeour ~ Michelle Kohler ~ Leo Papademetre ~ Antonella Macchia ~ Matthew Absalom ~ Julie Tarzia
2001-2005, Department of Education & Children's Services SA
This project involved providing support and advice to schools and teachers of three languages, Chinese, Indonesian and Italian, which are taught in government schools. Specifically, the following aspects were addressed through the professional development program: the development of proficiency in the target language; implications of the Scope and Standards of the South Australian Curriculum Standards and Accountability framework in relation to R-12 learning continuum and learners pathways, organisational strands, understanding culture, understanding language and communication, short and long-term programming, integrating, languages across the curriculum, essential learnings, task design and differentiation, assessment and accountability, and the use of ICT.
Intercultural language learning
2004, Association of Independent Schools SA
This project involved providing a conference and follow-up seminars for teachers of languages on: understanding language, culture and learning; intercultural language learning; intraculturality and interculturality; tasks/resources for intercultural language learning; and the role of teachers in intercultural language learning.
Evaluation of NALSAS projects funded through AISQ
2004, Association of Independent Schools Queensland
This project investigated the impact of NALSAS funding to independent schools in Queensland on the provision of Asian languages. It revealed that during the period of NALSAS funding, enrolments in the target Asian languages initially increased, but the increase was not sustained. However there was evidence of considerable innovation in language teaching programs that would not have occurred had there not been specific funding.
Asian languages professional learning project (ALPLP)
Angela Scarino ~ Michelle Kohler
2003-2004, Asia Education Foundation
The purpose of this project was to develop professional learning materials for state and territory Languages Education leaders to conduct a program with teachers of languages focussing specifically on intercultural language learning. Phase 1 of the project was conducted nationally during the April to June 2004.
Character based writing systems (Chinese & Japanese)
2002-2004, Department of Education, Science and Training
This project involved the development of a professional development resource, delivered online to assist teachers to address issues relating to teaching and learning characters in school-based second language teaching and learning contexts. The resource provides an introduction to the character system, essential concept-maps and processes for exploring the character system. It outlines the recommended component-analysis strategy, and provides advice on using the online character catalogue.
Stage 1 of a proposed survey of student outcomes in Asian languages (Japanese and Indonesian)
Angela Scarino ~ Andrew Scrimgeour ~ Tim McNamara ~ Noriko Iwashita ~ Kathryn Hill
2002-2003, Nalsas Secretariat
The project addressed the fourth of the focus areas in the National Asian Languages and Studies in Australian Schools (NALSAS) Strategic Plan Phase 2 (1999-2002), namely, 'outcomes and accountability.' It involved developing an agreed framework for collecting and reporting the outcomes of the Chinese, Japanese and Indonesian Strategy and to examine approaches for measuring levels of improvement of students' skills and understanding of NALSAS languages.
Report on infusing sociocultural dimensions into language programs
Angela Scarino ~ Leo Papademetre ~ Michelle Kohler ~ Anthony J. Liddicoat
2002-2003, Nalsas Secretariat
The project addressed the second of the focus areas of the NALSAS strategy, that is, 'teacher quality and supply' (1999-2002). Specifically, it involved investigating and disseminating research on good practice for the integration of "sociocultural elements" into language teaching. This investigation resulted in the development of an intercultural orientation to teaching, learning and assessment in languages education. The Report on Intercultural Language Learning is available from http://www1.curriculum.edu.au/nalsas/pdf/intercultural.pdf
Focus school project, School of Languages 2001-2003: Assessment in languages
2001-2003, SA Secondary School of Languages
This project involved designing and implementing a three-year project to change the assessment policies and practices of the School of Languages.
Standards in teaching (languages)
Angela Scarino ~ Leo Papademetre ~ Jim Dellit
1998-2003, Department of Education, Training & Employment SA
This project addressed: a review of the issues surrounding the development and use of teaching standards; a literature review on national and international developments in the area; an analysis of South Australian data and documents pertaining to languages teaching, programs, human resources policies and procedures; the development of a set of teacher and program standards; issues pertaining to implementation.
New syllabuses using the languages K-10 framework
2002, NSW Office of the Board of Studies
Vision or vacuum? Languages policy in education
2002, Association of Independent Schools SA Targeted Programs
What does language mean to language teachers?
Matthew Absalom ~ Angela Scarino
2002, UniSA Divisional Research Performance Fund
Teaching and learning Chinese and Japanese writing systems
2002, UniSA Divisional Research Performance Fund
Eliciting language and culture learning
Angela Scarino ~ Leo Papademetre ~ Michelle Kohler
2002, UniSA Divisional Research Performance Fund
Conceptualisations of culture in language-in-education policy
2002, Griffith University Research Development grant
Training and professional development sequence 'Planning into practice'
2001-2002, SA Secondary School of Languages
Sociocultural knowledge
Angela Scarino ~ Leo Papademetre ~ Michelle Kohler
2000-2002, UniSA Divisional Research Performance Fund
Development of frameworks for non-alphabetic languages and Australian
Indigenous languages
Angela Scarino ~ Andrew Scrimgeour
2001, Department of Education, Training & Employment SA
Assessing student performance through proficiency descriptors
Angela Scarino ~ Andrew Scrimgeour ~ Michelle Kohler
2001, Northern Territory School of Languages
Ideographic writing systems
2000-2001, Department of Education, Science and Training
Tracking student progress in language learning
Angela Scarino ~ Michelle Kohler ~ Andrew Scrimgeour
2000-2001, UniSA Divisional Research Performance Fund
Focus schools - Languages
Angela Scarino ~ Leo Papademetre ~ Andrew Scrimgeour ~ Michelle Kohler
1999-2001, Department of Education, Training & Employment SA
| Other |
Angela Scarino ~ Jonathan Crichton
2006-2007, Marden Senior College
This project involved a review of an innovative, educational program in an adult re-entry college that integrates three senior secondary courses of the South Australian Certificate of Education.
Provision of professional services to the SACE Review Secretariat
2005, Department of Education & Children's Services SA
This project involved providing on-going input to the review of the South Australian Certificate of Education.