Back in 2003, I was thrilled to be selected to be part of the group responsible for creating a curriculum statement for languages. I have always been passionate about language learning and this seemed a way that I could contribute something to a large-scale project beyond the immediacy of the classroom. Little did I know how personally and professionally challenging this task was going to be. Here I was, a primary school teacher mixing it with expert speakers and linguists from secondary and tertiary institutions from around the country. At our first group meeting, I recognised only one or two people and felt incredibly nervous, wondering what on earth I had let myself in for. Then there was the welcome where various members of the group spoke so fluently in their “other” language that I instantly felt enormously humbled. The passion for languages contained in that room was incredible, and I began to feel a little more at home. While I lacked the same level of expertise, I was nonetheless there for the same reason – for the love of languages.
Our first attempts at drafting an essence statement were flicked around the group via email. Finding any sort of agreement was fraught with problems, so we soon began meeting on a regular basis to discuss our ideas on a face-to-face basis. I began to form friendships with the other writers that I know will last for a good many years to come. The wider reference group always questioned our decisions and often found fault with our work, so we were sent back to the drawing board time and time again! Despite that, each time we met our work became more refined and succinct.
I have grown both personally and professionally as a result. I have been asked to address groups of language experts and explain aspects of the writer’s work and the process we have been through. I have addressed a group of principals, teachers, advisers and other high-ranking representatives of various education bodies at a curriculum project meeting in Christchurch. These presentations took me seriously out of my comfort zone, but have nonetheless contributed to my professional development. At times the writing caused my brain to ache in a way that it hasn’t done for years, as I grappled with reading weighty pieces of research and understanding terminologies specific to language learning. I am enormously proud of the work that we have done, I have faith in the integrity of the process that has been followed, and I know that the few pages we have all contributed to will be a worthwhile document for language teachers throughout the country.
I look back at the first few times we met, how we tactfully tried to get to know each other as we explored the major tasks, concepts involved, and the framework within which the weaving/construction of the new learning languages curriculum was to take place. We teased out the important aspects of each phase of its development. Gail led us carefully with great sensitivity. We followed with great confidence because the 'road map' was clear, well signed along the way, but we also enjoyed the challenges we faced. The reference groups of practitioners and academics helped polish the essence statement, and challenged other components of the project which led to great improvement. Different people from the Ministry have had their personal and professional input into the project.
Professionally, I was able to experience working in a diverse group where co-construction, negotiation, and compromise about cultural and communication issues led to sound decision-making. One of the highlights for me in this project has been the opportunity to see how Te Reo Māori, Pasifika, and other ethnic languages, cultures (and peoples' values) are positioned equally but meaningfully in the development of this new curriculum.
Developing the new learning area for languages has been an extremely rewarding process. There have been many opportunities for personal and professional growth. Writing the achievement objectives and the essence statement meant acknowledging the need to quieten our individual voices for the benefit of all. Drawing on the Common European Framework and on previous work with NCEA developments was valuable. I have felt the enormity of the responsibility to represent in our work the days of discussion with 50 other stakeholders and experts. We have been very well supported by the project leader who brought together not only a wide range of research in language learning and curriculum development, but also relevant presenters, many of whom have been involved in other aspects of the Curriculum Marautanga project (key competencies, values, other learning areas).
Throughout the process we have been challenged, questioned and held accountable for every word, phrase, comma and space by key reference groups and focus groups, not to mention the submissions on our draft. We have been humbled by the responses and the feedback received. I believe the strength of our five-member writing group lay in our ability to collaborate across the sectors (primary, secondary, and tertiary) as we worked towards a common goal. I look forward to the next phase of implementation and the challenges it brings.
It has been a privilege to work with such a stunning group of people on our long four-year journey to write the draft learning languages curriculum. The journey, like any other, has been testing and demanding, but the process has been very rewarding.
As a writer I have gained in ways I would never have imagined. I have met amazingly talented people who all share a common love of languages, and who grew closely together as a writing group. We were able to share and criticise each other’s ideas thoroughly. We enjoyed meeting the academic challenges and finding creative ways to design or write a document that was both coherent and structured. On a personal level, we also had a lot of fun and laughs doing the mundane things of life, such as sharing taxis, hotels, walks, compulsory shopping trips, and dinners.
I have been challenged academically. I have had to think beyond the classroom experience and on a level that has encompassed all languages, rather than just the ones I know. This generic, common ground has been very important. I think it will be, too, for other teachers in New Zealand, when they work together to implement the Learning Languages area. Under expert guidance we have read literature from around the world on language learning, good teaching practice and curriculum design. We have listened to many impressive academics brought in to speak to us and guide us.
We have gone through gallons of whiteboard markers, paper, and wall charts, as well as a few minute-takers of whom we grew very fond. We have delivered PowerPoint presentations and drafted and drafted right up until the very last.
Published on: 13 Sep 2007
