In considering AFMLTA
conferences, the final article in this issue interrogates the benefits of conferences as professional learning (PL) for teachers of languages.
The 19th biennial conference of the AFMLTA was held in Canberra in 2013, and a similar evaluation to that conducted for the Darwin conference was undertaken and analysed by members of the AFMLTA executive.
This paper reports on the results of the Canberra conference evaluation, with a focus on comparison of the new data with those of the previous conference, and discussion of themes emerging from the comparison that inform ongoing consideration of and planning for AFMLTA conferences.
The AFMLTA was invited to meet with the Teacher Education Ministerial Advisory Group (TEMAG) to provide advice on language teacher education.
The AFMLTA recently held its Assembly in Palmerston North, New Zealand, to coincide with the New Zealand Language Teachers Association conference.
This feeling may be somewhere embedded in what the AFMLTA
(2005) referred to when documenting accomplished teaching of languages and cultures--that is, our ability to continue our professional learning, ever mindful that within the teaching/learning nexus, the learner in our heads can meet the teachers in our hearts.
hopes that the newly released curricula will indeed progress the aim of meeting the diverse needs of Australian learners, and, to this end, will continue to be involved in consultations around languages curricula development, and will extend its research undertakings and professional learning support to work with teachers and students, and with jurisdictions, schools and communities engaging with the new curricula.
has recently updated its strategic plan to urgently address the issues that currently confront languages educators.
As the AFMLTA
is the national professional association for languages educators, and as an organisation that has been instrumental in initiating aspirational standards developed by its members for its members (c.
Finally, I would like to remind readers of the rapidly approaching AFMLTA
Biennial Conference to be held in Canberra from 5-8 July this year, and urge all those not yet registered to do so.
Further research and discussion is needed on the extent to which current professional learning opportunities respond to languages teachers' professional needs and help them acquire the knowledge base, skills, and understanding that the AFMLTA
standards have outlined.
In this issue, the papers cover a broad range of languages education topics, from bilingual education and its additional benefits to first language and literacy outcomes in a Macedonian case study (de Courcy and Smilevska); interpreting the so-called 'conversation' element of Victorian senior secondary French exams (de Saint Leger and Storch); what happened when a Japanese university program underwent a reduction of teaching hours (Ascione and Bramley); and an analysis of a project aimed at bridging the gap between school languages teachers and university languages researchers in relation to research literature, in Canada, with the involvement of the Canadian equivalent of the AFMLTA