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This is harder to effect, and that is why we have the Modern Language Teacher Associations and the AFMLTA. The work of these associations is critical to the health of the sector and enables us to lobby for and enact bigger picture solutions.
The data from the three previous conferences have provided valuable perspectives on the merits of the AFMLTA biennial conferences and the professional learning needs of teachers of languages, and on trends evident in the evaluations that are worthy of discussion, and which can be related to the literature on professional learning for teaching more generally.
In this article we present a subset of data collected during Phase II (the first inquiry), focused on two teachers only - Lillian and Mike - as presented at the 21st AFMLTA conference, We present snapshots of data collected at three discrete points as Lillian and Mike planned and implemented their inquiries to facilitate their students' comparison and contrast across cultures:
Given that it is unlikely that delegates at the AFMLTA conference are monolingual, I won't emphasise that area.
The seven presenters were conference Academic Chairs Anne-Marie Morgan (AFMLTA President), of the University of New England, and Andrew Scrimgeour (AFMLTA Vice President) of the University of South Australia; conference keynote speakers Nina Spada, of the University of Toronto, and John Hajek of The University of Melbourne; Jane Orton of The University of Melbourne; Martin East of the University of Auckland; and Lia Tedesco, Principal of the School of Languages, South Australia.
It was fitting that the reception was held in the Medical School building, in which there is a permanent display of some exceptional Aboriginal art pieces, providing the perfect cultural context for both the award and the AFMLTA conference, and as a reminder of the rich and diverse linguistic and cultural history of Australia.
The 21st AFMLTA International Languages Conference, as readers would be aware, was held on the Gold Coast in July, with wonderful participation from over 85 presenters and over 300 delegates.
In a change to the AFMLTA executive, we have stepped into the role of editors until the next National Assembly, and will be working on Babel volumes 51 and 52 this year.
The Horwood Lecture is an integral part of each AFMLTA national languages conference and the topic of powerful pedagogies certainly does justice to Keith Horwood's memory as an untiring champion of languages.
The AFMLTA 20th National Languages Conference held in Melbourne In 2015 provided a platform to promote the reality of Australia as a plurilingual nation, and to explore how languages teaching, through explicit plurilingual and pluricultural pedagogies, can promote the aspiration to increase and validate this reality.
President of the AFMLTA, Kylie Farmer, Members of the AFMLTA Executive, Invited Guests, Colleagues: I would like to thank you for the honour of being invited to give the Keith Horwood Memorial Lecture, the event which allows all of us to acknowledge the contribution of Keith Horwood to the development of modern languages education in Australia, and not least at this, my own, university.
Paper presented at AFMLTA conference, Melbourne, Australia.
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