Usually, on a sunny Saturday, the University of Sydney is a quiet place to catch up on studies and focus on research. Its carefully manicured gardens surround imposing historical bluestone buildings which stand tall and quiet, without the buzz of university life.
However, recently, over 600 delegates speaking myriad languages, some wearing colourful traditional clothing, made their way to the Law Building to take part in the NSW Federation of Community Language Schools (NSWFCLS) Conference.
The Conference is an annual event that brings teachers, principals, government representatives and academics together in the spirit of ensuring that languages, specifically those which represent Australia’s multicultural community, continue to thrive.
This year, representatives from interstate also joined the delegates. All were welcomed by the federation’s CEO, Micheal Christodoulou AM, its President, Lucia Johns and the entire team. This included Alex Di Prinzio, Education Officer for the federation.
The delegates listened intently to the keynote presented by Professor Joe Lo Bianco who spoke on the impact of artificial intelligence (AI) on languages. His thought-provoking argument centred on both the potential and pitfalls of AI in the maintenance of community languages.
As a key advantage, AI provides the hope for an efficient way of preserving languages, particularly indigenous and minority languages which are in danger of extinction. The challenge of course is that language, arguably, has no meaning. Therefore, without context and the overlay of human meaning-making, AI has limited utility.
Dr. Gianfranco Conti was also a keynote speaker. Originally from Lecce, now working in Malaysia, Conti has developed an approach which seeks to bring language learning and teaching alive through interactive and engaging activities. Conti developed the Extensive Processing Instruction (EPI) approach. He developed this approach when working and studying in the UK in response to the lack of engagement he encountered amongst students learning languages.
The basis to the success of this approach is to ensure that the classroom program builds in ‘comprehensible input’, that is that students understand and can reproduce the language in a way that builds competence over time. Initially a technique introduced by Stephen Krashen in 1987, it’s been brought alive through a contemporary lens by Conti.
What led to Conti’s approach, the lack of student engagement, continues to be something that derails community language programs. Especially in Australia which is a country that does not seem to prize multilingualism as much as it does multiculturalism.
Students tend to drop out as they hit secondary school level. Some Il Globo readers might even have direct or indirect experience of this phenomenon themselves.
Di Prinzio, as an educationalist, understands that learning languages has many benefits, including promoting “cognitive function”, developing a range of varied skills and fostering cultural understanding that is the basis of an open, global mindset.
“All languages, especially those indigenous to this country, are vital for so many reasons,” said Di Prinzio.
“Language provides a deep sense of dimension, of belonging and identity for the speakers.
“In the case of our community language school students, languages are integral to their own sense of heritage, their identity.”
As many studies have continued to demonstrate, the importance of language maintenance and languages learning is integral, not only on an individual level, but also to ensuring a thriving community. A community in which individuals and groups feel comfortable about their cultural and ethnic backgrounds, whilst creating strong connections with Australia.
Di Prinzio migrated from Abruzzo and as part of his own lived experience is keenly aware of the value of ensuring an intergenerational sense of connection for his young family. “That is the role of study of languages and culture – to create a sense of identity for the diaspora which then follows on after the initial settlement period in Australia.”
Interestingly, Di Prinzio started with NSWFCLS as a volunteer as Vice President while working as Education Manager with CoAsIt in Sydney. He was then offered the substantive role as Education Officer. Sixteen years later, Alex is still driven by the vision of the importance of learning and teaching languages – and the importance of contributing to the community.
The NSW Federation of Community Language Schools is the peak community languages association in NSW, with most schools in NSW taking up membership of the federation.
Australia has community languages programs in every state and territory. Languages represented include those spoken by both large and minority groups including Mandarin, Arabic, Spanish, Tigrigna, Dari, Swedish, Vietnamese, Serbian, Sinhala, Farsi, Ukrainian and of course, Italian.
Di Prinzio reflects that “the ranking of formal language instruction in Australia, compared with other OECD countries, could improve, and schools are not able to offer all languages to all communities, so the range of language[s] … community language schools offer is very rich and very important.”
Di Prinzio was pleased that the Conference offered a forum for discussion and learning about language instruction in NSW.
“This year, more so than ever, we gathered a great line-up of highly experienced and qualified presenters,” he said.
With around 35,000 students, around 60 languages and 3000 teachers hard at work during afterhours programs across NSW, it’s no wonder that the main lecture hall was standing room only.
Certainly, the buzz during break times attested to a vibrant and highly engaged conference participation.
The sector, born out of post war migration to Australia, has survived due to many volunteer hours. The teachers, administrators and school leaders work hard to ensure the rich gift of multilingualism in Australia is one that is nurtured – even if done rather quietly on weekends and after mainstream school hours. It ensures every community has a voice, an identity and a community presence.
