 | 
|
|
SUPPORT MATERIAL FOR TEACHERS TEACHING MALTESE AS A SECOND LANGUAGE DEVELOPING A PROGRAM FOR A PARTICULAR GROUP OF STUDENTS |
|
There are many processes that teachers can follow when developing a language program for their students. The following outline describes one possible approach. 1. Bearing in mind the aims and objectives of the syllabus, and bearing in mind also:
Decide which activities, topics, roles, settings, discourse forms, and linguistic elements are most important.
2. Decide which organisational focus may be used to encompass the features identified as being important. A program should be based on a variety of different types of organisational focuses. An organisational focus can be a theme or topic (including a topic being studied in another curriculum area), a skill, or a discourse form such as a letter (personal) or a text. If a literary or other text of cultural significance is used as an organisational focus, it can encompass a number of activities. The text can, for example, be used as the basis for conversation and discussion about ideas and opinions related to it; extracting the gist and summarising can help develop understanding of the whole text or parts of it; an incident or character in the text can be depicted through the preparation and performance of a dialogue or scene; imaginative or evaluative writing can be produced in response to it. Such texts can also support activities related to other organisational focuses. They can be used as resource material in a wide range of activities involving the production of different kinds of writing and speaking. Examples of such activities include describing people, places, or events; discussing ideas and opinions' a range of issues; writing a letter, magazine article, narrative story, or script for different purposes (personal, imaginative, informative, persuasive, or evaluative) and different audiences. Texts can be used as sources of information in activities related to the retrieval and use of information. For example, they can provide resources for a special edition of a magazine on a particular topic; they can help in the preparation of an oral report to a group, or of a short speech for a debate. Similarly, They can be performed or recited to provide entertainment for others. After studying the text to develop an understanding of the passage to be presented, students can focus on pronunciation, intonation, and phrasing in rehearsal to improve on their presentation and gain confidence in performing for an audience. Other activities can be developed by using a particular discourse form as a focus. Students could identify the characteristics of a discourse form previously used receptively, could identify further examples of the form, and could then produce it in speaking, or in writing, for a purpose. |
|
Maltese Language School of Adelaide Basic Maltese Curriculum [Primary Level Rec - Year 7] THE LANGUAGE The language to be studied and assessed is the modern standard/official version of Maltese. RATIONALE The study of Maltese contributes to the overall education of students, particularly in the areas of communication, cross-cultural understanding, literacy and general knowledge. It provides access to the culture of Maltese-speaking countries and communities. The study promotes understanding of different attitudes and values within the wider Australian community and beyond. Maltese is spoken in the historical and ethnic Maltese territory. It is also spoken in Australia, in areas where there is a concentration of Maltese migrants, in many countries in Europe and elsewhere, for instance Canada, America and England. Maltese speakers have contributed to development of important areas such as science, sport, literature, music, the visual arts, trade, and tourism. These contexts could be profitably explored in language learning. The ability to communicate in Maltese may, in conjunction with other skills, provide students with enhanced vocational opportunities.
AIMS OF THE COURSE:
METHODS OF APPROACH: Oral/Aural Work: As Maltese is one of the major community languages the emphasis on
Background Course: The learning of the language does not imply only the simple mastery of the mechanics of the language, but it must be supplemented by an understanding of Malta and its people and culture. This involves some knowledge of the geography, people, history, literature, customs and traditions of the people. Much of this work can be undertaken by the pupil's themselves. Projects, lectures and individual research within the pupil's own areas of interest are desirable. Fields in which some study is required are listed under Section A; topics in Section B may offer fields of interest, where teachers and students wish to pursue them, and as time permits. Section A (required for study) Geography:
History: A brief outline of Maltese history since and including
Section B (for general interest) Literature:
Additional History:
IL-MALTI See also the official website of the MALTESE LANGUAGE SCHOOL OF ADELAIDE
|
