Australian Professional Standards for Teachers

Supporting Japanese language learners


About this Illustration of Practice

The teacher outlines approaches used to support a student who has entered her class without prior knowledge or learning in a language. During lessons, she encourages the student to learn by modeling language use by other students, by careful questioning, through providing positive feedback and by organising her involvement in group work. Outside the class, she timetables individual sessions to revise progress in learning Japanese scripts and allows the student to identify issues of concern. The teacher explains that this student’s needs are part of a wider range of differentiated learning needs in her class to which she must cater in her teaching.

Standard 1
Know students and how they learn
Focus area 1.5
Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Career stage
Proficient
Descriptor
Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
  1. What range of specific learning needs have you identified in one of your classes this year?
  2. How do you use differentiated strategies in your teaching to meet specific learning needs?
  3. How can teachers and schools ensure that students who move between schools are not educationally disadvantaged?
School
Davidson High School
New South Wales
Year level
Year 10
Related subject
Languages
Stage of schooling
Secondary
School type
Government
School location
Metropolitan
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Teaching Italian and Japanese part time at Davidson High School, the teacher also works as a consultant in surrounding schools delivering professional learning. In her class she addresses an issue frequently faced by teachers of languages other than English: student mobility. Most of her students have been learning Japanese for three years, but at the beginning of Year 10, a new student who has not learned Japanese before enters her class. She needs to work out differentiated strategies to meet a new set of specific learning needs, as well as those already existing in her class.

Content provider
Organisation
Education Services Australia

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 30 June 2019, provided you retain this notice and all acknowledgements associated with the material.