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We have number of franchisee / licensee opportunities with an initial investment as low as $1,000.
Who are we? (www.lcfclubs.com.au)
LCF Fun Languages specialises in teaching languages (French, Spanish, Italian, German or Mandarin) to pre-schoolers and primary aged children between the ages of 6months to12 years. Our language programme was established 25 years ago in UK. LCF Fun Languages Australia has been operating for over 10 years. We operate in 100s of primary schools and childcare centres across NSW, VIC, ACT, WA, SA and QLD.*
LIVING LOVING LANGUAGE!
We LOVE teaching languages to kids and adults of all ages. Are you looking for ideas and resources to be able to teach and promote language and culture?
Our team of inspiring teachers and managers are passionate about the opportunities that languages present to young Australians and New Zealanders! And we want to share this with the world!
We also love networking with schools and teachers across Australasia to share ideas, teaching tips and the benefits of early language learning.
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The ever increasing role that Asia is playing in the futures of both Australia and New Zealand, and in particular the economic and social importance of China as a regional neighbour and trading partner for both countries, is not “new” news.
And particularly, as it pertains to second language learning, much has been written on the potential benefits to this relationship with the development of Chinese language education in Australian and New Zealand schools. The predominant view is that a good and mutually beneficial relationship will require a pool of Australians and/or New Zealanders who have a good understanding of the country and its culture and who’ve learnt to speak the Mandarin Chinese language well.
However, a recent report on ABC news brings a new perspective to this discussion from the Australian point of view, with experts saying that not only will the inclusion of Asian languages in the national curriculum go a long way to enhancing this relationship; it could also help curb racial discrimination.
And with a number of recent racial abuse incidents recently reported in both Melbourne and Sydney it would appear that the new language learning reforms proposed as part of the “Australia in the Asian Century” White Paper, released last October, are increasingly urgent.
… and what is the difference between an integrative and an influential motivator?
The saying that language is “best learned between the sheets” is a perfect example of an integrative motivating factor.
Integrative motivation is when an individual learns a foreign language, say for instance Spanish, with the aim of integrating into Spanish society. The language is being used as a tool for communicating and building relationships within the culture of the Spanish language.
Individuals who are bilingual are actually juggling multiple identities, and from the perspective of identity, this might be considered negative by some. For instance, you may see a difference in an individual’s response to a personality test or other psychological measure based on the language the tests are in. But on the other hand, it does also give a peek into how a language can affect your worldview – which tends to come from the values endorsed by the culture of that language.
Let’s face it…a language like Mandarin Chinese is not the easiest for a monolingual Australian child to master. However, it is very important if future generations of Australians are to compete on a global platform
If you have experience of teaching Mandarin Chinese to Australian kids, we would love your viewpoint. What are the challenges and what support do you need? Is the government doing enough?
“We’ll need some new thinking and new ways of teaching if we want to reach our goal of increasing the study of Asian languages in Australian schools,” says Australian School Education Minister Peter Garrett in his recent press release on children learning Asian languages in school.
What do the language teachers think?