All language educators are aware that culture is a vitally important reason for teaching languages. All curriculum statements for languages contain strong references to the importance of culture. We need to offer accessible cultural input to initiate the teaching of culture in language use, while at the same time not simplifying or stereotyping the community that speaks the language we are teaching. This book takes up these important questions and places in the hands of teachers well researched but very practical guidance, advice, resources and information on teaching culture in language. In this book you will find a discussion of what researchers, and classroom teachers, think and do about culture in language education and you will find a rich array of practical resources and advice for enhancing classroom practice. Specific languages addressed are: Chinese, French, German, Italian, Japanese and English as a Second Language. Preface /? Joseph Lo Bianco 1. Common themes /? Joseph Lo Bianco 2. Culture: visible, invisible and multiple /? Joseph Lo Bianco 3. A conceptual framework to help teachers identify where culture is located in language use /? Chantal Crozet 4. Chinese /? Li Kaining 5. How can we make Australian English meaningful to ESL learners? /? Anne-Marie Barraja-Rohan 6. Teaching French and culture in language use /? Chantal Crozet and Louise Maurer 7. Are Germans rude or just doing things differently? Understanding and teaching language and culture /? Winfried Thielmann 8. Face value: teaching Italian verbal and social-cultural interaction /? Piera Carroli, Adriana Pavone, Vincenza Tudini 9. The teaching of culture in Japanese /? Miyuki Toyoda and Shunichi Ishihara.diagrams, word listsculture theory, australian english, esl, language and culture, english as a second language

Produced to encourage young Aboriginal people to consider a career in teaching.colour illustrations, b&w illustrations, colour photographsaboriginal education, graphic novels, career planning, comic books, vocational guidance, aboriginal teacher recruitment

The Wurrung Wurrung Kit is designed to introduce students at all levels to the heritage of Aboriginal languages within the area now known as Victoria. The kit aims to: Create awareness of Victorian Aboriginal languages in the past and present. The kit is not designed for the teaching of languages, Develop students' understanding of the relationship between the languages and culture of Victorian Indigenous people, or Koories, Create awareness of the importance of language to indigenous communities today and to foster respect for these communities and their languages, Highlight the diversity within Aboriginal Victoria and Australia in terms of languages and culture, Provide resources for students and teachers that can be used either as a window into Aboriginal culture generally, or to complement a broader unit of work in indigenous studies. Resources for teachers Purpose of this kit Using this kit Terminology Pronunciation Facts about Aboriginal languages in Victoria Language and Aboriginal culture Revitalizatoin of Aboriginal languages Language Alive in the community Community protocols Understanding the Language Map VELS and Curriculum links Teaching Framework Resources and contacts Activities for students Animal names Colouring in Possum Koala Kangaroo Code breaker What do yo know? Concentration Sounds, spellings and symbols Kinship Different things, different words Koorie Garden Timeline Story of Victorian Languages Language on the Mission Role Play Traditional Owners Placenames Graffiti Wall Map References.maps, b&w photographs, b&w illustrations, colour illustrations, games, referenceswoiwurrung, boonwurrung, gunnai kurnai, djadjawurrung, wathaurong, keerraywoorroong, jardwadjali, wergaia, ladjiladji, taungurung, dhudhuroa, kulin

A wonderful source of reference for teachers and students alike. The seventh in this innovative series.Colour photographs, b&w illustrations, maps, word listsgamilaraay, yuwaalaraay

The National Indigenous Languages Survey Report 2005 highlights that: of an original estimated 250 known Australian Indigenous languages, only 18 languages are now considered 'strong' and have speakers in all age groups; about 110 Indigenous languages are still spoken by older people but are endangered; words and phrases are still in use and there is community support in many parts of the country for reclamation and learning programs for many other languages which are no longer fully spoken; communities around Australia possess many of the elements required to keep Indigenous languages strong or to reclaim them. They have skilled and devoted language workers and teachers, excellent teaching materials, good documentation of languages and active community language centresmaps, colour photographs, tables, graphsaboriginal english, education, aiatsis, fatsil, language endangerment, language maintenance, language revival, language policy, language proficiency

The kit is designed for the general public, teachers and students, to give an understanding of Australian Indigenous people and culture and to break down stereotypes that are common in the school system and the wider community. The information presented is about the cultural, spiritual, economic and religious aspects of pre-contact societies. The impact of invasion on traditional societies and the post-colonial history of Australian Indigenous people is explored.Maps, b&w illustrations, b&w photographs, colour photographsculture, history, john batman, batman treaty, coranderrk mission, koorie culture, lake condah mission, kinship systems, aboriginal art, dreaming stories, kulin, gunai/kurnai, mara, wotjobaluk, wudjubaluk, koori

This resource has been developed to assist teachers in bringing the topic of bushfoods and biodiversity into the curriculum. It is aimed at providing non-Aboriginal students (but does not preclude Aboriginal students from taking part in these activities) curriculum linked hands-on activities designed to introduce them to the world of Aboriginal bush foods.B&w illustrations, tablesenvironmental education, sustainable agriculture, natural resource management, sustainability, koori plants, curriculum development, classroom activities

This book contains a selection of teaching strategies that were collected from teachers involved in the Deadly Ways to Learn project conducted jointly by the Education Department of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia during 1998 and 1999.

James Watkin (1805–86), Pioneer Missionary. James Watkin was born in Manchester in 1805. While still young he felt the call to preach and in 1830 was accepted as a candidate for the Wesleyan Ministry. In the same year he married Hannah Entwistle and they sailed with a missionary party to Tonga. The work of the mission was jeopardised by prolonged and involved struggles between Christian and non-Christian Tongan chiefs; Watkin faced alone the danger of tribal warfare, but the experience left him depressed and exhausted. On his removal with his family to Sydney in September 1837 he prayed for a return home to England. Instead, when John Jones offered a free passage for a missionary appointed to Waikouaiti, where Jones had a whaling station, Watkin was selected for the post and arrived there in May 1840. Here he established the first mission station in the South Island. Watkin found the whaling settlement of Waikouaiti a centre of violence, licentiousness, and drunken depravity. Thoroughly disliking the corrupted Maoris and convinced that they were doomed to extinction, and disgusted by the brutality and vices of his fellow Europeans, Watkin laboured without hope, in the bitterness of exile and with deepening depression and distress. In spite of an abhorrence for his situation he established schools at Waikouaiti and Matanaka, and stationed partly trained Maori teachers at Stewart Island and at Moeraki. He had a natural flair for languages, preached in Maori four months after his arrival, and compiled an elementary reading book to be printed in Ngai Tahu. In November 1840 Watkin was greatly disturbed by Bishop Pompallier's visit to Otago. When, however, this was followed by Anglican intrusion – for Bishop Selwyn visited Otago in January 1844 – Watkin thought of withdrawing his own Maori teachers and abandoning the field. Never reconciled to his position at Waikouaiti, Watkin was relieved by Charles Creed and in June 1844 he sailed for Wellington, leaving 227 church members in Otago. In 1855 Watkin settled in New South Wales, and was president of the National Methodist Conference at Adelaide in 1862. He retired in 1869 and died on 14 May 1886, at Ashfield, New South Wales. 'WATKIN, James', from An Encyclopaedia of New Zealand, edited by A. H. McLintock, originally published in 1966. Te Ara - the Encyclopedia of New Zealand URL: http://www.TeAra.govt.nz/en/1966/watkin-james (accessed 30 Apr 2018) B & W engraving from a photograph of the Rev. James Watkin.Revd. James Watkin, Australia Engraved by J. Cochran from a Photograph.

Part of a collection donated by Elwyn Davis. See also Reg.Nos. 0950 - 0952.A green cloth bound book with black lettering on the cover and spine. 242 pages of black print on English teaching in school.A Handbook For the Elementary School Teacher - Elwoodeducation department of victoria, ellwood, w.h., chief inspector of primary school teaching, primary schools, george evans collection

This is a facsimile of a drawing copy book compiled by an art teacher in london in 1864 and copied by the Ballarat Times, Sovereign Hill Goldmining Township for use at the Red Hill National School.A tan coloured cover with pages set out to enable students to copy different drawings printed at the top of the pages.teaching, primary school, sovereign hill goldmining township, george evans collection

Sunshine High School had the system of Prefects being elected by the students from candidates nominated by the teachers. It is unknown whether the exact number of votes each elected Prefect received was ever released to the students. Prefects were used to supervise the behaviour of other students, and to book them for offences such as not wearing caps on the way to and from school. In the Pledge book there are empty pages after 1971 so it is unknown whether the signing of the Prefects Pledge was abandoned after then. Sunshine High School existed in its own right in the Melbourne suburb of Sunshine for a relatively short period between 1955 to 1991. The school amalgamated with the following five secondary schools: Sunshine Technical School, Tottenham Technical School, North Sunshine Technical School, Sunshine West High School, and Ardeer High School to form the multi campus Sunshine College in 1992. The buildings of the former Sunshine High School on Ballarat Road now form part of the Sunshine Campus of Victoria University. The book is a historical record of the names and signatures of the Prefects that signed the Prefects Pledge, and served the Sunshine High School over the 14 years between 1958 to 1971 inclusive. It also contains the names and signatures of witnesses to the signatures. Small brown hardcover book with cream pages. Contains the Prefects Pledge hand written in black ink, and the signatures in blue and black inks of boy and girl Sunshine High School Prefects from the years 1958 to 1971sunshine high school, prefects pledge, book, 1958 to 1971, prefects signatures

In December 1954 the Parents Association was formed and met at the Sunshine State School. In February 1955 classes commenced with First and Second Form students accommodated in several local Halls. In May 1955 the students transferred to the new building. Over the years many children with overseas background attended the school. The school ceased to exist in its own right in 1991, and amalgamated with five other local secondary schools to form the multi campus Sunshine College in 1992. The former Sunshine High School buildings on Ballarat Road are now part of the Sunshine Campus of Victoria University. The book contains photographs and written articles from the school years as well as photographs of those attending the 1991 reunion. The history of the school is covered in this book under the headings: (1) Beginnings, (2) The Sixties, (3) The Seventies, (4) The Final Years, and (5) Vale. The major historical feature of this book is however the 17 pages of Staff and Student names, and the years they were at the school.This book is of historic and research significance. As well as providing some of the history of the school, the book has a comprehensive list of the staff and students that were at the school. Researchers will be able to determine the numbers of students commencing each year, the ethnic backgrounds of staff and students, and especially in the early years determine the spelling of the Surnames and Christian names of many students with overseas backgrounds. In the 1950's some Primary School teachers had the habit of changing students European Christian names to the English versions, and so the new names may have carried on to High School enrolment. For example some students named Ryszard were enrolled as Richard. Many students however were enrolled with correct ethnic spelling of their names. Although the list of students names appears to be comprehensive until about 1985, it appears to fail after that. It is known that some students names are missing in the final years.Front cover has a maroon coloured background with a pair of diagrammatic light blue hands reaching towards an orange and yellow source of light. The words SEEK LIGHT and SUNSHINE HIGH SCHOOL 1955-1991 are also on the front cover. The rear cover is plain white coloured. The book contains 68 pages plus the covers.Inside the front cover is an acknowledgement by John Scott to the work of the 1991 Reunion Committee for the production of the book, with eight people and their roles specifically named. The secondary title of the book as written inside on page 1 appears to be "Sunshine High Reflections 1954 - 91"seek light, sunshine high school, 1991 reunion, 1955, 1954, list of students, list of staff

WW1 Personnel Record Thomas Kneebone number 658. Thomas Kneebone Scholar, Black Dog Creek via Chiltern. WW1 Circa 1914-1918 Thomas Kneebone Scholar Blackdog Creek, Chiltern. Buff light tan coloured Record of Service book WW1 Thomas Kneebone Service number 658 Hard front and back cover, booklet consists o 52 pages light ivory coloured paper. A.M. Form M. 7 Record of Service Book issued to Kneeborn (Kneebone) Thomas Training Area 56C Albury. ww1 the great war 1914-1918, thomas kneebone, black dog creek, via chiltern, thomas kneebone scholar/teacher

Includes history of Wattle Glen and its school and the surrounding area; anecdotes, historical facts and photographs.Softcover book with yellow cover and green highlights with 60 pages including teachers, students in 1982, staff since 1971 and photograph of school population.#wattleglen, #primaryschoolhistory, #schoolanniversary

Foreward comments written September 1917 by Sir Arthur Stanley Governor of Victoria, Sir Ronald Munro Ferguson, Governor General Australia and Frank Tate Director of Education 1st March 1921. These books were distributed to each state school in VictoriaHard cover book, 303 pages containing photographs of teachers who enlisted and served in WW1, along with the stories of those who fell and those who returned. List of honours and decorations, chapters on War Relief Organisation, Patriotic Guild and Fund donationsInside front page - presented to Bathumi School. Signed by Stradbroke. (Governor of Victoria 1920 to 1926

To the Cadets of the " Worcester & Conway". These sketches of the lives of the great Seamen who preceded them, are dedicated by their sincere friend & well wisher - The Author. Presented as a school Prize.Blue Cover with title "Famous Sailors"in Gold Print "of Former Times" in black print. Below which is a drawing of a sailing ship.State School 502 Stawell. Latin Third Prize Arthur D. Crothers, Thomas Webster ? Teachers July 1888stawell education

Miss Todd with kind love and best wishes from her teacher G A Fawsett 19.3.84stawell religion

A Brief history of Fyans Creek School No 1789Paper cover with B/W/ photo of building with two children standing in front of it. Grey Tape over spineDays Gone by a Brief history and memories of State School No 1789 Inside: Days Gone By. Dedicated to Past Teachers and Pupils of State School No 1789.stawell education

Tales of Hall's Gap in the Grampians, as collected by the Pupils of Hall's Gap Primary School, from the descendants of Pioneer Families, and Recorded prior to 1940. Rerecorded from old well worn notes, by Grant W Greenwood, Head Teacher 1937-1939.Fawn cover with drawing of trees and mountain in the background. in the foreground is a bridge over a river, with a woman in a dray. Presented to Stawell Historical Society Ida Stanton May 1989stawell grampians