Benefits of a Bilingual Education
“In an increasingly globalised world it is imperative young people are equipped to compete in a global economy and participate in a global society. This will require not only knowledge of other languages but also the skills to excel in a highly connected world.” Martin Dixon MP, Minister for Education, ‘Victoria as a Learning Community.‘ (November 2011)
“Bilingual education provides an excellent basis for children’s learning. It has benefits for literary and numeracy development in English and in this case German, as well as for children’s understanding and experience of the world around them. The model of learning at the Deutsche Schule Melbourne (DSM) is clearly defined, well developed and supported, and highly regarded in Australia. The benefits of bilingualism to an individual and to society cannot be understated. Bilingual education of the kind provided at this school should be available to all school children in this country.”
Professor John Hajek, University of Melbourne, School of Languages and Linguistics
Currently there are more than 100 students with more than ten nationalities and more than 15 spoken languages attending our school. To cater for the distinct learning requirements of our students, we have differentiated our methods and optimised the learning environment. Where necessary, we also provide remedial lessons to support the acquisition of both languages. This provides students who have little or no prior language skills with the opportunity to learn in a supported school environment.
At the heart of the bilingual and bicultural education of our students is a ‘one teacher-one language’ approach in which classes are conducted in the teacher’s native language (German or English). Bilingual communication broadens the cultural perspectives of our students and inspires them to become creative and confident participants in the international community.
Kicking Goals for Multilingualism!
by Averil Grieve
Sounds of the children’s voices drifted across to me from the soccer pitch. “Pass, pass” said one in German. I’m over here!” said another in English. “Gut gehalten!,” called out yet another child. The players are children attending DSM. They stem from a range of cultural and linguistic backgrounds: as far as I know, there is Australian, German, Austrian, Swiss and Korean in the mix. But that’s irrelevant to the children themselves: they are third culture kids who share not only two or more languages and cultures, but also simply a love for soccer.