The following factors were identified as having assisted the implementation of the LOTE Programme:
- Adequate funding
- Compulsory LOTE in some years
- Linking LOTE through the curriculum
- Immersion programmes
- Support from school leaders
- Having a Faculty Head who is trained in LOTE
- Experienced language teachers used as consultants and for professional development
- Availability of quality resources
- Communication between jurisdictions and schools
- Overseas excursions for students and teachers
- Promoting the value of a second language acquisition for people in the workforce.
Factors that were perceived to have hindered the implementation of the LOTE programme were as follows:
- Funding for sustainability to ensure the delivery of good language programmes
- Shortage of suitably qualified, quality teachers
- Lack of teacher knowledge especially about Asia and resources
- Insufficiently trained LOTE teachers, especially those who can teach mainstream primary school
- Teacher isolation
- Perceived Lack of Importance of LOTE
- Rigid certification requirements in some states
- Assumptions that all languages require the same amount of teaching time
- Insufficient hours, particularly at primary level
- Timetable constraints (language is learnt best in an ongoing manner)
- Lack of continuity of language programmes
- Undervaluing of LOTE by parents, children, some educators and the general community
- Language teaching environment
- Class size/ demographics
- Lack of a national approach
Each of these factors is discussed in detail in the body of the report.
The following principles arise from reviews of LOTE Education in a number of countries:
- Start language education early. Early language learning can have a very positive effect on students with respect to fostering language skills, a positive attitude toward other languages and cultures, and increased self-esteem. Nevertheless, certain conditions, in terms of both pedagogy and resources, need to be created to achieve early language learning success.
- Conduct long-term research. Longitudinal research is needed to answer questions such as: At what age is it best to start language instruction? What proficiency levels are reachable by what methods? Does content-based instruction provide substantially better results than language-based instruction?
- Provide stronger leadership. Strong leadership is needed at the national level to create a forum for discussion and improvement of instruction.
- Identify how technology can improve language instruction. Research is needed on how best technology can improve language instruction.
- Improve teacher education. How other countries provide high-quality in-service and pre-service education for foreign language teachers might provide us with more successful models than our current approaches.
- Develop appropriate language assessment instruments. Additional attention needs to be focused on the development and use of appropriate assessment instruments.
- Designate foreign language as a core subject. Designating foreign languages as a core subject area is essential for a successful programme. In almost all the countries with successful language education programmes, foreign language has the same status as other core subjects such as mathematics and reading.
- Take advantage of the sociolinguistic context. We need to take advantage of the context in which we live by promoting the learning of languages spoken by the many immigrants and refugees in our country.