Editorial.

Absalom, Matthew

As Robert Burns famously wrote 'the best laid schemes o' mice an' men gang aft a-gley" It is with this sentiment that I introduce this double issue of Babel, my final as Editor. 2011 was a very successful and busy year for the AFMLTA with our biennial conference in Darwin in July being a resounding success, thanks to the combined efforts of the AFMLTA and our colleagues in LTANT We also saw some progress in the development of the Australian Curriculum: Languages with the release of the revised shape paper. In this issue of Babelwe report on two other initiatives relating to the teaching and learning of languages in Australia. Anne-Marie Morgan provides an in-depth review of the annual symposium of the Research Centre for Languages and Cultures at the University of South Australia. Anya Woods, John Hajek and Colin Nettelbeck detail a new initiative on the languages scene: the establishment of the Languages and Cultures Network for Australian Universities with a run-down of its inaugural symposium held in Melbourne in September 2011.

This issue boasts a diverse mix of contributions looking at the learning and teaching of languages from different angles. Cherie Hess reminds us of the different theoretical models for approaching languages education and compares the current digital classroom with its precursor, the language lab. Anne-Marie Morgan encourages us to reconsider the place of oral narrative and storytelling in the teaching and learning of languages and, very usefully, illustrates how stories might be used within the context of the strands of the Australian Curriculum: Languages. Bruno Mascitelli and Frank Merlino recount the fascinating history of the Victorian School of Languages which notably has its roots in the teaching and learning of Japanese and Italian, two languages which maintain, to this day, a widespread presence in languages education in Australia at all levels. Clare Conway, Heather Richards, Sharon Harvey and Annelies Roskvist provide a trans-Tasman framework for supporting effective classroom delivery of language activities. My own contribution to this issue tackles the thorny issue of motivation and retention of language students in secondary education. Finally, Lesley Harbon brings us a lively review of a teaching resource which promotes Esperanto.

For one final time, I wish you all buona lettura!

Matthew Absalom

The University of Melbourne