INTRODUCTION

The Australian Federation of Modern Language Teachers Associations (AFMLTA) has now conducted online evaluations of four sequential biennial conferences, held in Darwin (2011), Canberra (2013), Melbourne (2015) and the Gold Coast (2017). Analysis of the conference evaluations for the previous conferences has been discussed in previous issues of Babel (Absalom & Morgan, 2012; Morgan, Absalom & Scrimgeour, 2014; Absalom, Morgan & Scrimgeour, 2016). Data collected from these evaluations have contributed to understanding trends in language teacher professional learning needs and in planning for ongoing professional learning provision for the AFMLTA membership, some 3500 teachers of languages across the nation, and for language educators more generally, through publication in Babel. Previous evaluation data have been considered in light of issues identified in the research and practice literature affecting the profession, including: how conferences can be designed to meet language teacher professional learning needs, in particular balancing diverse expectations and career stage needs; providing teaching ideas; sharing and being inspired, challenged and/or affirmed about the latest theoretical ideas and research findings; and, importantly, for providing opportunities for collaborative, collegial practice and networking with peers across languages and state and territory boundaries, for teachers who are more often than not either the sole teacher of a language or one of only a small languages faculty within a school or university.

The data from the three previous conferences have provided valuable perspectives on the merits of the AFMLTA biennial conferences and the professional learning needs of teachers of languages, and on trends evident in the evaluations that are worthy of discussion, and which can be related to the literature on professional learning for teaching more generally. This literature has proliferated since the introduction of compulsory professional learning for teachers as required by national and international teaching standards (e.g., see Australian Institute of Teaching and School Leadership [AITSL] Australian professional standards for teachers [AITSL, 2017]; AFMLTA Professional standards for accomplished teaching of languages and cultures [AFMLTA, 2005]; Buchanan et al, 2013; Clarke & Moore, 2013; Durksen, Klassen & Daniels, 2017; Klassen et al, 2014; Guskey, 2014; Kruse & Johnson, 2017; OECD, 2015; Stewart, 2014).

In this paper, we provide some background on key issues raised in the recent literature, review data from the evaluation, and then relate the data to the literature. As with previous evaluations, we consider, comparatively, issues identified through previous evaluations and data from the most recent conference. We focus on the most prevalent consistencies in evaluation responses, and what these mean in relation to the issues identified and for ongoing planning. We discuss how AFMLTA conference planning can respond to both the evaluation and the key literature, and how other forms of professional learning might complement the conferences. Conclusions drawn relate not only to ways forward in maintaining the relevance and value of AFMLTA conferences, but also to contributing to the political agenda and advocacy for the languages profession, using conferences to drive the national agenda, rather than merely responding to it, In this way, the AFMLTA seeks to serve its membership through positioning itself as a critical and reflexive national professional body leading the learning and development of teachers of languages, and positively influencing the contexts in which we work.

As a post-script, we note additional data is currently being gathered from the national teacher education membership, and how future articles- as well as AFMLTA planning- will be informed by this additional source of information about what language teachers need from professional learning, to enable the AFMLTA to respond to its membership's needs from an evidenced perspective.

WHAT THE PROFESSIONAL LEARNING LITERATURE TELLS US

Communities of practice

A consistent key focus in the literature is the importance of communities of practice-collegial and collaborative opportunities to learn together. Kruse and Johnson (2017, p. 588) point to the benefits of establishing professional learning communities and professional learning opportunities for these communities, as platforms for 'rich thinking and intentional practice', and as an act of planned 'mindfulness' in educational leadership. For leadership teams to do so, in this case through the leadership of the peak body representing teachers of languages, it is critical to understand the needs of the community, and to respond to reflexive contributions to the discussion, such as through professional learning evaluative data.

Kruse and Johnson describe how the idea of professional learning communities (PLCs) has 'taken root' in schools and networks, such that the PLC has become 'ubiquitous in the K12 environment', and a code for any model of collective practice that 'exhibit[s] a culture of collaborative learning among... professional educators... led and structured in ways that facilitate... the group learning dynamic toward the realisation of desired educational outcomes' (Kruse & Johnson, 2017, p. 589). They indicate the need for an 'identifiable set of goals, strategic decisions, processes, structure, and a culture informed by the wider organizational-learning (PL) literature' (Kruse & Johnson, 2017, p. 589). In its national strategic planning processes, the AFMLTA seeks to provide goals, strategic directions, and structures, such as through conferences, to promote this collegial culture, informed by the wider literature and feedback, and hence establishes ad hoc and deliberate communities of practice through its cycle of conferences, with, as will be seen in the data, return of participants, as well as new participants to this community event.

Kruse and Johnson (2017) relate this purpose for PLCs to a long history of literature, informed by theories of inquiry (Dewey, 1929), reflection (Schon, 1983), teachers' active participation in curriculum and pedagogical practice (Stenhouse, 1975), and a need to complement otherwise individualised practice (Darling-Hammond, 1984). Huffman et al (2001) also noted the constructivist link in professional learning communities, constructivism being a pedagogical orientation that is pervasive in education systems throughout the world. Reflection on practice is central to all these theoretical beginnings, extended to the notion of 'praxis', requiring not only reflection but action, informed by dialogic (interactive discussion) processes, engagement, and a mindset to habitually reflect and develop practice actions arising from the reflection (Johnson & Kruse, 2009; Kruse & Johnson, 2017). Praxis is therefore a mindful approach to inquiry, and the term 'mindful' in relation to planned professional learning also gained currency during the first decade of the 2000s (Kruse & Johnson, 2017). Kruse and Johnson's definition of a PLC as a site of mindful praxis provides a useful concept for conference organisers to consider in planning content, structures and processes.

Teacher self-efficacy, motivation and the link to professional learning

Connections between teacher self-efficacy (feeling effective as a teacher), motivation to teach, and professional learning is another key theme in the professional learning literature.

In a study by Durksen, Klassen and Daniels (2017, p. 53) of 253 teachers, they found a positive correlation between motivational beliefs and professional learning; that 'time and space to think' is the most important reason for professional learning; and the most important types of professional learning involve collaboration. Social engagement with colleagues, involving collaborative teacher professional learning (TPL), working with mentors, community building, having time and space, thinking about themselves as a teacher, engaging with their subject, and working with students were all evaluated, with the strongest connections being between social engagement with colleagues and self as teacher (self efficacy), and social engagement with colleagues and time and space to think. They also found career-stage was important for teachers (and teacher education/pre-service teachers) in relation to the type of professional learning that was most useful and effective.

These authors developed a framework of professional learning from their findings, indicating that a collection of different professional learning practices were needed for maximum teacher self-efficacy, and across career stages. The framework is replicated below, as Figure 1.

In the coloured circles, on the left of the framework, the authors identify six types of TPL, which they have named the '6P framework of TPL' (Durksen, Klassen & Daniels, 2017, p. 62). The Preservice P identifies the need for formal education (at a university), aligned with practicing teachers' TPL. The second level is the Personal P, which is involves intentional teacher-initiated TPL. The third P is Process, for collaborative and cooperative TPL involving partnerships and communities of practice focused on promoting professional growth, The fourth P is Project, for informal collaborations initiated and embedded within a school to meet local contextual needs of teachers and students. The fifth is Product, involving formal collaboration to produce a product for wider use (beyond a single school). The sixth P is Predetermined, in which they place mandated workshops, sessions and conferences.

AFMLTA conferences have a role in several of these TPL Ps. They support Personal TPL, as teachers self-select to attend, to fulfil a learning need they have identified for themselves. They also support the third P, Process, in providing a community of practice focus aimed at promoting professional growth. AFMLTA conferences also support the fifth P, Product, where collaborators or individuals present their research and professional learning products through workshops or presentations, for a wider community. Finally, they have a role in the sixth P, for Predetermined, in that teachers may be attending the conference to meet hours requirements for professional learning, or may see the conference as necessary engagement, on a regular basis, with peers, to ensure they are up to date with recent trends in their field.

Backward planning for professional learning

Another pedagogical idea underpinning professional learning thinking currently, usually applied to planning learning sequences and assessment, is the concept of backward planning or backward mapping. Guskey (2014, p. 11) makes the link between planning teaching and planning professional learning, and points out that 'the effectiveness of any professional learning activity, regardless of its content, structure, or format, depends mainly on how well it is planned'. Guskey (2014) contends that, in education, there is not a well-evidence history of steady improvement built on an expanding knowledge base, and professional learning has often been haphazard at best, if a purpose for the learning is not identified.

For decades,.schools have implemented professional learning not knowing exactly what they hoped to accomplish. Without a specific purpose to guide their experiences, they often fall prey to clever consultants and adept entrepreneurs more concerned with what sells than with what works to improve student learning. Seduced by dynamic presentations and jazzy technology, desperate school leaders jump onto education bandwagons, committing scarce resources to strategies and programs based more on wishes and promises than on solid evidence of effectiveness (Guskey, 2014, p. 12),

Just as planning learning from the perspective of building episodic activities can be like 'choosing the route for a journey before deciding the destination' (Guskey, 2014, p. 12), it makes sense, where possible, to plan professional learning from the perspective of what is intended to be achieved. Guskey (2014) argues that professional learning planning should begin with where you want to end up, and suggests five considerations, in the following order:

1. desired student learning outcomes

2. new practices to be implemented

3. needed organisational support

4. educator knowledge and skills

5. optimal professional learning activities (Guskey, 2014, p. 15).

If, then, the desired student learning outcomes are general, such as meeting the achievement standards of the Australian Curriculum: Languages (ACL), you would then think about practices to be implemented- such as using the ACL in planning programs including assessment. This would require that whatever professional learning activities were pursued had available sessions on planning and assessing the ACL. Next, organisational support would be considered: release time, and costs of conference or workshop attendance, for example, would be addressed. The exact educator knowledge or skills might then include the capacity to understand the conceptual underpinnings of the curriculum and the use of achievement standards rather than outcome statements, to allow teachers to effectively implement the ACL. Finally, the best professional learning activity to achieve the first four points would be selected- it may be a professional learning program based on the ACL, or it may be attending a national conference that would include research and practice presentations based on implementing the ACL, including conceptual underpinnings and practice examples.

There are of course contextual circumstances that may impede this smooth progress from intended learning outcomes back to optimal professional learning, and you may not always know in detail what a conference might offer well ahead of booking attendance, or even know what it is you need to know to effectively teach. A focus on purpose, however, will assist selection of the professional learning event, and information about the event, such as is provided in published evaluation of participant responses to AFMLTA conferences. Forward notice of themes and content streams of conferences will allow for better alignment of purpose and appropriate professional learning, to assist with professional learning choices.

CONFERENCE EVALUATION

The next section of the paper provides details of participant responses in the evaluation of the 2017 conference, along with comparisons to data collected at previous conferences.

PROFILE OF RESPONDENTS

210 responses were received to the online survey from an overall registration of 315. The response rate of 66% is lower than in previous years, where response rates have been between 75-85%, but is nonetheless a high response rate, indicative of participant insights. Of these 210 respondents, 77% were delegates and 23% were presenters, which is consistent with previous conferences. Around 80 individual presenters at the conference indicates the importance of the conference as a venue for presentation of individual and group research and practice within the national community of teachers of languages.

62% of respondents were attending their first AFMLTA conference, accounted for by a very high number of delegates from Queensland, many of whom were supported in their attendance by the Queensland Department of Education and Training. Of the 38% who had attended previously, 70% had attended the conference in Melbourne in 2015, 40% had attended the Canberra conference in 2013 and 30% the conference in Darwin in 2011, indicating that there are many regular attendees. There were also high numbers of people who had attended every conference in the last decade, and some before.

74% of respondents were members of their state Language Teachers Association, half of these being local MLTAQ members, 40% from other states and less than 10% from overseas, notably New Zealand, and a 17 member contingent from Finland who had come to learn about additional language education in Australia. 67% of respondents also belonged to a language specific association.

The number of primary teachers was notably higher than in Melbourne in 2015. Secondary teachers usually dominate attendance, but at this conference the 30/44 split indicates more interest from the primary sector than ever before. Given that in Queensland there is a move to increase primary programs, this may have been a factor, along with the support provided for Queensland delegates to attend,

70% of attendees are in full time permanent positions (compared to 56% in Melbourne 2015), 15% part time permanent, and 12% in casual employment. The average age of attendees was 40-50, though each age group from 20 to over 65 was well represented. This is in contrast to Melbourne 2015, when the 50-60 year old cohort was the largest. This would indicate, with a large number of attendees from Queensland, that the average age of teachers in this state is lower than other states and territories.

85% of attendees were female, consistent with previous data. Over 80% of attendees were funded by their employer or association to register for the conference in 2017; fewer than 20% said they paid all conference costs themselves. This financial support for conference attendance is significantly higher than for previous conferences, and again reflects the support provided by the Queensland department.

Overall, we can see that the attendees in 2017 were younger, more often in full time permanent employment, more likely to teach in primary school, and had more financial support available than in previous years. Given the different state context for the conference in 2017, it is difficult to draw firm conclusions about why the profile of attendees is so different, The differences are however probably attributable to the situation in languages education in Queensland. The AFMLTA will continue to lobby state and federal education authorities to support conferences, as the impact in Queensland of this support has been to include a younger workforce, spread more evenly across the years of schooling.

OVERALL SATISFACTION RATINGS

Respondents rated their satisfaction with the Gold Coast conference very highly overall, with a number of features rated 'good' or 'excellent' by a majority of respondents. These included the venue (Bond University), the catering, the welcome event, (including the Patji Dawes award ceremony) and the extensive trade displays. The trade displays received a higher rating this time compared with previous conferences, but otherwise responses were consistent with past conferences. There were lower ratings for the conference website and pre-conference communication, largely due to some technical hitches that complicated the pre-conference procedures, and which the AFMLTA has since addressed. Cost of the conference had the most responses in the 'average' satisfaction rating category, which has been a common response in feedback over the last four conferences. Nonetheless, 41% of respondents rated their satisfaction with the cost as 'good' or 'excellent', and only 8.6% as 'below average' (7.2%) and 'unacceptable' (1.4%). As identified in the evaluation of the 2015 conference, costs of the AFMLTA Conference are on a par with other curriculum area conferences and have remained at the same level for four conferences.

EVALUATION OF PRESENTATIONS

In relation to the plenary sessions, all received over 50% 'very good' to 'excellent' responses, with John Hajek's Horwood Address and David Crystal's telecast plenary being the most popular.

Respondents were asked to nominate the top three sessions they attended. While the vast majority of parallel sessions were included in this list, a few sessions were referred to consistently. These included Morgan (Language teaching in remote contexts), a number of CLIL sessions (including Truckenbrodt, Pleuss and others), Dale (ICT for languages), Quadrelli (Differentiation), Pentti (Conceptual learning), Abraham (Tips for engaging learners), language assessment (both Lane and Harvey) and Scrimgeour (Intercultural encounters in Iran). The school site visit to the Japanese Immersion Program at Robina School was seen as a highlight, and the inclusion of a site visit in the conference program was well received by attendees.

HIGHLIGHTS OF THE CONFERENCE

When asked to nominate the highlight of the conference, responses were wide ranging, including nominating the keynote and plenary sessions; the social networking opportunities, including the dinner; the inspiring nature of the conference overall; and the opportunity to access new information, research, ideas and insights that made respondents feel positive about the experience and the knowledge they were taking back to their school sites. These results are consistent with previous conference evaluations, and reflect the different purposes the conference fulfils in providing professional learning opportunities for diverse attendees. At this conference, attendees were consistent in stating the main benefits of attending the conference were the professional learning and professional networking opportunities the conference provided, particular to each respondent's needs. Respondents also commented on the importance of the lengthy meal break and the catered functions as important opportunities for focussed networking, supporting the value of the conference as a community of practice event.

THE MAIN THEMES

Responses to the question relating to the main message participants took away from the conference included a sense of affirmation in both their sense of purpose and approaches to teaching languages, an awareness of the quality research and teaching practice that was occurring around the country, and a recognition that new ideas and innovative practices were helping to take languages education into the future, and preparing teachers to do so.

ISSUES FOR FURTHER CONSIDERATION

Respondents were invited to comment on aspects of conference organisation and content that they found to be least satisfactory. Some organisational issues were highlighted, including the fact that some parallel sessions were very popular and could not seat the number of attendees, and that there was no time allocation for transitioning between individual sessions in the grouped sessions, meaning that participants sometimes found it difficult to arrive at sessions on time, if they elected to change rooms within group session slots. A more positive feature was that some attendees had interest in attending more than one session in one time slot, and needed to make difficult choices as to which to attend. Another theme was a preference for practical sessions providing classroom-ready resources and ideas. Some respondents noted a focus on research in sessions they had attended, and questioned the applicability of the research to their own teaching context. More attention to clarity in abstracts describing the sessions may remedy this issue for future conferences, so that participants are more aware of the focus of the session they have selected. Finally, some respondents described sessions where the presentation on the day did not seem to align to the abstract in the program. All of these issues are mentioned to varying degrees in previous conference evaluations, and remain issues for careful consideration forfuture conference committees. Over the four conference evaluations collected to date, respondents have variously requested more practice-based sessions AND more research/theory-based sessions; and more time between sessions and shorter days (each impact on the other). It is always the case that a balance between such needs is considered.

LOOKING FORWARD

The remaining sections of the survey looked forward, seeking recommendations from attendees at the 2017 conference on the content and organisation of future conferences. When invited to select items considered important as inclusions in the cost of registration, respondents identified high profile or international speakers and catering as the most important elements, consistent with previous evaluations. Some form of welcome event, and transport to and from the venue if required were also considered desirable. At a more practical level, respondents requested a printed program with abstracts, or alternatively, information on session content and location being readily available at the venue at future conferences. It may be that if the cost of printing a full program is considered prohibitive within the conference budget, that more reminders to bring a printed copy is provided. A 'pocket program', with each session identified by name and presenter was provided, as were links to the full program and abstracts online.

When requested to rank key inclusions for future conferences, respondents ranked practical sessions most highly, followed by high profile Australian speakers, and catering. 91% of respondents rated theoretical sessions as 'desirable', 'important' or 'vital', and 90% rated international speakers within the same categories, maintaining the strong demand registered in previous conferences for both. It may be an outcome of a lower age demographic that career stage needs for younger attendees include practical sessions, to learn from more experienced peers. The program for the four conferences evaluated has in all cases included both practical and theoretical sessions, and clearly this is a strategy to be maintained, so attendees can select sessions according to their current needs. Catering has in all evaluations been rated as a high need, which of course adds to conference costs, but provides for attendees without having to leave the site.

Another important inclusion is the welcome event, with 60% rating it as 'vital' or 'important' and a further 29% as 'desirable' welcome event, with 60% 'vital' or 'important'. The lowest ranked inclusions were a conference dinner and conference satchel, the latter of which had a 37% rating for 'unnecessary', but still with 60% seeing it as 'desirable, 'important' or 'vital'.. Responses to these last two items are largely consistent with previous conference feedback. Overall, we see that attendees seek the inclusion of classroom-ready or practical sessions, as well as theory-based sessions, whilst also appreciating the opportunity to hear high profile speakers addressing current issues in languages education, and to be well catered for while attending the conference,

We are fortunate to have many field-leading speakers from Australia, who continue to be popular at the conferences. When invited to recommend speakers for future conferences, respondents regularly suggested well-known Australian academics, including Lo Bianco, well-known Australian academics including Lo Bianco, Hajek and Liddicoat, as well as a range of international academics including, as well as a range of international academics including Lantolf, Kumarvadivelu, Crystal, and Bialystok. Many of these speakers have presented and been invited to speak at AFMLTA conferences. In terms of recommended topics or themes of interest at future conferences there was a strong demand for presentations on more intensive language learning models, including CLIL, bilingual education, and Teaching Proficiency through Reading and Storytelling (TPRS).

In terms of future networking opportunities, one suggestion from respondents was for future conferences to include more open forums, sessions in which more active participation by delegates is possible than the current presentation mode of mostly parallel presentation sessions. Respondents suggested these sessions could focus on common issues such as immersion or bilingual education models, or be used to explore issues in language-specific forums, or in early years or primary years contexts, and so on. One possibility is for these sessions to have a panel of speakers (drawn from the parallel sessions) who make themselves available in a moderated 'question and answer' session to respond to questions and to issues raised from the floor, with a moderator or chairperson maintaining the focus or flow of the session. Such sessions may provide a way of moving more effectively from theory to consider practical applications of ideas in classroom settings.

Finally, respondentswereasked about intentions to attend future AFMLTA conferences. While over 64% indicated they were likely to attend future conferences, limitations to attending included costs, both in terms of travel and registration fees. We see from the data that, as might be expected, more local attendees are able to attend conferences held in their state or territory. However, it remains the case that many delegates are supported financially to attend conferences interstate, and distance is not an overwhelming barrier for teachers, as shown by the positive numbers attending the Gold Coast conference from as far afield as Western Australia, South Australia, and Tasmania, not to mention New Zealand and Finland!

CHALLENGES AND IMPLICATIONS OF THE EVALUATION

The analysis the 2017 Conference raises a number of familiar issues that continue to require attention in ensuring the relevance and value of AFMLTA conferences in the future- the purposes for which attendees will use the conferences to support their own professional learning (Kruse & Johnson 2017; Durksen, Klassen & Daniels, 2017). The AFMLTA sets out to meet teachers' expectations, while also ensuring resolution of practical issues such as keeping conference costs within reasonable limits; of ensuring a balance between contemporary theoretical presentations and practical, classroom-based workshops; of developing a high quality program of parallel sessions while offering teachers the opportunity to try their skills at presenting their own ideas and experiences to a national (and international) audience.

There is also the need to ensure participants have sufficient opportunity for socialising and networking during the conference, to develop, nurture and maintain their community(ies) of practice with colleagues from across the nation. We see from comments by attendees that this need for community and networking is paramount, and is one of the most valued and successful aspects of the conference.

Another challenge is choice of venue, selecting a suitable site for the range of sessions required, while also considering location and accessibility, facilities and costs. University venues, with their technological support and purpose-fit teaching and learning spaces provide suitable sites, but are not always available. Hotel conference facilities will necessarily be an alternative, though costs can be significant given the size and quality of venue the AFMLTA conferences require. Having accommodation and conference on the one site is a significant logistical advantage, however, for both conference organisers and attendees. School-based venues are always an option, but these require teachersto be willing to use classrooms as breakout spaces for parallel sessions, a situation which is not always conducive to effective adult professional learning needs.

Conference organisation and information management is always a challenge for the volunteers who commit their time to arranging the conference program. The AFMLTA has gone digital for the last four conferences, in terms of detailed program information, and providing a single-page colour A3 'pocket program' which folds and sits neatly in the lanyard, but many attendees are still requesting a full printed program with presenter details and abstracts. There is significant cost in providing print programs, but ensuring attendees are well informed and able to make clear choices as to when and where they need to be is critical for a successful event. As noted above, clearer advice'

The academic program is constrained by the duration of the conference, the number of 'breakout rooms' available, the very large number of delegates wishing to present, as well as by the ongoing need to ensure a balance between theoretical sessions which are typically cross-language in nature, and practical workshops, which are typically language-specific. Nonetheless, evaluation of the academic program was overwhelmingly positive, with useful suggestions provided for alternative and more interactive sessions, to make the most of the shared learning opportunities, and to more effectively link theoretical ideas and practice implications. This is an initiative that would give participants a greater sense of voice and to be able to translate their experiences into effective teaching practice, to achieve their desired professional learning goals (Guskey, 2014).

Finally, and importantly, reaching out beyond MLTA membership to the broader teaching community both within Australia and beyond is important for a conference that prides itself on national and international perspectives. Pre-conference marketing directed toward early career and teacher education students, and toward language teachers not affiliated with their state MLTA is essential to build the support base for the AFMLTA and its advocacy work, and to provide appropriate learning opportunities for teachers at all stages of their careers (Durksen, Klassen & Daniels, 2017). While the costs of conferences present some limitations, ways and means of encouraging attendance via scholarships and other incentives may be worth further consideration. Engaging education sectors more broadly would engender greater interest and awareness in the work of the AFMLTA, and of teachers and researchers who present their work at this significant event on the calendar of language teaching and learning in Australia. Finding means of disseminating information on the conference in the Asia Pacific region is also warranted, as feedback from overseas attendees has always been positive in the past, and providing such attendees with the opportunity to showcase work in their own regions would be an excellent addition to the AFMTA conference agenda.

CONCLUSION

AFMLTA biennial conferences are intended to provide evidenced, effective professional learning opportunities for teachers of languages, in a national forum promoting the sharing of contemporary research and good practice in schools and universities, as well as an opportunity for teachers of languages to engage with academics of international and national renown, and with colleagues from different states, sectors, languages and levels of experience (Absalom, Morgan & Scrimgeour, 2016, p. 52). More broadly the conferences are directed toward the AFMLTA goals of advocacy for access to quality languages programs and successful outcomes for students, and for supporting the teaching community in accessing high quality, up-to-date professional learning opportunities, and driving the national agenda in languages education.

Overall the AFMLTA International Conference 2017 was a resounding success, based on the feedback received though the online evaluation. Teachers' reflections on the conference affirm the value and relevance of the conference organisation and content, for meeting professional learning needs.

We see from the professional learning research and practice literature, considered at the beginning of this article, the importance of communities of practice for effective professional learning, providing opportunities for 'rich thinking and intentional practice', and 'mindful praxis' (Kruse & Johnson, 2017). There is ample evidence from the evaluation of the 2017 conference that such opportunities were provided for participants, with goal-focused, strategic, and effective structures and processes to support development of a learning culture informed by the evidence of the literature.

There was also evidence of the conference meeting the needs of attendees at different career stages, and of provision of a number of the Ps from Durksen et al's (2017) framework for professional learning, including Personal, Process, Product, and Pre-determined professional learning opportunities, to promote teacher self-efficacy. Also evident is the capacity for teachers to purposefully select the program sessions to fulfil their own professional learning needs, and backward map to their own learning contexts (Guskey, 2014). As mentioned above, recommendations for future conferences have been taken on board, and will inform future planning.

Additionally, the AFMLTA is conducting further surveys of its members to identify the most appropriate and needed professional learning opportunities for members. The results of this more recent survey will also inform the ongoing workofthe AFMLTA in its mission to support quality teaching of languages and cultures.

ACKNOWLEDGMENT

The AFMLTAthanks attendees for their feedback and commits to considering ways to improve future conferences, within the constraints of keeping the conference financially viable, as well as remaining a key contributor to teacher professional learning end social networking.

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Andrew Scrimgeour, University of South Australia; Vice President AFMLTA

Anne-Marie Morgan, University of New England; President AFMLTA

Andrew Scrimgeour, University of South Australia, Vice President AFMLTA

Andrew Scrimgeour is Vice-president of the AFMLTA. He is a lecturer at the University of South Australia in Languages Education & Chinese. He has been involved in a range of projects in the Chinese language education field, with a focus on national and state policy toward Asian languages, and the development of the Australian Curriculum Chinese He undertakes research into learner diversity in the Chinese language classroom, literacy development in Chinese, the history of Chinese foreign language textbooks and dictionary compilation, and Chinese language teacher training.

Anne-Marie Morgan, University of New England, President AFMLTA

Anne-Marie is Professor and Associate Dean, Teaching and Learning, in the Faculty of Humanities, Arts and Social Sciences, and Education, at the University of New England, Australia. Her teaching and research interests include the work of teachers of languages, Indonesian language teaching and learning, languages curricula, intercultural language teaching and learning, teaching in bilingual contexts, plurilingualism, and literacy education. She is the current President of the AFMLTA.

Nations other than New Zealand had too few delegates to register as a percentage above 5%, and were inconsistent over the past four conferences

44% of attendees for the Gold Coast conference came from Queensland, with all other states and territories represented. This proportion of local attendees is significantly higher than in Melbourne in 2015 when only 30% of attendees were local members. As noted above, the support of the Queensland Department of Education and Training in sponsoring attendees may account for this difference. Spikes in attendance from NSW and ACT delegates for the Canberra conference, and NT delegates for the Darwin conference reflect local participants taking advantage of the conference being held in their vicinity. Recognising this 'local spike' is important in ensuring that conferences continue to be held around the member states and territories, to promote attendance from across the national membership. With the next conference in Tasmania, it is hoped that local Tasmanian teachers, who regularly attend state conferences, will attend the national conference.

30% of the attendees at the 2017 conference teach in the primary sector, 44% in secondary, with 8% in the tertiary sector and 8% working in educational administration. 27% of respondents listed Japanese as their teaching language, followed by French at 14% and Italian at 10%. In the past, these three languages have been the most commonly taught of delegates, but with more equal representation at around 20% each. Again, the Queensland context for the conference may account for the large number of teachers of Japanese, as many schools offer Japanese programs in Queensland. A clash of dates with a national Chinese conference also affects the numbers of teachers of Chinese who attend the AFMLTA conference.

Caption: Figure 1: Durksen, Klassen & Daniels (2017, p. 63) framework of motivation and professional learning

Caption: Table:1 Provenance of participants over the last four conferences*

Caption: Table 2: Overall satisfaction ratings

Caption: Table 3: Important inclusions in the price of future conference registration

Caption: Table 4: Key inclusions in the future conference programs

Please Note: Illustration(s) are not available due to copyright restrictions.