Engaging Boys and Building Literacy: Key Takeaways for Teachers from AFMLTA

During the course of this year I Attended the Australian Federation of Modern Language Teachers Associations (AFMLTA) International Conference. It was an incredibly rewarding professional experience that allowed me to reflect deeply on my teaching practice and engage with a community of passionate language educators. This year, I had the privilege of presenting two sessions: one on engaging boys in languages, focusing on challenges and strategies, and another on developing literacy in language learning using the Super 6 strategies. The process of preparing and delivering these presentations, as well as interacting with colleagues during and after the sessions, provided me with invaluable insights and inspiration for my classroom practice.

Presenting on engaging boys in languages was both exciting and challenging. I have long observed that boys in secondary languages classrooms often approach learning differently from their female peers. Many respond better to competitive, goal-oriented tasks, and they often thrive when their interests and identities are validated in the learning environment. During my session, I shared strategies I have found successful, such as gamified learning activities, technology-based exercises, and project-based tasks that connect language learning to real-life experiences. I also highlighted the importance of developing a classroom culture where boys feel confident to take intellectual risks without fear of judgment. One of the most rewarding moments was when a teacher from a regional school shared how she had adapted a strategy I mentioned, creating a team-based Italian cooking challenge and described the positive impact it had on student engagement. Seeing that the strategies resonated with others in such diverse contexts reinforced my belief in the importance of responsive and student-centred teaching.

The second session, focused on developing literacy using the Super 6 strategies, was equally engaging. I demonstrated how teaching students to predict, question, clarify, summarise, connect, and evaluate can significantly enhance comprehension and language production. Using examples from my Italian classroom, I illustrated how guided reading tasks, scaffolded discussions, and structured writing exercises can align with the Super 6 framework. A particularly memorable moment occurred when a colleague asked how these strategies could be adapted for students with both lower and higher literacy levels. The discussion led to a rich exchange of ideas about differentiation, scaffolding, and supporting students to take ownership of their learning. I left this session feeling energised, knowing that the strategies I use daily could be adapted and applied across different languages and educational contexts.

Both presentations prompted me to reflect on my own practice. Preparing for the conference required me to analyse the effectiveness of the strategies I use in my classrooms and articulate why they work. Interacting with colleagues further broadened my perspective, as I heard firsthand how others address similar challenges in diverse learning environments. I was reminded that teaching is dynamic, and strategies that succeed in one classroom may need adaptation in another. The feedback and discussions encouraged me to think creatively about new ways to engage students, particularly boys, and to reinforce literacy skills in meaningful and authentic contexts.

Beyond the presentations, the conference offered a sense of professional camaraderie. Conversations during breaks and networking sessions revealed the shared passion and dedication of language educators across the country. I exchanged ideas with colleagues about cross-curricular approaches, incorporating digital tools, and fostering student engagement through experiential learning. These discussions not only validated my approaches but also sparked new ideas I am eager to implement in my own teaching.

Reflecting on the experience, I recognise that presenting at a national conference is both a challenge and a privilege. It requires clarity, confidence, and the ability to communicate practice in a way that is both practical and evidence-based. The AFMLTA conference allowed me to share my strategies, receive constructive feedback, and engage in meaningful dialogue with other educators, all of which have contributed to my professional growth. It reinforced my commitment to creating engaging, effective, and inclusive learning experiences for all students while encouraging reflective practice and ongoing innovation.

Source: Simon Wampfler, Teacher, Oakhill College, Castle Hill