<div dir="ltr"><h1>Connectedness the key to success in learning Japanese</h1>
<span class=""><b>Friday, 26 August 2016, 10:10 am</b><br>
<b>Press Release: <a href="http://info.scoop.co.nz/Massey_University">Massey University</a></b></span>
<p>
<strong>Connectedness the key to success in learning
Japanese </strong></p><p>A new book provides unprecedented
insight into issues and strategies around Japanese language
learning in New Zealand at tertiary level, offering a
powerful example of what can be achieved through
co-operation, collaboration and vision.</p><p><i>Creating New
Synergies: Approaches of Tertiary Japanese Programmes in New
Zealand,</i> edited by three New Zealand academics, is the
first book to be published on Japanese language teaching in
New Zealand’s tertiary institutions. </p><p>Co-edited by Dr
Penny Shino from Massey University, Dallas Nesbitt from AUT
and Dr Masayoshi Ogino from the University of Canterbury, it
is a compilation of in-depth research into how the teaching
of Japanese in the New Zealand tertiary sector is
successfully adapting within a rapidly-changing and
challenging learning environment. </p><p>Co-ordinator of the
Japanese Programme in Massey University’s School of
Humanities Dr Penny Shino has watched the evolution of
Japanese language teaching in New Zealand.</p><p>“As one of
the first generation of New Zealanders to study Japanese at
secondary school, I feel I have been there from the start.
It has been a rollercoaster ride, through the tsunami of
enrolments in the 1990s and some recent quite difficult
patches, but we have come through. Thanks to a connected and
committed network of Japanese educators we are now facing
the future with some confidence,” she says.</p><p>Although
Japan remains steady as New Zealand’s fourth-largest
trading partner, the number of secondary school and tertiary
students learning the language has been dropping since the
highs of the late 1980s and 90s through the era of Japan’s
‘bubble economy’.
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<p>In the decade between 2005 and 2015
tertiary enrolments dropped by 48 per cent, and the
decreasing number of Japanese language learners meant a
reduction in courses offered. There is also competition from
other languages being offered, especially Mandarin and
Spanish. </p><p>AUT’s senior lecturer in Japanese Dallas
Nesbitt says New Zealand lacks a national language policy,
which makes it difficult to prioritise additional language
learning in a busy curriculum. And even though ‘Learning
Languages’ is a curriculum area, unlike other areas it is
not compulsory. </p><p>“The secondary and tertiary sectors are
strongly united but cannot hope to educate New Zealanders
for a global world without sound long-term national policies
being put in place,” Ms Nesbitt says.</p><p>A focus on
science, technology, engineering and maths subjects in
secondary school also limits options for school pupils keen
to add learning a language to their schedule, and sends the
wrong message to students, teachers, senior management,
careers advisors and parents about the importance of
languages in a global society. </p><p>However, the authors
highlight that learning another language helps people
develop a range of skills which add value to any career,
including creativity, communication, interpersonal skills,
flexibility and adaptability, self-awareness and confidence,
and being attuned to diversity.</p><p>Globally the numbers of
Japanese language learners have increased, and Dr Masayoshi
Ogino from the University of Canterbury’s Department of
Global, Cultural and Language Studies in the College of Arts
says interest in Japan can only increase with the upcoming
Rugby World Cup in 2019, and the Tokyo Olympics in
2020.</p><p>“However, the Japanese language education we
envisage for the future needs strong foundations and
approaches which will endure beyond the short-lived allure
of such events,” he says. “We hope this book provides
readers with innovative ideas, insights and inspiration for
further developing additional language programmes, which
will remain sustainable beyond 2020.”</p><p>The authors agree
that the formation of Japanese Studies Aotearoa New Zealand
(JSANZ) in 2013 has fostered a strong sense of community
between Japanese language teachers at all levels, and
created opportunities for language learners to work together
in dynamic settings.</p><p>“With JSANZ we have an active
community of educators who want to help others learn
Japanese and also learn more about the Japanese culture. The
popularity of contemporary Japanese culture through manga
and anime also piques the imagination – just look at the
number of people playing Pokémon Go,” says Dr Ogino.</p><p>In
2015 the Government committed $10 million over five years to
the Asian Language Learning in Schools programme, to support
the teaching of Asian languages in state and
state-integrated schools. The authors are hopeful this will
lead to increased numbers of learners at tertiary level.
</p><p>“To retain these language learners we must be flexible
and attuned to the needs and expectations of the digital
generation. Technology enables us to facilitate new learning
environments that aren’t tethered to a classroom. It has
opened up wonderful new vistas for distance learning in
particular,” says Dr Shino.</p><p><strong>ABOUT THE
BOOK</strong><br><i>Creating New Synergies: Approaches to
Tertiary Japanese Programmes in New Zealand</i> is published
by Massey University Press and is available for sale from
August 10. For more information on how to purchase the book,
visit the website:
<a href="http://www.masseypress.ac.nz/books/">http://www.masseypress.ac.nz/books/</a></p><p><a href="http://www.scoop.co.nz/stories/ED1608/S00106/connectedness-the-key-to-success-in-learning-japanese.htm">http://www.scoop.co.nz/stories/ED1608/S00106/connectedness-the-key-to-success-in-learning-japanese.htm</a><br></p><br clear="all"><br>-- <br><div class="gmail_signature" data-smartmail="gmail_signature">**************************************<br>N.b.: Listing on the lgpolicy-list is merely intended as a service to its members<br>and implies neither approval, confirmation nor agreement by the owner or sponsor of the list as to the veracity of a message's contents. Members who disagree with a message are encouraged to post a rebuttal, and to write directly to the original sender of any offensive message. A copy of this may be forwarded to this list as well. (H. Schiffman, Moderator)<br><br>For more information about the lgpolicy-list, go to <a href="https://groups.sas.upenn.edu/mailman/" target="_blank">https://groups.sas.upenn.edu/mailman/</a><br>listinfo/lgpolicy-list<br>*******************************************</div>
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