[lg policy] The Current State of Japanese Language Education in Australian Schools

Harold Schiffman hfsclpp at GMAIL.COM
Fri Dec 17 15:48:14 UTC 2010 

The Current State of Japanese Language Education in Australian Schools



De Kretser, Anne

December 15, 2010


Ms. Anne de Kretser, Director of the Melbourne Centre for Japanese
Language Education (MCJLE), a NF-JLEP endowed institution in
Australia, and Dr. Robyn Spence-Brown, Senior Lecturer at the School
of Languages, Cultures and Linguistics, Monash University, were asked
by the Australian Government to engage in a prestigious
assignment—conducting research on Japanese language education in the
country. The report, the first major national report since 1994 to
uncover the situation of Japanese language education across the
country, was released in early 2010. In this article, Ms. de Kretser
shares some of the key findings and recommendations from the report,
and informs us of MCJLE’s plans for further improvement of Japanese
language education in Australia.



In 2008 the Australian Government announced significant funding to be
available to increase the numbers of Australian students to become
proficient at learning the languages and cultures of Australia’s Asian
neighbours, China, Indonesia, Japan and Korea.

The Australian Government announced The National Asian and Languages
Studies in Schools Programs [NALSSP] which would operate over
2008-9-2011-12 and allocated AU$ 62.4m funding to achieve this.

Part of the NALSSP funding was allocated to research and the Melbourne
Centre for Japanese Language Education was asked to research and write
a report on ‘The Current State of Japanese Language Education in
Australian Schools’, similar reports were commissioned for Indonesian,
and Korean and in 2008 a report had been written on Chinese.
The First Major National Report on Japanese Language Education Since 1994

Dr. Robyn Spence-Brown, Senior Lecturer at Monash University and Anne
de Kretser, Director of the Melbourne Centre for Japanese Language
Education took a year to research and write a report about Japanese
language education in Australian schools. Data from all states and
territories and the government, independent and Catholic sectors was
collected and over 100 people were interviewed.

At this stage Australia does not have a national curriculum for
languages [although one is being developed], so every state and
territory, 8 in total has different education systems and curriculums.
This is why this report is so important. It represents a comprehensive
picture of Japanese language education in 2008. Language education is
not compulsory until the end of high school and in most states or
territories is only compulsory in the first year or two of secondary
school.

Japanese is the most popular foreign language studied in schools in
Australia. There are reports of Japanese being taught in Melbourne as
early as 1906 and in Sydney in 1918,  however it was introduced at
many major Australian universities in the 1960’s and by the 1980’s and
1990’s saw massive growth and popularity first in the tertiary and
then the secondary sector.
Major Findings

Participation

After three decades of sustained growth, enrolments in Japanese have
fallen over the last six to eight years, particularly at the primary
level.

    * In 2008 approximately 351,579 students studying Japanese in
Australian schools
    * Japanese remains the most widely studied language in Australian
schools and universities. Over 10% of students across all year levels
studied Japanese in 2008
    * There has been a decrease of approximately 16% in overall
student numbers since 2000.
    * The number of years in which language is compulsory has
decreased in many primary and secondary schools (leading to students
studying for fewer years).
    * There is a large rate of attrition after language becomes an
elective (Years 8, 9 and 10), relating not only to student
disengagement but to structural factors in schools and in course
requirements.
    * Total enrolments in the final units of senior secondary Japanese
(‘Year 12’) have been comparatively stable over the last decade, with
the number of students completing year 12 units falling from a high of
5,196 in 2002 to 4,910 in 2008.

Programs

    * At primary level, there is no agreed common content or
progression in terms of specific language or other skills, and
conditions for delivery (especially time) differ widely.
    * The teaching of reading and writing skills is a problem for
teachers and a barrier for students.
    * Senior secondary curriculums and assessment standards and
criteria are regarded by teachers in several States as too demanding
for ‘continuing’ students and are unsuitable for students with a home
background in Japanese.
    * Many students at both primary and secondary levels have the
opportunity to engage with Japan through sister school and exchange
programs – probably more than for any other language commonly taught.

Teachers

    * The supply of Japanese teachers is adequate in most urban areas,
but quality remains an issue. Supply problems exist in some rural and
outer-suburban locations, and sectors that offer poor working
conditions are often unable to attract sufficient teachers.
    * Japanese teachers are generally regarded as energetic and
resourceful. They have a high level of engagement in professional
associations and have developed excellent support networks.
    * The lack of appropriate Japanese-specific ‘methods’ components
in teacher training programs has resulted in important gaps in
practical pedagogic skills and theoretical understanding for many
teachers.
    * Most existing teachers who are non-native speakers need support
in further developing and maintaining their Japanese language
competence and socio-cultural knowledge and understanding.
    * Teachers educated overseas need more support in coping with the
Australian educational environment.
    * Native speaker language assistants provide an extremely valuable
resource in schools which have access to them. However, availability,
quality and preparedness for the Australian environment vary, as do
the abilities of teachers to make best use of assistants.

Recommendations – A Process for Leading Change

1 .Establishment of a National Council for Japanese Language Education

A national expert council should be established to provide leadership
and advocacy for Japanese language education across primary to
tertiary levels, opportunities for the sharing of expertise and
information, and representation in consultations with key
stakeholders. The council should work closely with groups supporting
other languages and languages in general.

An outcome of the council’s work will be a National Plan of Action for
Japanese Language Education, in 2010-2020

2. Research into Factors Relating to Retention and Attrition at Senior
Secondary Level

This report has identified important factors which may be affecting
retention in Japanese but has noted a lack of clear research into
their extent and significance. Detailed research is required into the
effects of the following factors:

Transition arrangements, school course and timetable structures
(including provision for separate senior classes), senior secondary
certificate structures and tertiary entrance rank calculation
procedures, perceptions of career relevance, relative difficulty.

This research should be directed at formulating an agenda for
structural and other changes to support retention.

3. Reform for Japanese in Primary Schools

The teaching of Japanese in primary schools requires urgent reform at
the curriculum and structural levels. Education authorities should
support school trials of innovative staffing models and delivery.

4. Detailed Curriculum and Materials Development

In conjunction with the development of a national curriculum for
languages, curriculum authorities should develop a comprehensive and
fully resourced Japanese program covering primary and secondary
levels, including a detailed scope and sequence, based on mandated
minimum time allocations.

5. Profiling teachers

The Australian Government should coordinate a collection by all
sectors of comprehensive information on Japanese teachers, including
linguistic and pedagogic qualifications and age to allow for informed
planning for recruitment and professional development.

6. Partnerships to Support opportunities for Authentic Interaction

Wider support is required to develop and expand programs which allow
for learning beyond the classroom. Education authorities in
partnership with governments and universities in Australia and Japan
should establish professionally run programs to recruit, train and
support native-speaker assistants from Japan to work in Australian
schools. Schools, governments and industry should collaborate to
expand opportunities for students to apply and develop their skills in
authentic situations through virtual and face to face interaction,
internships and/or work experience and travel to Japan.



On the basis of the data collected and the findings of the report the
MCJLE has identified areas in which it will become more pro-active and
has already made plans for further research.

Research projects

1.       Profiling Diploma of Education students that have completed
the MCJLE seminar training series over the past 5 years. The research
project which will profile the participants to track the career paths
of recently trained teachers and the reasons for their career choices.



2.       Research into the factors of attrition at senior secondary
level, including motivation, structures within schools and senior
secondary course structures and university entrance ranking systems

Activity Plans

The MCJLE is planning a national conference for Japanese language
educators. The conference will provide opportunities for the sharing
of research findings, discussion of best teaching practice and
networking.

The MCJLE has developed its professional development calendar and
seminar series based on the findings of the teacher training needs in
the report.

The full text of the report can be viewed here:
http://www.deewr.gov.au/Schooling/NALSSP/Documents/CurrentStateJapaneseLanguageEducation.pdf

http://www.tokyofoundation.org/en/articles/2010/current-japanese-language-education-in-australia

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