J-GAP
Japanese Global Articulation Project:
Providing pathways
JSAA J-GAP Australia Team
Chihiro Kinoshita Thomson, UNSW
Robyn Spence-Brown, Monash University
(With support from the Japan Foundation)
Outline
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Introduction
Australian Japanese language education
Brief overview of J-GAP
2012 J-GAP Australia report
2013 onwards
Discussion
Wrap up
Trends in Japanese language
education in Australia
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Large learner population
High ratio of learners in population
Decline in numbers of learners
Concentration in Primary and Secondary
Schools
• Concentration in Beginner
level Japanese
Japanese language Learners
in the World
Numbers of the learners of Japanese
County
Population (1) Learners (2)
South Korea
Ratio
50 mill
964,014
1/52
1,354 mill
827,171
1/1,635
Indonesia
238 mill
716,353
1/330
Australia
23 mill
275,710
1/83
China
(1) http://en.wikipedia.org/wiki/List_of_countries_by_population
(2) 『海外の日本語教育の現状 日本語教育機関調査・2009年 概要』
http://www.jpf.go.jp/j/japanese/survey/result/index.html
Shift in numbers in Australia
Australian Learners
450000
400000
25% drop
350000
300000
250000
Australian Learners
200000
150000
100000
50000
0
1990
1993
1998
2003
2006
http://www.jpf.go.jp/j/japanese/survey/report.html
2009
Learner concentration
Number of learners
Combined
Primary
Other
Tertiary
Secondary
Primary + Secondary + Combined = 264,383 (96%)
Tertiary = 8,520 (3%)
http://www.jpf.go.jp/j/japanese/survey/country/2011/australia.html
Concentration in beginners
UNSW enrolment in 2011
Primary +
Secondary
96%
Secondary
continuers
Secondary
extension
Core Language Courses
Enrolment
(Continuing)
Introductory Japanese A
516
Introductory Japanese B
170 (33%)
Intermediate Japanese A
146 (86%)
Intermediate Japanese B
119 (82%)
Advanced Japanese A
104 (87%)
Advanced JapaneseIntermediate
B
92or
(88%)
above
Professional Japanese27%
A x 3%61
= (66%)
Professional Japanese B 0.8% 44 (72%)
Adv. Prof. Japanese A
29 (67%)
Adv. Prof. Japanese B
25 (86%)
Tertiary
3%
Drop
951/1306
73%
355/1306
27%
Two main issues
• Decline in learner population
• Concentration in beginners
→ Continuation of learning
Outcome of better quality Japanese speakers
Vertical articulation of Japanese language programs;
vertical articulation within a Japanese language
program
Australia in the Asian Century
White Paper (2012)
• National Objective 11.
All Australian students will have the
opportunity, and be encouraged, to undertake
a continuous course of study in an Asian
language throughout their years of schooling
J-GAP: Japanese Global
Articulation Project
OVERVIEW
• Global Articulation Project in Japanese
Education
• Global project to achieve articulation in
Japanese language education
This slide and following slides on articulation are by Prof. Y-H Tohsaku of UCSD and are used
with his permission.
What is Articulation?
12
What is “Articulation”?
• Curricular Continuity
• Systematic coordination of course and/or program
content within and between educational institutions to
facilitate the continuous and efficient progress of
students from grade to grade, school to school and
from school to the working world (education.com)
• “the interrelationship and continuity of contents,
curriculum, instruction, and evaluation within
programs which focus on the progress of the students
in learning both to comprehend and communicate in a
second language: (Lange 1988)
13
Two Types of Articulation
• Horizontal Articulation
• Vertical Articulation
• (Interdisciplinary Articulation)
– all of them are important
14
Horizontal Articulation
• Focusing on outcomes, teaching strategies,
materials, and evaluation within a course level
– Example 1: First year Japanese course at
Institution A has more than one section and the
instruction is based on a common curriculum
– Example 2: Japanese instruction is offered in more
than one elementary school in a district and
teachers from different schools address the same
objective at each course level and use similar
strategies and teaching materials
15
Horizontal Articulation
Level X + 1
Level X
Lack of Horizontal Articulation
Level X + 1
Level X
Vertical Articulation
• The continuation of the curriculum between
levels of schools
– Example 1: First Year through Fourth Year
Japanese Language Courses at Institution B
provide a smooth and logical transition
– Example 2: Japanese Programs of High School C
and University D in the same area have smooth
academic sequencing
18
Vertically Articulated Education
A
B
I
L
I
T
I
E
S
Primary
School
Jr Secondary
School
Sr
Secondary
School
University
19
Lack of Articulation
A
B
I
L
I
T
I
E
S
Primary
School
Jr Secondary
School
Sr
Secondary
School
University
20
Lack of Articulation
• Persistent issue of education
• Problematic not only in foreign language
education but in other subjects
• Its solution is one key to improve the quality
of education
• Need to systematically address both
horizontal and vertical articulation
• Solution requires “systematic approach” and
“collaboration”
21
By achieving articulation
• Improve the quality of Japanese language
education
• Increase the number of Japanese language
learners
• Expand Japanese language education
• Make it possible to develop better education
plans
22
Articulation Issues
• Essentially, Local Issues
– Related to the educational system, education
culture, local education system, education policy,
etc of each area
– Each area should develop its own solution plan
– Each area should work on them on their own
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J-GAP Australia
• Japanese Studies Association of Australia
• J-Gap Australia
• How can we encourage uptake and
continuation of Japanese language learning
across Australia?
• J-GAP Australia 2012
(1) Identification of issues
(2) Discussions with stakeholders
(1) Identification of Issues
• School issues
– Decrease in numbers
– Non-continuation
– Language policies
School Issues
• Decrease in numbers
– NALSAS
– Structural problem > other language
– End of compulsory years
– Year 12
Addressing noncontinuation
Three dimensions to consider in investigating
non-continuation
• Student choice (is this ever a ‘free personal
choice’?)
• Teaching issues
• Structural issues
28th February 2011
Presentation title
27
Language education
policies
• Evidence for their importance: different participation rates in
different states
• Languages-specific policies
• Compulsory years
• Hours of study
• Type of study
• Range of courses available – eg senior secondary
‘Beginners’, VET courses, eligibility rules
• Choice of languages to be taught
• Measures supporting good teaching
• Availability of language P-12
28th February 2011
Presentation title
28
The impact of policies
• The impact of policies mandating language
study that are backed up by realistic
procedures and support for implementation
is very clear.
• ACT
• Victoria
28th February 2011
Presentation title
29
Staffing of
primary programs
• Model of one classroom teacher per class
– The role of specialists is peripheral
– Does not lend itself to the introduction of
substantial time for specialist subjects
• Models whereby specialist teachers replace
classroom teacher time should be considered.
• Immersion teaching or CLIL, Content and
language integrated learning
28th February 2011
Presentation title
30
Student choice
• Japanese: interest >usefulness
• Non-language factors (timetabling, teacher,
friends)
• The perceived difficulty at Y12
28th February 2011
Presentation title
31
Teaching issues
• Inadequate time and curriculum in primary school
• The problems caused by primary/secondary transition
issues
• Going beyond teaching the language as a school
subject – promoting engagement in authentic
communication and cultural experience
– Travel to Japan and sister school relationships/visits
– Engagement with Japanese culture: modern and
traditional culture, intercultural competence (including
issues of identity)
– Engagement with the Japanese community in Australia
– Use of ICT to engage with real Japanese (日本語、日本人）
28th February 2011
Presentation title
32
Conclusion
• What structural change is required and how can we lobby for it?
• How can we promote Japanese more effectively
– By promoting realistic and appealing educational, personal and
practical benefits?
– By engaging students in activities which are inherently meaningful and
interesting?
• How can we support teachers better to:
– Make Japanese more ‘challenging’ but less ‘difficult’?
– Provide travel to Japan, sister school programs etc?
– Provide activities that allow students to engage with Japanese culture
and people without travel, and give them the skills and attitudes to do
so?
28th February 2011
Presentation title
33
University Issues
• Report on the ARC-Japan Foundation Linkage
Grant project
• Why/How students continue/discontinue
learning of Japanese
• Data from 4 universities in Sydney region
• Learner survey of 164 students
• Learner interviews
– 1) Beginners
– 2) Advanced learners
• Follow-up email survey of 98 respondents
Trends in universities
Tertiary learners
JF survey 2006-2009
11% decline
HSC
continuers
HSC
extension
Heritage?
UNSW enrolment in 2011
Course
Enrolment
Introductory Japanese A
516
Introductory Japanese B
170 (33%)
Intermediate Japanese A
146 (86%)
Intermediate Japanese B
119 (82%)
Advanced Japanese A
104 (87%)
Advanced Japanese B
92 (88%)
Professional Japanese A
61 (66%)
Professional Japanese B
44 (72%)
Adv. Prof. Japanese A
29 (67%)
Adv. Prof. Japanese B
25 (86%)
Two issues
• Lack of continuation from HS to Uni
• Lack of continuation after the 1st semester
From HS to Uni
• Japanese not important for future career
– Preference for professional degrees
(Business/Law/Medicine…)
– Japanese is not relevant to my degree.
– don’t want to “waste” high marks for a language/Arts
degree
• Japanese not for serious Uni study
– don’t want to ruin the “fun”
– Can enjoy (learning) Japanese on my own:
plentiful Internet resources, easy access to DVDs,
games…
Why discontinue
Reasons to Discontinue
Don't like Writing
Don't like Reading
Don't like Learning Words
Don't like Teacher
Don't like Listening
Don't like Grammar
Don't like Kanji
Lost Interest
Feel Disadvantaged
Cannot Get Good Marks
Not Useful for Career
Timetable Conflict
Requires Too Much Time
Too Difficult
No Room in Program
0
2
4
6
8
10
12
14
16
18
1st semester ONLY
• True discontinuers (minority)
– Too difficult/time consuming (false expectations)
– Unfair to study with students with prior knowledge of
Japanese (possible misconception)
• False discontinuers (majority)
– Taking Japanese as general education option/elective (no
room in my program)
– Starting Japanese too late in 3rd/4th year (graduating after
1 semester)
– Timetable clash
– Didn’t know I can study Japanese within my degree
• Consumers
– Things Japanese
– “learning” Japanese
Why continue
Reasons to Continue
Parental Wishes
Good Marks
Major in Japanese
Like Teacher
Like Grammar
Like Kanji
Like Writing
Study in Japan
Like Learning Words
Future Career
Work in Japan
Like Listening
Like Reading
Manga Anime
Interest in Culture
Travel in Japan
0
20
40
60
80
100
120
140
Finding pathways
• Learning pathways
– Primary – Secondary – University
– Beginners – intermediate – advanced – professional
• Career pathways
– Secondary – workforce
– University – workforce
Learning pathways
for Tertiary Sector
• Availability of placement to upper level Japanese
courses in Uni for HS learners
• Availability of Japanese in combination with nonArts degrees
– UNSW 92 programs
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Access to the information
Program flexibility
Bonus points
Visibility of the pathways within the program via
Community of Practice
What can we do in our own university?
• UNSW attempt at raising the continuation
rate within the UNSW Japanese program by
making learning pathways visible thru a
Community of Practice (CoP)
Recommendations
• Content
– Travel, Study in Japan
– Culture, pop culture
– Work and career related to Japan
• Information dissemination
– Learning pathways
– Career pathways
• Advocacy
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Start language study in earlier years in Uni
Program flexibility
Time tabling
Bonus points
Wrap up
Contact for J-GAP Australia
• Chihiro Thomson
C.thomson@unsw.edu.au
School of International Studies
University of New South Wales
UNSW Sydney NSW 2052
References
• Report to the Council of the Australian Academy
of the Humanities. ‘Beginners’ LOTE in Australian
Universities: an audit survey and analysis’, 2008.
• De Kretser, A. and Spence-Brown, R. ‘The current
state of Japanese language education in
Australian schools’. Education Services Australia,
2010.
• Northwood, B. and Thomson C. ‘What Keeps
Them Going? Investigating Ongoing Learners of
Japanese in Australian Universities.’ Japanese
Studies. 2012.