J-GAPJapanese Global Articulation Project: Providing

pathways

JSAA J-GAP Australia TeamChihiro Kinoshita Thomson, UNSW

Robyn Spence-Brown, Monash University(With support from the Japan Foundation)

Outline

• 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

• 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) Ratio

South Korea 50 mill 964,014 1/52

China 1,354 mill 827,171 1/1,635

Indonesia 238 mill 716,353 1/330

Australia 23 mill 275,710 1/83

(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

1990 1993 1998 2003 2006 20090

50000

100000

150000

200000

250000

300000

350000

400000

450000

Australian Learners

Australian Learners

25% drop

http://www.jpf.go.jp/j/japanese/survey/report.html

Learner concentration

http://www.jpf.go.jp/j/japanese/survey/country/2011/australia.html

Primary

Secondary

TertiaryOther

Combined

Primary + Secondary + Combined = 264,383 (96%)Tertiary = 8,520 (3%)

Number of learners

Concentration in beginners

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 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%)

UNSW enrolment in 2011

Secondary continuers

Secondaryextension

Primary + Secondary

96%

355/130627%

Tertiary3%

Intermediate or above

27% x 3% =0.8%

Drop951/1306

73%

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.

12

What is Articulation?

13

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)

14

Two Types of Articulation

• Horizontal Articulation

• Vertical Articulation

• (Interdisciplinary Articulation)

– all of them are important

15

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

Horizontal Articulation

Level　 X + 1

Level　 X

Lack of Horizontal Articulation

Level　 X + 1

Level　 X

18

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

19

Vertically Articulated Education

PrimarySchool

Jr Secondary School

Sr SecondarySchool

University

ABILITIES

20

Lack of Articulation

PrimarySchool

Jr Secondary School

Sr Secondary School

University

ABILITIES

21

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”

22

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

23

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

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

Presentation title 27

Addressing non-continuation

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 28

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 29

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 30

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 31

Student choice

• Japanese: interest >usefulness• Non-language factors (timetabling, teacher,

friends)• The perceived difficulty at Y12

28th February 2011

Presentation title 32

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 33

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

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

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%)

Tertiary learnersJF survey 2006-200911% decline

UNSW enrolment in 2011

HSC continuers

HSC extension

Heritage?

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…

No Room in Program

Too Difficult

Requires Too Much Time

Timetable Conflict

Not Useful for Career

Cannot Get Good Marks

Feel Disadvantaged

Lost Interest

Don't like Kanji

Don't like Grammar

Don't like Listening

Don't like Teacher

Don't like Learning Words

Don't like Reading

Don't like Writing

0 2 4 6 8 10 12 14 16 18

Reasons to Discontinue

Why discontinue

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

Travel in Japan

Interest in Culture

Manga Anime

Like Reading

Like Listening

Work in Japan

Future Career

Like Learning Words

Study in Japan

Like Writing

Like Kanji

Like Grammar

Like Teacher

Major in Japanese

Good Marks

Parental Wishes

0 20 40 60 80 100 120 140

Reasons to Continue

Finding pathways

• Learning pathways– Primary – Secondary – University– Beginners – intermediate – advanced – professional

• Career pathways– Secondary – workforce– University – workforce

Learning pathwaysfor Tertiary Sector

• Availability of placement to upper level Japanese courses in Uni for HS learners

• Availability of Japanese in combination with non-Arts degrees– UNSW 92 programs

• 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– 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.auSchool of International Studies University of New South WalesUNSW 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.