Declining support for Japanese from governments, sectors and school leaders, from which it has only just started to recover. This is evident in policy and resource decisions by various Departments of Education, and decisions on timetabling and resourcing in individual schools, which have great autonomy to either promote or devalue language teaching. (The recent NALSSP initiatives have injected welcome extra resources which it is hoped will spur changes in policy areas as well.)
Strains imposed by over-rapid expansion without adequate planning, leading to employment of under-qualified teachers in some jurisdictions and lack of attention to continuity and transition issues.
Lack of a coherent vision and appropriate conditions and curriculum for programs at primary level leading to unsatisfactory programs and widespread frustration and disenchantment among students, teachers and the community.
Problems with transition and continuity between primary and secondary schools, whereby students are either denied the opportunity to continue with Japanese, or are forced to repeat what they have learned in primary school.
Problems with the quality and suitability of some secondary programs and a disconnection between textbook-focused programs in early secondary and the demands of senior secondary syllabuses.
Decrease in commitment by schools to support Japanese and to provide a clear pathway to Year 12. More schools appear unable or unwilling to support small classes at senior levels, leading to unsatisfactory combined year-level classes or the abandonment of senior programs. This deters students in lower levels from enrolling in or continuing with Japanese, as they see that it is not valued and supported by the school, and that they may not be provided with appropriate conditions to continue to Year 12. Less enrolments in lower year levels further decreases the likelihood of viable senior classes, thus a negative spiral of dropping enrolments is set in motion, which threatens the viability of the whole program.
Problems with senior secondary curriculum and assessment leading to student perceptions that studying Japanese will be difficult and may not be a strategic choice in terms of maximising chances for tertiary entry.
Neglect in analysing and addressing issues relating to Japanese in a focused way across educational levels and sectors and lack of input from experts in Japanese.
Curriculums and Programs
General curriculum frameworks for languages do not provide an adequate guide for school- based curriculum and syllabus development or assessment in Japanese. Expectations are sometimes unrealistic, given the current conditions for teaching and learning and this leads to frameworks being interpreted very broadly or ignored. In many cases, the written and delivered curriculum does not match.
At primary level, in most states and territories, curriculum frameworks are open to wide interpretation, and there is thus no agreed common content or progression in terms of specific language or other skills. Conditions for delivery (especially time) also differ widely. This has led to substantial variation in content and outcomes among programs, making transition between schools and into secondary programs problematic.
Secondary courses are, in practice, generally textbook based. While the introduction of linguistic elements is normally systematic, exposure to authentic language use and development of the skills to deal with it may be limited. Approaches to developing cultural and intercultural competencies are often unsystematic and ad-hoc.
There is a lack of consensus on what can realistically be achieved in Japanese programs, with some commentators arguing that teacher expectations are too low, and others arguing that students are dropping out because expectations are too high. More work is needed in determining realistic goals and the conditions and approaches needed to achieve them, and communicating these to teachers.
Senior secondary curriculums and assessment standards and criteria are regarded by teachers in several states and territories as too demanding for ‘continuing’ students and are also unsuitable for students with a home background in Japanese.
The teaching of reading and writing skills is a major problem for teachers and a barrier for students. Expectations and understandings regarding literacy are confused, and teachers lack adequate guidance on approaches to the teaching of literacy for Japanese.
The teaching of Japanese has not yet adjusted to the changing demands of, and opportunities provided by, modern Information Communications Technologies (ICT), although there are many individual teachers using technology innovatively and effectively. In senior secondary school in states and territories with external examinations, the use of ICT is often discouraged, in favour of pen and paper practice which will prepare students for assessment.
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 overwhelmingly report that these programs are highly motivating for students and provide broadly enriching educational experiences. However, such programs place considerable extra demands on teachers, for which they are usually not compensated, and financial and resource constraints limit access in some areas.
Teaching Resources
The teaching of Japanese has benefited from several major curriculum development projects in the past. However, continued investment in new resources is required to keep pace with changing technologies and teaching approaches, as well as changes in Japan. The following resources are particularly necessary.
Comprehensive resources which model a balanced and systematic program, encourage exemplary pedagogy, include assessment frameworks/ materials and demonstrate the range and level of outcomes which are targeted. Fully developed courses, which teachers can pick up and use as is, or adapt and adopt partially, depending on their circumstances, are required. These are particularly necessary at the primary level, to provide guidance and support.
Resources for teaching Japanese script and literacy in Japanese more broadly, including the skills required for literacy in a digital environment.
Online resources encouraging interaction using ICT, and allowing differentiated teaching for students with different backgrounds and abilities.
Resources which deal in a systematic way with modern Japanese society and develop intercultural skills.
Resources relating to students’ interest in popular culture.
Resources suitable for advanced learners who use Japanese in the home and community (including the global online community).
There is a need for materials for online and distance curriculum delivery in some states and territories to support students in schools which cannot provide full programs, to increase choice, and to cater for home-background learners.
