The Current State of Japanese Language Education in Australian Schools

3.6 Non-mainstream Programs

3.6.1 International Baccalaureate

International Baccalaureate (IB) programs are growing in popularity, both at primary school and in senior secondary levels. In 2009, there were 6,705 students studying Japanese in IB programs from early childhood levels to Year 10, the bulk of whom were in Primary Year Programs (PYP). In Year 12 in 2007 and 2008, the national total was 50 and 56 (respectively) for the second language ‘B’ course, and 59 and 54 for the ab initio course, with less than four students taking the more intensive ‘A’ course.

3.6.2 School of Languages and Distance Programs

Some states and territories have distance education programs in Japanese, through which language is delivered to remote schools, or schools where there are not enough students to make up a class. Classes for such students are also offered in metropolitan centres after school or on weekends by specialised ‘Schools of Languages’ in some states and territories. Particularly noteworthy is the Victorian School of Languages, which has multiple campuses and an extensive distance program, significantly supporting Japanese provision in that state. Such programs are an important element in ensuring continuity of learning for students who are keen to continue with Japanese, but whose own school does not offer it, or does not offer it at senior levels.

3.6.3 Immersion Programs

There are three Japanese immersion primary programs in Vic, all operating with differing degrees of success and adherence to immersion principles. The most developed program is at Huntingdale Primary School. With additional funding from the Department of Education and Early Childhood Development (DEECD), students study in and through Japanese language for seven and a half hours per week, from Years P–6. The school attracts both local students and students with a family background in Japanese, and has successfully increased numbers at the school by more than 100 per cent since the program began in 1997. In Rockhampton, Qld, Capricornia Language Immersion Program (CLIP) is provided at Crescent Lagoon State School, available to all students from any sector in the Rockhampton area. The program runs for two days per week for each level from Years 4, 5, 6 and 7. Students attend two non-consecutive days at the Japanese immersion program and return to their own school for the remainder of the school week. NSW will establish a new primary immersion program in Japanese in 2010.

There is little doubt as to the success of the well- delivered immersion programs in terms of Japanese language competency gained. But the funding required for such programs is considerably above the norm, the workload of the teaching staff is very high, and the number of teachers with the range of skills required to teach in such programs is limited. In addition, pathways in secondary school that allow students to capitalise on their advanced learning in primary school have proved to be difficult to develop, primarily due to the fact that students disperse to a range of secondary schools, and in each school are a minority of the intake.

In Qld, Robina State High School offers an immersion course in Japanese at Years 8, 9 and 10, where students study 50 per cent of the school week in Japanese, covering the curriculum areas of Japanese language, mathematics, science and digital art. This program is a significant new initiative, particularly as it was initiated by the school without large amounts of additional government grants and appears to be operating effectively, although the program is still in its infancy.

3.6.4 Community Languages Schools

The Japanese community in Australia is growing, and has reached substantial levels in some of our major cities. There are flourishing community language schools for Japanese, sometimes several, catering to different populations. Such schools were typically first established by Japanese expatriates working in Australia on a temporary basis. They include full-time schools offering a full Japanese curriculum, catering to expatriates planning to return to Japan, and after-hours community language schools.

Case Study 6: Intercultural Studies in a Secondary Program

Providing students the opportunity to connect with Japan and Japanese culture can make Japanese more relevant and help them to understand that Japanese extends beyond the textbook and the classroom. Such opportunities both engage and motivate students in their Japanese language learning. A large government secondary college succeeds in making connections through the following activities and programs.

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  Intercultural units of work in Years 8, 9 and 10. A cultural focus unit through which language studies can be continued and enhanced while students learn more about Japan through the study of art, music, plays and a research unit on living in Japan which culminates in writing a manual in Japanese for students going on exchange. These activities become the focus of LOTE week when performances, visits to the art gallery and displays of work occur. Each unit is taught in a block with an emphasis on language and cultural studies away from the textbook.
  
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  Email exchange with a junior high school in Japan. Concentrating on a different focus each year as well as providing opportunities to interact with Japanese students through exchange gives strength to the teaching and learning of Japanese and provides relevance and context students need to understand the significance of their Japanese language learning.
  
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  Student exchange through sister-school visits every year
  
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  A Japan tour every second year
  
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  Longer-term exchange opportunities (a minimum of three months). A teacher in the school is responsible for the organisation of a school visit to Japan every second year and the hosting of students from Japan each year – a small group of 20 from a junior high school and in the alternate year a large group of 80 students from its sister high school.
  

Students therefore have the opportunity to host and interact with Japanese students in their first few years of Japanese language learning and again in the senior years of their language studies.

The sister school arrangement also provides ongoing opportunities for students to host a student from Japan one year and be hosted by them the following year, meaning that the interaction between students can be ongoing and communication will continue after the school visit is over. In addition to the school tour of Japan, students have the opportunity in Years 10 and 11 of participating in student exchange through the sister school for a minimum of 3 months. This experience not only enhances students’ language knowledge but also their cultural and intercultural literacy.

The school trip is not just a chance to visit Japan but becomes a whole learning experience in that the students are involved in the planning, information dissemination, design of a school T-shirt to be worn while travelling, the organisation of having the T-shirt made, collection and collation of photographs, the making of a tour book and a presentation to the whole school on return.

Students are required to attend extra language classes before going on the trip and to practise their speaking skills while in Japan and their writing skills through a daily diary to be written in Japanese.

Comment

A program such as the one described above takes a great deal of extra time and effort on behalf of the teacher and the school community. Organising school tours and sister school visits are extremely time consuming and recent requirements of ‘Working with Children’ checks and home visits add to the workload. However, such programs have a positive benefit not only for the students directly involved but for the school community in general.

School trips, exchange visits, and integrated activities can provide students with learning experiences that can affect not only their interest and ability in Japanese language but their attitudes and knowledge of a broad range of valuable skills. Taking the learning of Japanese outside of the classroom and encouraging students to not only learn but experience it is vital to their learning. Many students have access to such opportunities but equity in access is denying some students this valuable opportunity.