Despite the plethora of reports and position papers relating to languages education in general, and several relating to ‘Asian languages’, there has been a notable absence of attention to, and information about, the situation within the teaching of individual languages. This report aims to redress this situation by focusing on issues specific to Japanese. It is the first major national report on Japanese language teaching since 1994, when the Japanese volume of Unlocking Australia’s Language Potential: Profiles of 9 Key Languages in Australia was published (Marriott, Neustupný, & Spence-Brown, 1994) prior to the implementation of the National Asian Languages and Studies in Australian Schools (NALSAS) strategy. This report seeks to supplement rather than duplicate the work of other recent general reports (for example, Kleinhenz, Wilkinson, Gearon, Fernandes, & Invargson, 2007; Liddicoat, 2007; Lo Bianco, 2009). It should be noted at the outset that measures to support individual languages such as Japanese will fail unless they are supported by a more general effort to address the pressing issues which face language policy and language education in general outlined in these reports.
This report presents statistical information from across Australia, and draws on interviews with key representatives of state, territory and national educational bodies and organisations, and with teachers in the field. It provides baseline data on the current state of Japanese teaching, and delineates some of its strengths and weaknesses, and the key issues which threaten its effectiveness and further improvement.
This is one of a suite of reports designed to provide information on the current state of Asian language education in Australian schools, to support the implementation of the Australian Government’s National Asian Languages and Studies in Schools Program (NALSSP). It was commissioned by the Asia Education Foundation (AEF) and funded by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR).
Key Findings Participation
After three decades of sustained and at times very rapid growth, enrolments in Japanese have fallen substantially over the last six to eight years, particularly at the primary level.
-
There are currently approximately 351,579 students studying Japanese in Australian schools, of whom some 63 per cent are at the primary level.
-
Japanese remains the most widely studied language in Australian schools and universities. Over 10 per cent of students across all year levels (K–12) studied Japanese in 2008, and a higher proportion of the cohort has studied it at some point in their schooling.
-
There has been a decrease of approximately 16 per cent in overall student numbers since 2000. This has been most severe in NSW, with a decline of nearly 43 per cent.
-
The greatest decline in enrolments has been at the primary level. The national attrition in terms of number of both primary programs and student numbers is approximately 21 per cent, but is much more severe in some states and territories. It is most severe in the ACT, NSW and Vic. There has been a small decline in Tas, while numbers have risen in Qld, SA, WA and NT.
-
Secondary level enrolments have declined by around 6.4 per cent since 2000 (15.6 per cent in terms of number of schools).
-
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), reflecting not only student disengagement but structural factors in schools and in course requirements.
-
At Year 12, numbers of students in the mainstream units (designed for students who commence their study of Japanese at primary or lower secondary school – ‘continuers’ or ‘second language’ courses) have fallen substantially in every state and territory except Vic and the NT. In SA they have halved. However, the decline in the number of ‘continuing’ students has been largely offset by increases in students taking beginners’ courses (numbering more than the continuing students in NSW in 2008) or ‘advanced’/‘first language’ courses. Consequently, total Year 12 enrolments have appeared comparatively stable over the last decade, with the number of students completing Year 12 units falling from a high of 5,179 in 2002 to 4,910 in 2008.
Factors in Growth and Decline of Japanese
Understanding past successes and failures provides important lessons for future development of Japanese and of other languages.
Factors in the Growth and Success -
Breadth of the Australia-Japan relationship, significance of Japan internationally, and interest of Australians in Japan for cultural as well as economic reasons.
-
Strategic support from federal and state governments and from Japan, especially in teacher and curriculum development. Support from key individuals within the leadership of educational sectors and schools.
-
Strong support base at tertiary level, contributing curriculum leadership (particularly in the establishment phase), and producing locally trained graduates who become leading teachers.
-
Active, committed teachers, including a core group of expert teachers who have provided curriculum leadership both for Japanese and for languages more broadly; cooperation and mutual support between local and overseas-educated teachers, providing a balance of skills and expertise; strong teacher organisations and support structures; extra support for students and teachers from native speaker assistants.
-
Relevant and engaging programs, including opportunities to engage with Japanese culture and Japanese people.
-
Extensive opportunities for students and teachers to travel to Japan, to host visitors from Japan, and to interact online, which provide important motivation and learning experiences.
-
Characteristics that make basic conversational Japanese relatively straightforward to acquire, and make the culture accessible and interesting for Australian students.
Dostları ilə paylaş: |
