There is a lack of adequate pathways to cater for a range of learner backgrounds and allow all students to maximise their learning.
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Large numbers of students who study Japanese in primary school enrol in secondary schools where Japanese is taught. However, pathways for continuous structured learning across primary and secondary school in Japanese are extremely rare, although they exist in some curriculum documents. There is evidence that some states and territories with large numbers of students studying Japanese at primary school and entering secondary Japanese classes have poor outcomes with secondary retention, suggesting that the current approach of teaching beginner and continuing students in the same class may be problematic for both groups.
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Students with a family background in Japanese are not catered for adequately in mainstream schooling, and as the numbers in each school are small, it is difficult to do so. However, in major cities community schools provide courses which cater for such students, at least to pre-senior secondary levels. The links and disjunctions between the curriculum taught in community schools and the Japanese curriculums developed by Australian authorities require closer attention. There is also a need for better coordination among all providers, including community schools, government language schools, distance education providers and mainstream schools.
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At senior levels, home-background (Heritage) learners fall between the target populations for first and second language courses. In some states and territories they are excluded from participation at all. In others, tertiary entrance considerations encourage them to enrol in courses designed for non-background learners, which do not build on or extend their existing competence. In the latter case, their presence is also a disincentive to other students. This situation is currently being addressed by two national projects, but the issues involved are complex and are likely to require ongoing attention.
Teachers
The key issue for teacher supply is in increasing and maintaining quality, both for new and existing teachers. In terms of teacher quality, the picture is not all negative. Japanese teachers are generally regarded as energetic and resourceful. They have a high level of engagement in professional associations and have developed excellent support networks. Native and non-native speakers generally cooperate productively. There is a core group of excellent teachers who provide leadership for the profession.
However, skills upgrading is required for many existing teachers, and measures are needed to ensure that teacher training programs produce teachers with high levels of linguistic, cultural and intercultural competence and of Japanese-specific pedagogic skills. Interviewees for this project were unanimous in indicating that improving teacher competencies is the key to improving student retention and outcomes.
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The supply of minimally qualified Japanese teachers is adequate in most urban areas, but the supply of quality teachers remains an issue. Supply problems exist in some rural and outer-suburban locations, and schools that offer poor working conditions are often unable to attract sufficient teachers. However, only anecdotal information is available about teacher supply, and there is a clear need for more research into the nature of the teaching workforce and its adequacy to meet current and future demands.
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The lack of appropriate Japanese-specific ‘methods’ components in teacher training programs has resulted in important gaps in practical pedagogic skills and theoretical understanding for many teachers.
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In most jurisdictions professional learning opportunities, including in-country study are available, but many teachers cannot find the time, and do not have the incentive, to take up such opportunities.
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Most existing teachers who are non-native speakers need support in further developing and maintaining their Japanese language competence and sociocultural knowledge and understanding. Past recruitment practices, in particular the retraining of existing teachers from other areas without skills in Japanese, have contributed to creating a group of teachers with low levels of language skills.
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Teachers educated overseas need more support in coping with the Australian educational environment.
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Native speaker language assistants provide an extremely valuable resource in schools which have access to them. However, availability, quality and preparedness for the Australian environment vary, as do the abilities of teachers to make best use of assistants.
Key Recommendations for Leading Change 1 Establishment of a National Council for Japanese Language Education
A national expert body should be established to provide leadership and advocacy for Japanese language education across primary to tertiary levels, opportunities for the sharing of expertise and information, and representation in consultations with key stakeholders. The council should work closely with groups supporting other languages and languages in general. An outcome of the council’s work could be the development of a National Plan of Action for Japanese Language Education 2010–2020.
2 Research into Factors Relating to Retention and Attrition at Senior Secondary Level
This report has identified factors which may be affecting retention of students in Japanese, but has noted a lack of information about their extent and significance. Detailed research should be conducted into the reasons students choose to continue, or not to continue with Japanese at senior secondary levels, including the impact of important structural factors relating to senior school certificates and tertiary entrance criteria (such as the number of subjects which are required for the certificate and counted towards the tertiary admission rank).
This research should be directed at formulating an agenda for structural and other changes to support retention.
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