Chihiro Kinoshita Thomson

Editor’s Introduction
Chihiro Kinoshita Thomson, UNSW, Australia
The proceedings of the National Symposium on Japanese Language Education provide asnapshot that records a significant period of the history of Japanese language educationin Australia from local, national and global perspectives. NSJLE was held a week after
then-Prime Minister Julia Gillard’s launch of the Australia in the Asian Century white
paper, and the timing made us even more aware of the importance for all Japanese
language educators to have the chance to hear a plurality of perspectives in an era when
the global agenda pushes change on the national agenda, which in turns becomes policythat has the potential to have an large influence on local programs.
The symposium theme, Creating the Future, is a reflection of the history and the current
state of Japanese language education in Australia. Blessed with a number of talented andhighly professional Japanese language educators at all levels; fortunate enough to havethe support of a variety of bodies, including the Australian Government and The JapanFoundation; and backed by a stable and prosperous relationship between Australiaand Japan economically and strategically, as well as in people-to-people links, Japanese
language education in Australia has thrived to achieve world-class outcomes in botheducation quality and the number of learners. This volume celebrates these successes by
sharing innovative practices by Australian teachers of Japanese.
However, the future we are to create is filled with uncertainties: changing governments
and their policies; the so-called “China threat” that accompanies the rise of Chinese
language programs to the detriment of other language programs; Japan’s never ending
economic down-turn; and the possibility, and in some cases reality, of Japanese language
program closures. One of the aims of the symposium was to start a dialogue among
stakeholders to create a national council of Japanese language education. For us toactively participate in creating the future of Australian Japanese language education, andto creatively turn uncertainties into allies, we need a venue for continuing discussion. It is
hoped that these proceedings will offer strategies for advocacy and ideas for discussions,and pave the way for such a national body.
Just as the symposium was a successful integration of many layers of difference, thisvolume embraces multiple perspectives. Contributors range from primary school
teachers and postgraduate students, to national opinion leaders and internationallyrenowned academics. Issues raised encompass language policies, information andcommunications technology, classroom instruction and advocacy. The collection also
contains papers in both English and Japanese.
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The volume is divided into three sections. The first, Cutting-Edge Language Education,begins with a paper by Yasu-Hiko Tohsaku on advocacy. The paper is not only cuttingedge on its own, but also a tool for staying at the cutting edge in providing concrete
strategies for advocacy of Japanese language education. Angela Scarino’s paper follows,
highlighting the cutting edge of Australia’s national agenda, and exploring the way
in which the Australian National Curriculum and its adaptation for languages will
potentially have a sizeable impact on what and how we teach Japanese in schools—andconsequently, in universities. Hiroko Kataoka then brings differentiated instruction
and assessment to the horizon, which, no doubt to many readers, a brand-new idea inlanguage teaching and learning. It challenges the currently prominent one-size-fits-all
approach to teaching and testing, and bring us to the forefront of classroom practices.
The Plenary Panel Discussion echoes the diverse and pressing issues in AustralianJapanese language education of 2012. The panel is mediated by Robyn Spence-Brown,
and includes comments from Matthew Absalom (President, Australian Federationof Modern Language Teachers Associations), Anne de Kretser (Director, Melbourne
Centre for Japanese Language Education), Kathe Kirby (Executive Director, Asia
Education Foundation), Carolyn Stevens (President 2011-2013, Japanese Studies
Association of Australia), Chihiro Kinoshita Thomson (Australian representative for theJapanese Global Network), Yasu-Hiko Tohsaku (then President, American Associationof Teachers of Japanese) and Kent Anderson (Pro-Vice Chancellor [International],University of Adelaide). These comments are inevitably situated in each participant’s
own context, and a number of issues raised in the panel are relevant to the discussion
on the creation of a national council.
We then move on to share innovative practices. Two papers, by Wendy Venning andMariel Howard, are descriptions of energetic and inspiring practices at local primaryschools. Although the content of the papers is very different—one is on computer
technology and the other is on speech contests—the authors’ passion and love for theJapanese language and the students in their programs is outstanding and inspiring. The
success of these primary school innovations is extremely encouraging, and worthwhile
communicating to many. The paper by Sarah Pasfield-Neofitou, Masae Uekusa andMari Morofushi considers the use of tablet PCs in the teaching of Japanese at tertiarylevel. This is an important indication of how the incorporation of technology has
become a topic relevant to all levels of Japanese teaching. Aya Kondoh and Hyogyung
Kim then propose process-oriented and case-based approaches to the instruction ofbusiness Japanese, a contribution that might save many business ventures in the futureby equipping learners with global communication skills. The papers in this section
provide a glimpse of best practices in Japanese language education.

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The Food for Thought section includes two very different papers. They highlightgroups that surround mainstream Japanese language education: heritage speakersand postgraduate students. Although the number of heritage learners of Japanese andpostgraduate students in Japanese applied and educational linguistics is small, they
do and will continue to play major roles in the overall scheme of Japanese language
education in Australia.
This was our first attempt at publishing proceedings arising from a teachers’ symposium.
As the Chief Editor, I first thought that I would like to see more research oriented papers
in the proceedings; however, current research culture at Australian universities does notnecessarily encourage academics to contribute research papers to a publication suchas this one. In hindsight, it is good that we have been able to provide an outlet for
innovative and inspiring local practices.
I would like to express my gratitude to The Japan Foundation, Sydney, for editorialassistance in the production of this volume. Thanks, too, to all the contributors, review
committee members, editorial and support team members, especially Yutaka Nakajimaand Matthew Todd.
In closing this introduction and looking forward to the next volume, I hope that thispublication becomes the front-line for cutting-edge practices of Japanese language
teaching and learning at all levels.

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