ONLINE PROGRAM
UNLEASHING POTENTIAL,
EXPANDING BOUNDARIESNOVEMBER 15 - 16, 2024

WELCOMEOHIRA YUKIHIRO

ANNE DE KRETSER

I am excited to welcome you to the sixth National Symposium on Japanese
Language Education (NSJLE). The Japan Foundation, Sydney is delighted tobring this symposium to you together with the Monash Japanese Language
Education Centre (MJLEC) and co-host the University of Technology Sydney.

It is with great pleasure and pride that I welcome you to the 6th National
Symposium on Japanese Language Education. This gathering represents the
pinnacle of our collective efforts to advance and celebrate the teaching andlearning of Japanese across Australia.

NSJLE has been held biennially since its inauguration in 2012 (except fora break in 2020), each time bringing together educators, researchers andstakeholders from across all education sectors of the Japanese language
community. We hope you treasure this opportunity to meet in person, to beinspired, to feel connected and affirmed, and to be able to return home withnew potential for your classrooms and areas of activity.

The National Symposium is a vital biennial event that ensures we, as anational community of educators, remain at the forefront of the latest trends
and developments in Japanese language education. It provides an invaluable
platform for sharing insights, exchanging ideas, and fostering professional
growth. By staying well-informed and connected, we enhance our ability toinspire and engage our students, ensuring that our teaching methods evolve
to meet the dynamic needs of today's learners.

Director / The Japan Foundation, Sydney

Director / Monash Japanese Language Education Centre

The environment in the education sector as a whole, not limited to thelanguage education sector, has been impacted in many ways and at many
levels in rapid form during and after COVID, leaving us with new or pressing
issues such as teacher supply and continuous language learning/teaching
pathways. The development and utilisation of ICT technology, especiallythe explosion of AI is something we all face that may be incorporated
and embraced in the field of language education. In this new era, weare continually met with choices of new tools and pathways in language
education. This year’s theme “Unleashing Potential, Expanding Boundaries”
addresses this change. We strongly hope that by exploring new areas andideas, we will be able to open new horizons in language education.

Japanese language education in Australia continues to flourish, thanks to therelentless passion and innovative practices of educators like you. Our schools
and universities are recognized for their robust programs that not only teachthe language but also immerse students in the rich cultural tapestry of Japan.
This strength is a testament to your unwavering commitment and excellencein teaching.
We are deeply grateful for your dedication, professionalism, and hard work.
Your commitment to nurturing the next generation of Japanese speakers
is not only inspiring but also pivotal in fostering cultural understanding andglobal connectivity. As teachers, you play a crucial role in opening doors to
new worlds for your students, cultivating their curiosity, and guiding them ona path of lifelong learning.

This Symposium cannot be made possible without the support of allpresenters, participants, partners and sponsors, for whom I would like to offer
my sincere gratitude for the commitment and generous contributions.

We hope this symposium offers you a wealth of knowledge, renewed
inspiration, and a strengthened sense of camaraderie with fellow educators.
Together, we can continue to elevate Japanese language education inAustralia and beyond by Unleashing Potential and Expanding Boundaries.

The concept, designing and planning of this symposium could not havebeen done without the broad expertise, advice and support from MJLEC.
Director Anne de Kretser has been an essential part of NSJLE from the very
beginning, and we felt extra reinforced with Manager Junko Nichols coming
on board this time.

Thank you for your tireless efforts and for being here with us. We lookforward to a symposium filled with enriching discussions and meaningfulconnections.

I would like to express my gratitude to Associate Lecturer Akiko Hiratsuka,
Associate Professor Emi Otsuji and their colleagues from UTS whom havebeen very supportive in hosting this Symposium at their campus and haveprovided much assistance both in the forefront and behind the scenes.
Thank you all for being a part of NJSLE2024. I hope you will make the mostof this opportunity that we feel so proud to offer.

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESUNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1 – NOV 15, 2024 (FRI)

03.028 (GUTHRIE THEATRE)

03.022 (LECTURE THEATRE)

03.056 (COLLABORATIVE LECTURE THEATRE)

THE UNIVERSITY OF TECHNOLOGY,SYDNEY (UTS)

03.053 (CLASSROOM)REGISTRATION 8:00am - 8:45am (45min)

OPENING
8:45am - 9:30am (45min)

OPENING CEREMONYKEYNOTE
9:30am - 10:30am (60min)

Joe Dale

Level 3, Building 6,702-730 Harris Street, Ultimo, NSW, 2007

AI-Enhanced Japanese:
Personalising the
Learning Journey

MORNING TEA 10:30am - 11:00am (30min)

SESSION 1
11:00am - 11:50am (50min)

Katherine Brownlee(Panel)Know your Impact: Work
Smarter and Harness thePower of Student Feedback
to Improve Retention& Motivation

Gwyn McClelland
Laura Emily Clark

Strategies for accessible online
Japanese language learning:
New online language resources
and alternative approaches
for digital fora

MOVE ROOMS 11:50am - 12:00pm (10min)

SESSION 2
12:00pm - 12:50pm (50min)

Alison von Dietze

ACARA presentation: How to
use the Japanese Language
Support Resources fordifferentiating content inyour language program

Mami Yoshino

Rowena Ward
Megumi Mamone
Sally Mizoshiri
Nicholas Creed

Inclusion in the Japanese
Language Classroom

Chihiro K. Thomson
Motoko I. Christensen
Shoko Ono
Kyoko Kawasaki
Miyako Matsui

Expand your Toolkit toEngage and Enrich

Empowering JCL Children
through Japanese Storytime
Events and Storytime Readingat Home
繋生語の子どもたちへの読み聞かせ 読み聞かせの会と家庭での実践

LUNCH 12:50pm - 2:00pm (70min)

SESSION 3
2:00pm - 2:50pm (50min)

UTS Session

Embracing the Chaos Providing Open-Ended
Speaking Opportunities
for Primary Students

Gender Inclusivity in the
Language Classroom:
Working across Languages

Mel Watt

Capabilities: Building
Teachers' Leadership
Capacity and FutureProofing Language Learning

Penne Evans
Richard Myddleton

Kate Satomura
Helen Manning-Bennett Adelaide High School –A language program
Kwok Kam

Sayoko Thompson

Advocacy through celebrations:
It’s all about being positive

Nicholas Creed
Anthony Oldmeadow
Justin Garett
Darryl Furze

Amanda Drury

The transformative powerof teacher exchanges

with a difference

MOVE ROOMS 2:50pm - 3:00pm (10min)

SESSION 4
3:00pm - 3:50pm (50min)

Tom Dawson

Shogun; Junior
Secondary CLIL

Designing and Constructing
a Japanese Garden at Mernda
Central College

AFTERNOON TEA 3:50pm - 4:20pm (30min)

Kathleen Duquemin
Catherine Bryant

Linguistic Innovation in
the Japanese Curriculum

NAJLTA Session

Connecting Japanese language
educators for beginning andinexperienced teachers withinsights and information fromJLTA leaders and experienced teachers

日本語教育における生成AIの教室利用

Joji Ikezu

Generative AI Applicationsin the Japanese Language
ClassroomENTRY

SESSION 5
4:20pm - 5:10pm (50min)

DAY 2 – NOV 16, 2024 (SAT)

03.028 (GUTHRIE THEATRE)

03.022 (LECTURE THEATRE)

03.056 (COLLABORATIVE LECTURE THEATRE)

HARRIS STREETUNLEASHING POTENTIAL, EXPANDING BOUNDARIES
03.053 (CLASSROOM)REGISTRATION 8:15am - 8:45am (30min)

WELCOME
8:45am - 9:00am (15min)
PANEL DISCUSSION
9:00am - 10:30am (90min)

WELCOME
Anne de Kretser
Exploring, Understanding andGary Bonar
Katherine Brownlee Discussing All Aspects ofJapanese Language Education
Sherryl Saunders
Andrew Scrimgeour

MORNING TEA 10:30am - 11:00am (30min)

Rachel McAllister

SESSION 1
11:00am - 11:50am (50min)
MOVE ROOMS 11:50am - 12:00pm (10min)

University session

SESSION 2
12:00pm - 12:50pm (50min)

Articulation of Japanese
Language Learning Paths
to University: A Roundtable
Discussion and Information
Sessions

Megan McLaughlin

The Evolving Language
Classroom: AI, Adaptability,
and the Future of Learning

More time or more Languages?

Gary Bonar(Panel)From Student to Teacher:
Exploring Wellbeing and
Identity of Pre-service
Language Educators

Sherryl Saunders(Panel)Beginning Japanese language
teachers: Understanding theunique role and learningneeds of language teachers

Nathan Lane

Explicit instruction in thesecondary Japanese classroom

Noriko Yamanaka'Sing Move Nihongo'
Incorporating Orff Approach
into Japanese teaching

Natalie Hamilton

Unleash the potential of yourstudents to understand kanji

Kumiko Nakanishi

Innovative programs –models for success

LUNCH 12:50pm - 2:00pm (70min)

SESSION 3
2:00pm - 2:50pm (50min)

Andrew Scrimgeour(Panel)A profile of Japanese Language
Education in Australian schools

Monique Francis
Kathryn Tominaga

Reimagining Reading

MOVE ROOMS 2:50pm - 3:00pm (10min)

SESSION 4
3:00pm - 3:50pm (50min)

Alison von Dietze

ACARA workshop: Using the
Version 9.0 LanguagesJapanese Curriculum inSecondary Education: A
Hands-On Workshop for Teachers

Benjamin Gibb

'Mirai, Futures with Japan' An event for Y10-12 Japanese
students showcasing
in-country experiences

LIGHT AFTERNOON TEA 3:50pm - 4:05pm (15min)

CLOSING
4:05pm - 4:50pm (45min)

4Junko Nichols

Incorporating Aboriginal
Knowledge in Japanese
Language Class throughthe Study of Seasons

Kaoru Kadowaki
Takako Morita

継承語としての日本語を学ぶ児童へのDLAを用いた
日本語能力測定の試み(A trial to measure Japanese
Language Proficiency Using DLA
for Primary Students Learning
Japanese as a Heritage Language)

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESRECEPTION & STALLS

03.022 (LECTURE THEATRE)BATHROOMS

03.056 (COLLABORATIVE LECTURE THEATRE)
03.053 (CLASSROOM)

CLOSINGNATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

03.028 (GUTHRIE THEATRE)

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESINFORMATIONPRESENTED BY

DATE
November 15-16, 2024 (Fri-Sat)

VENUE
THE UNIVERSITY OF TECHNOLOGY, SYDNEY (UTS)
Level 3, Building 6,702-730 Harris Street, Ultimo, NSW, 2007

CO-HOSTSPONSORWEBSITEhttps://nsjle.org.au

STALL HOLDERS
INTERNET
Displayed at the venue on the day of event

EMERGENCY & SECURITY
On-campus security
Dial 6 from a campus phone or 1800 249 559 from any phone
Off-campus assistance
Dial 000 for Police/Ambulance/Fire Brigade
General enquiries
Ask a 24/7 security staff or call 9514 1192
Emergency help points
Located around campus

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESKEYNOTE
DAY1: NOV 15, 2024 (FRI)JOE DALE
Independent Languages Consultant / UK

AI-Enhanced Japanese:
Personalising the Learning Journey
Language: English

ABSTRACTIn this presentation, Joe will outline how leading throughyour practice is a great way to position languages as apriority in schools and as a critical element of each school’s
program. We’ll explore leadership models and metaphorsthat enable you to speak up with school leaders about
the role of languages in a contemporary school programand how to demonstrate for others the inarguable value inyoung people learning languages. In the end, it’s all aboutplanning and influence … and it’s time we planned to unleash
your true potential as an educator.

BIOGRAPHY
Joe Dale is an independent languages consultant from theUK who works with a range of organisations such as The
Association for Language Learning, The British Council, theBBC, Skype, Microsoft and The Guardian. He was host of the
TES MFL forum for six years, former SSAT Languages Lead
Practitioner, a regular conference speaker and recognised
expert on technology and language learning. He has spoken
at conferences and run training courses in Europe, North
America, South America, the Middle East, the Far East
and Australasia. He was described in a Guardian article
as an ‘MFL guru’ and ‘the man behind the #mfltwitterati’’.
Joe’s FB group ‘Language Teaching with AI alreadyhas over 2500 members.

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESPANEL DISCUSSION

DAY2: NOV 16, 2024 (SAT)

Exploring, Understanding and Discussing All
Aspects of Japanese Language Education

Language: English

Anne de Kretser Director / Monash Japanese Language Education Centre (MJLEC) / VIC
Gary Bonar Senior Lecturer in Languages & TESOL / Monash University / VIC
Katherine Brownlee President, Japanese Teacher / Japanese Teachers Associations of NSW (JTAN), Gosford High School / NSW
Sherryl Saunders Former Treasurer / The Australian Federation of Modern Language Teachers Associations (AFMLTA) / QLD
Andrew Scrimgeour Adjunct Research Fellow / University of South Australia / SA
ABSTRACTThis comprehensive panel session
will feature five expert speakers
who will delve into the multifacetedworld of Japanese language
education. This session aims toprovide a thorough exploration of
the current landscape, challenges,
and opportunities faced byeducators in this field. It will explain
latest research into the Japanese
language educator community andexplore the current situation forteachers, new teachers and preservice teachers.
Our distinguished panellists will
cover a wide array of topics,
ensuring a holistic view of Japanese
language education:
Each expert will deliver apresentation, providing valuable
perspectives and actionableinsights. Following thepresentations, there will be aninteractive Q&A session, offering
the audience an opportunity toengage with the speakers, ask
questions, and participate inmeaningful discussions.

10

Objectives
To highlight and address the key
challenges and opportunities inJapanese language education.
• To disseminate the latest
research findings and theirpractical implications.
• To share experiences andstrategies from experienced,
new and pre-service teachers.
• To foster an interactive andcollaborative environment
for educators to discuss andexchange ideas.

•

This panel session promises to bea rich, informative, and engaging
experience for all attendees,
equipping educators with theknowledge and tools to enhancetheir teaching practices and bettersupport their colleagues and theirstudents.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

BIOGRAPHIES
Anne de Kretser is the Director of
the Monash Japanese Language
Education Centre (MJLEC) locatedat Monash University, Clayton.
The MCJLE provides professional
development and learning services,
resource development, facilitates
research and supports teachers,
pre-service teachers and schools
teaching Japanese in Victoria,
South Australia and Tasmania
predominantly and Australia more
broadly. Anne is experienced incurriculum development and has
sat on several Japanese language
advisory committees and curriculum
development projects, she hasan thorough understanding ofJapanese language education inAustralia. She is the co-author of'The Current State of Japanese
language Education in Australian
Schools' and co-convenor of thebiennial National Symposium onJapanese Language Education. She
was awarded the Japanese Foreign
Minister's Commendation in 2021.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Gary Bonar is a Senior Lecturer in
Languages and TESOL at Monash
University. His research is in theareas of language teacher educationand language teacher identity.
Previously he taught languages(Italian, Japanese and EAL) and
was a member of secondary schoolleadership. He also has extensive
international experience teaching
English as a foreign language inparts of Asia and Europe. Gary’s
research focuses on language
teacher identity dynamics, aiming
to optimize the preparation andsupport for language teachersin schools.
Katherine Brownlee is a Japaneseteacher at Gosford High Schoolon the Central Coast of NSW.
Passionate about the learning andteaching of languages, Katherine
has taught Japanese at tertiarylevel, and in comprehensive andselective secondary schools in NSW.
Katherine has a strong interest in
student retention, engagement andmotivation at all levels of learningand is always looking for more
effective strategies, techniques
and approaches to further increase
student interest in learning a foreign
language. Katherine is a strong
believer in the power of researchand data, particularly student
feedback, to enhance her teaching,and is constantly seeking toextend and improve her practicein the classroom.
11

Sherryl Saunders is former
Treasurer of the AustralianFederation of Modern Language
Teachers Associations (AFMLTA).
She has a well-establishedrelationship with AFMLTA, fulfillinga variety of roles on the national
body’s executive including a termas President.
Sherryl has been a teacher ofstudents from Year 1 through tosecondary students in schools anda teacher of pre-service education
students. She has been a teacher,including languages, in particular
Japanese; a curriculum consultant
and an assistant principal. Sherryl
has a keen interest in maximisingteacher quality to ensure maximised
opportunities for learners. She
has recently completed her PhD
investigating the support provided
to beginning language teachers.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Andrew Scrimgeour Andrew isan adjunct research fellow at the
University of South Australia. He
was course coordinator for the
Master of Teaching, Languages
Education specialisation for over
20 years. He was recently involvedin a national project to review ofprogram provision and student
participation in languages learningin Australian schools, as part ofa national project to develop a
strategy and plan for Language
Education in Australian schools.
Andrew’s research interests focus
on aspects of languages teaching
and learning in schools, including
curriculum design, textbook
design, learner engagement,
and assessment practices, witha primary focus on Chinese
language teaching and learning.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1SESSIONSDAY 1: SESSION 1

Know your Impact: Work Smarter andHarness the Power of Student Feedback
to Improve Retention & Motivation

Language: English

DAY 1: SESSION 1

Strategies for accessible online Japanese
language learning: New online language resources
and alternative approaches for digital fora

Katherine Brownlee (Panel) President, Japanese Teacher / Japanese Teachers Associations

Gwyn McClelland Senior Lecturer in Japanese / University of New England / NSW
Laura Emily Clark Lecturer in Japanese / University of New England / NSW

ABSTRACTBIOGRAPHY

ABSTRACT

Katherine Brownlee is a Japaneseteacher at Gosford High Schoolon the Central Coast of NSW.
Passionate about the learning andteaching of languages, Katherine
has taught Japanese at tertiarylevel, and in comprehensive andselective secondary schools in NSW.
Katherine has a strong interest in
student retention, engagement andmotivation at all levels of learningand is always looking for more
effective strategies, techniques
and approaches to further increase
student interest in learning a foreign
language. Katherine is a strong
believer in the power of researchand data, particularly student
feedback, to enhance her teaching,and is constantly seeking to extend
and improve her practice in theclassroom.

Target Audience
This paper is aimed at tertiary andsecondary Japanese language
educators who are interested in
integrating established pedagogies
that enhance learning and teaching
within online platforms.

of NSW (JTAN), Gosford High School / NSW

Target Audience
This session is for secondary
teachers seeking a data-driven
approach to improve the impact of
their Japanese language programson student retention, motivationand student language outcomeswhile also managing their workload.
Outcomes
Attendees will walk away withsample survey questions and athorough understanding of how
student feedback can empower
their programs and help to better
direct their limited time, energy
and resources.
Focus
We all want our language programs
and our students to be successful,but sometimes looking at social
media can make it seem likeeveryone else is doing amazing,engaging, innovative things and it iseasy to feel pressured to do those
things as well. However, how do you
know what has the most impact
on your students? Should you berunning a lunch time club or should
you give more homework? How doyou find out?

student engagement, retention andoutcomes and helps target yourtime and energy to better focus
on the things that create the mostimpact for your students, inyour context.
By using strategically designed
surveys and involving students
in co-creating aspects of yourprogram, you can discover what themost motivating thing is for yourstudents, what their expectationsof success are, and how they are
feeling throughout their studies. It
is far too late to create an engaging
presentation at subject selection
time - students are making theirdecisions about continuing or notinto Year 9 or Year 11 from the
beginning. It is easy to feel that theneed to go the extra mile and havebeautiful classroom displays, lunch
time clubs and overseas excursions
to guarantee success, but you may
find that what students value isinfinitely simpler.
Insights/Conclusion
This approach will help you tomanage your workload throughfocusing on the aspects that havethe greatest impact in achieving
your program goals.

This session focuses on how
harnessing the power of student
feedback through surveys(student voice and choice), in
conjunction with a clear vision
for success, can create a programthat maximises positive impact on

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Outcomes
Attendees will be offered insights
into how to continue to build robust
and technologically accessible
subjects in the post-Covid-19
context. This paper will focus on
exploring a range of methods andtechnologies that are easily adapted
to online learning and teaching,
and the manner in which theseaddress the needs of unique anddiverse cohorts.
Focus
One aspect will include theintroduction of a new online
teaching resource, ‘Hidden ChristianWorld Heritage in the Goto’,
supported by the Yanai Initiative at
UCLA and by Waseda University
on the Japan Past and Present
website. This website incorporates
interviews in the Japanese
language, as well as transcripts of
the interviews in English. Themes
including gender, self, identity andheritage are incorporated, and alesson plan will be discussed asa practical example for teachers.

15

The students can play excerpts
of interviews in Japanese, while
reading a Japanese language and/or English transcript. This resource
is usable for senior secondary andtertiary students and educatorsof Japanese. The other aspectpresented will be on alternative
approaches to forum posts as amethod for student participation– examining critically the intended
outcomes of encouraging regular,
digital contact as a method forstudent retention and engagement.
Reforming the static digital forum
post into an assessed but low-risk
space for students to practice key
skills and receive regular feedback
is posited as a key approach. A setof examples of potential tasks andoutcomes will be introduced.
Insights/Conclusion
Essentially, this paper will
demonstrate that online spaces
are not a weak alternative to the inperson classroom, although they
do require alternative methods,
and careful resourcing.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Language: English

BIOGRAPHIES
Gwyn McClelland is Senior Lecturer
at the University of New England,
Armidale. He has been a member of
the Japanese teaching community
in Australia since 1995. As an oral
historian, Gwyn conducts researchengaging with religious discourses
in memory, history, theology,
and sensory studies. His firstmonograph was published in 2019by Routledge, Dangerous Memory
in Nagasaki: Prayers, Protests andCatholic Survivor Narratives. Gwyn
was awarded the 2022 JapanFoundation Fellowship to examine
UNESCO World Heritage Hidden
Christian sites within the Gotō
Archipelago. He is 2024 fellow at
the University of New England in
the Future Histories Project.
Laura Emily Clark received her
PhD in Japanese Literature fromthe University of Queensland forher work on the representationand construction of Japanesegender ideals, with a focus on
masculinity, across contemporary
author Haruki Murakami’s novels.
Her research interests include
contemporary Japanese literatureand popular fiction, gender norms,
and the role of disaster fiction. She
is the Literature Area Editor forJapanese Studies Journal. As partof her collaborative research she
has explored the motivations ofstudents who continue to advanced
language learning and the drivers
behind successful PhD completionin Australian universities.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 1+2

Inclusion in the Japanese Language Classroom

Language: English

Rowena Ward Senior Lecturer / University of Wollongong / NSW
Megumi Mamone School Learning Support Officer (SLSO) / Port Hacking High School / NSW
Sally Mizoshiri Languages Teacher (Japanese) / North Sydney Girls High School / NSW
Nicholas Creed Middle School Assistant Principal / Mernda Central College / VIC
ABSTRACT
Target Audience
It is anticipated that the discussion
will be useful to Japanese teachers
at all levels of the education systemand provide important insights andavenues for further discussions
relating to inclusiveness in theclassroom.
Outcomes
This roundtable-style panel aims toencourage a conversation among
educators about inclusiveness in
the languages classroom. It is also
designed to boost communication
between the School and Tertiary
sectors to better understand thesituation in different states, theinclusive practices in place andhow students obtain the necessary
adjustments for the classroom,
especially the Japanese languages
classroom.
Focus
Members of the panel will provide
insights from their experiences
relating to inclusion in theclassroom.
Insights/Conclusion
According to the Australian Bureauof Statistics (2019), 7.7% of children
under 15 in 2018 had a disability andthe proportion had increased since2012, despite an overall decreasein the proportion of the population
with a disability. To enable all
students to reach their potential,'change and modifications mayneed to be made' to accommodate
students with a disability (Education
Services Australia 2020: 4).

16

The increase in the proportion ofchildren with a disability impacts
the whole education system bothin, and out, of the classroom. Not
only has the types of disabilities
changed over time, but themodifications needed by anindividual student often change
as they mature. In the primaryand high school sectors, thesemodifications may be introduced
after consultation between
parent(s) or guardian and staff,
including Support Staff. However,in the tertiary sector, as adults,
students are largely required
to advocate for themselves andregister to receive appropriate
adjustments.
Australian Bureau of Statistics (ABS)'Disability, Aging and Carers, Australia:
Summary of Findings', available
online at:https://www.abs.gov.au/statistics/
health/disability/disability-ageing-andcarers-australia-summary-findings/
latest-release (accessed 30 May 2024).
Education Services Australia (2020)'Planning for personalised Learning
and Support: A National Resource',
NCCD available online at:https://www.nccd.edu.au/sites/
default/files/planning_for_
personalised_learning_and_support.
pdf (accessed 31 May 2024).

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

BIOGRAPHIES
Rowena Ward is a SeniorLecturer in Japanese and theDiscipline Leader for Languages
and Linguistics in the School of
Humanities and Social Inquiry at
the University of Wollongong. She
has published on the employment
of Japanese language graduates
and issues about gender in thelanguages classroom. She hastaught all levels of Japanese at
the tertiary level and also subjects
on modern Japanese history
and politics.
Megumi Mamone is a School
Learning Support Officer (SLSO)
in NSW schools, who has also
served as a Workshop Coordinatorand Committee Member for theJapanese Teachers’ Association of
NSW (JTAN) for 8 years. Megumi
has extensive experience insupporting the Japanese teacher
community through community
events, with strong links to many
practicing teachers from a rangeof contexts.

Nicholas Creed is the Middle School
Assistant Principal at Mernda
Central College. He completed a
Bachelor of Arts at The Universityof Melbourne alongside a Diploma
in Modern Languages (Japanese).
Nicholas subsequently completed
a Graduate Diploma of Education(Secondary), and in 2012 completed
a Professional Certificate in
Education (CLIL). Nicholas moved
to Mernda Central College in 2018
to establish the Japanese program.
Prior to this, he taught Japaneseand History for 12 years at Mount
Waverley Secondary College.
Nicholas has extensive experienceteaching Year 7-VCE Japanese inflexible learning environments, anda passion for sharing knowledgeof Japanese language and culture
and advocating for languages
education.

Sally Mizoshiri has extensive
experience teaching Japanese ina NSW selective high school from
Stage 4 to Extension Japaneseclasses. Creating and selecting
engaging resources is a passion forher. Sally has experience presenting
at department Japanese teachers'
conferences as well as JTAN NSW
conferences. She serves as the Vice
President of JTAN NSW.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 1+2

Empowering JCL Children through Japanese
Storytime Events and Storytime Reading at Home

Language: English/Japanese

繋生語の子どもたちへの読み聞かせ - 読み聞かせの会と家庭での実践

Chihiro Kinoshita Thomson Professor / University of New South Wales, Australian Network for Japanese as Community Language / NSW
Motoko Iseki Christensen Volunteer Coordinator of Japanese Storytime for Children (ANJCL & JPF Sydney library) / NSW
Shoko Ono Lecturer / University of Technology Sydney, Australian Network for Japanese as Community Language / NSW
Kyoko Kawasaki Lecturer, Researcher / University of Western Australia, Australian Network for Japanese as Community Language / WA
Miyako Matsui Lecturer, Researcher / University of Wollongong, Wollongong Japanese Language Centre, Australian Network for Japanese as Community Language / NSW
ABSTRACT
Target Audience
This presentation is designed forparents, educators, and community
members who support children
learning Japanese as Community
Language (JCL children).
Outcomes
Attendees will receive insights
into various Japanese Storytime
Events designed for JCL children,
ranging from those organisedby large organisations like The
Japan Foundation Sydney, smaller
community groups such as Perth
Kodomo Bunko, as well as inschools and preschools. Participants
will understand the Storytime
Events' objectives and significance,
and acquire practical guidance fororganising successful storytime
sessions. As engaging in storytime
reading practices at home also
nurtures children's bonds withJapanese language and culture,
insights into meaningful storytime
reading practices at home will
also be shared.
Focus
The presentation will highlight five
key aspects: (1) the benefits tochildren, such as how storytime
reading encourages JCL children's
literacy development, (2) discussing
the opinions held by parents,
educators, and the community
about storytime reading, (3)resources for meaningful storytime

18

reading sessions, (4) community
building, including how storytime
reading events foster social
connections among parents andcommunity members, and (5)addressing challenges faced bycommunities and families, alongwith strategies for overcoming
them. Attendees will haveopportunities to share theirconcerns and questions regarding
storytime reading and literacy
development of JCL children withthe presenters and other membersof the audience.
Insights/Conclusion
Storytime reading events serve asa win-win situation: JCL children
absorb language and culture in thecontext of an engaging storyworld.
They can share their experiences
and build rapport with otherchildren connected to Japan, while
participants can build community
during the events. Storytime
reading at home also presents
excellent opportunities to enrich
the language skills of children
and their families in an enjoyable
context where familial bonds canbe strengthened.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

BIOGRAPHIES
Chihiro Kinoshita Thomson isProfessor of Japanese Studies at
UNSW Sydney. She is a multi-award
winning teacher of Japanese. Her
research interests include Australianlearners of Japanese as a secondand community language, and theircommunities of practice. Her mostrecent book is Foreign Language
Learning Communities of Practice:
Mechanisms for Participatory
Learning (2017). She has publishednumerous papers including “From
Keishogo (Heritage language) to
KEISHOGO (Community language):An examination of language ofchildren with connections to Japan”
in Journal for Children Crossing
Borders (2021). She currently
leads the Australian Network forJapanese as Community Language.
Motoko Iseki Christensen has
extensive experience in teaching
Japanese from preschool age touniversity students and mature
aged adults in Australia andoverseas. Her long-standing
teaching involves a range ofcontexts reflected in adaptableand flexible methods catering forstudents’ needs, consistent withher PhD research work at UNSW,
Sydney. She also participatesin interest groups focusing
on Japanese as a community
language and well-being throughdramatization. She uses culturalhistorical activity theory in her
research. She is coordinatingstorytelling sessions at JapanUNLEASHING POTENTIAL, EXPANDING BOUNDARIESFoundation Sydney (JPF) in
collaboration with JPF Sydney
Library and Australian Network forJapanese as Community Language.
Shoko Ono has been teaching
Japanese language and culture invarious Australian institutions formany years. She currently lectures
Japanese Language and Culture
at the University of Technology
Sydney, and lecturer of Japanese
language at the Japan Foundation,
Sydney. She is one of the founding
members of Australian Network forJapanese as Community Language(ANJCL). Her interests include
how educators can effectively
support the further development ofyoung heritage Japanese languageusers, as well as teaching Japanese
language learners at advanced andupper-advanced levels.
Kyoko Kawasaki has beenteaching the Japanese language
at tertiary education institutions
in Australia for over 30 years
and is currently teaching at the
University of Western Australia.
She has also served as the chief
examiner and marker of ATAR
Japanese in Western Australia for
a number of years. Recently, she
has been conducting seminars andworkshops for parents and teachers
on supporting children who learn
Japanese as a community language.
She is one of the founding membersof Australian Network for Japaneseas Community Language (ANJCL).
She is also hosting a Japanesechildren’s book club at home.

19

Miyako Matsui is an experienced
language teacher both in Japanand Australia. She completed her
Ph.D. in 2022 investigating parental
involvement in Japanese heritage
language and cultural maintenancein Australia. She has been teaching
Japanese at the University of
Wollongong since 2012. Miyako
became a member of the AustralianFederation of Modern Teachers
Association (AFMLTA) Promotions
Officer as well as the Modern
Language Teachers Associationof New South Wales (MLTA NSW)
Secretary in 2022. She is also amember of the Australian Network
for Japanese as Community
Language (ANJCL). Miyako ispassionate about further developing
her knowledge of the community
language programs and language
studies at schools
in Australia.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 2

ACARA presentation: How to use the Japanese
Language Support Resources for differentiating
content in your language program

Language: English

Alison von Dietze Languages Curriculum Specialist / Australian Curriculum and Assessment Reporting
Authority - ACARA/ QLD

ABSTRACTBIOGRAPHIES

Target Audience
This session is designed forJapanese language educators whoseek practical tools for efficiently
differentiating language content
within their programs.

As a Languages Curriculum
Specialist on the ACARA Curriculum
Team, Alison von Dietze possesses
extensive expertise in the Version
9.0 Australian Curriculum. She
played a pivotal role in collaboratingwith teacher teams nationwide,state-level language expert
representatives, and the ACARA
Language team to refine theLanguage curricula. With a wealthof Japanese and EALD teachingexperience spanning primary,secondary, and tertiary education
both nationally and internationally,
Alison is passionate about sharing
her knowledge and enthusiasm forthe revised Languages curriculum,
empowering teachers to embraceits exciting potential.

Outcomes
Participants will gain anunderstanding of the features of
the Japanese Language Support
Resource and learn how to utilise
it effectively to cater to diverse
language abilities within theirclassrooms. By exploring examples
from both primary and secondary
teaching contexts, attendees will
grasp how this resource facilitates
differentiation and accommodates
various entry points into language
learning.
Focus
The presentation will focus onproviding an overview of theJapanese Language Support
Resource's key features anddemonstrating its applicationin sample teaching scenarios.
Participants will see how thisresource supports differentiation
by addressing the diverse language
abilities present in a typicalclassroom setting.
Insights/Conclusion
Attendees will leave with a clear
understanding of the breadth of
ACARA resources available for
language educators, empowering
them to make informed decisions
related to their own teachingpractice and future professional
development.

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 2

Expand your Toolkit to Engage and Enrich

Language: English

Mami Yoshino Japanese Coordinator and Shadow Head of Languages Department /Foxwell State Secondary College / QLD
ABSTRACT
Target Audience
This is a practical workshop
designed for primary and secondary
educators eager to enhance
student engagement, foster
resilience, and uncover fresh tools
for their teaching arsenal. Delve
into innovative approaches aimed
at cultivating a vibrant learning
atmosphere that sparks joy for bothstudents and teachers alike.
Outcomes
Attendees will leave with experience
using a variety of engaging brain
breaks which are low-prep, lowrisk, and high reward. Participants
will also gain an insight into how
their current curriculum can beinfused with Japanese values, 21stcentury skills, and the Sustainable
Development Goals (SDGs).
Focus
This workshop has two main
focuses. The first focus is on arepertoire of tools, strategies, andmental models that bring successto students and educators. This
includes the use of the MoodMeter,
and a range of kinaesthetic andcompetitive language learning
games. The second focus is an
introduction to an innovative
language program which integrates
the Australian Curriculum with Deep
Learning principles, SDGs, and arich tapestry of Japanese values
such as mottainai and ikigai.

21

Insights/Conclusion
A quiet and compliant student
does not guarantee that they areflourishing. Teachers are prompted
to introspect on their mental
models, evaluating whether theircurrent practices truly facilitate
success for all learners. Embrace
the opportunity to harness the fullpotential of the language classroom,
preparing students not only forhigh school or university but for the
dynamic challenges of the future.

BIOGRAPHY
Mami Yoshino holds the roles ofJapanese Coordinator and Shadow
Head of Languages Department
at Foxwell State Secondary
College. Recently appointed as
the Co-Convenor of the Language
Teachers of Queensland, shebrings a wealth of experience anddedication to her work. With a deep
passion for pedagogy and student
engagement, Mami is committed
to empowering fellow educators to
discover the joy of teaching in thelanguage classroom while ensuring
success for every student.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 3

UTS Session
Gender Inclusivity in the Language Classroom:
Working across Languages

Language: English

Angela Giovanangeli Senior Lecturer / University of Technology Sydney / NSW
Fredericka van der Lubbe Lecturer / University of Technology Sydney / NSWElena Sheldon Senior Lecturer / University of Technology Sydney / NSW
Akiko Hiratsuka Associate Lecturer / University of Technology Sydney / NSW
ABSTRACT
Target Audience
A powerful argument for the central
place of foreign language educationin fighting social inequalities liesin positioning students in how
they perceive and understandthemselves and the world aroundthem. Foreign language activities
and pedagogies centred on moreembodied and personal reflections
surrounding gender inclusive
language create the possibility ofproviding a space for language
students to explore diversity,
belonging and a more inclusive
language learning trajectory. To thisend, It is imperative for educators
to actively engage in the ongoingdebate on this topic and explore
ways for students to engage withgender inclusive language in theirlanguage learning.
Outcomes
The UTS's Languages team teaches
across six foreign languages and iscollaboratively working on a study
that engages with some of thediverse perspectives that emerge
across the various languages in thecontext of gender inclusivity.
Focus
The team will present some insightsfrom this project, by focusing
in particular on the student
perspective so that language
teachers may plan for students'
needs and prepare a more socially
inclusive language curriculum.
While the Japanese language willserve as the central case study,
our discussion will also draw on
the broader experiences of thelanguage team.
22

Insights/Conclusion
The aim of the presentation
is to address both students'
perspectives on gender inclusivity
in language learning and theinterdisciplinary advantage ofteachers working closely together
across European and Asian
languages.

BIOGRAPHIESAngela Giovanangeli is a
Senior Lecturer and Languages
Cluster leader in the Schoolof International Studies andEducation in the Faculty ofArts and Social Sciences at the
University of Technology Sydney
where she teaches courses in
French studies. Her researchinterests include foreign language
education, intercultural education
and French cultural practices.
Fredericka van der Lubbe has
been working at UTS since 2008
and has been coordinating theGerman Language and Culture
program since 2018. She teaches
German language and publishes
in 18th century Anglo-German
relations. Recently she has started
collaborating with her languageteaching colleagues on a common
approach to gender inclusivity inthe language-learning classroom.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Elena Sheldon is a SeniorLecturer in the Faculty of Arts
and Social Sciences, University ofTechnology Sydney (UTS), where
she coordinates and teaches 'Spain
In-country Study' and coordinates
and teaches in the Spanish
Language program. Her researchinterests include applied linguistics,
discourse analysis, second language
acquisition, genre theory from theperspective of Systemic Functional
Linguistics, and academic writingfor publication. She has publishedseveral articles in elite journals
and a book titled, Knowledge
Construction in Academia: A
Challenge for Multilingual Scholars.
Akiko Hiratsuka is a Education
Focused Associate Lecturer in the
School of International Studies
and Education at University ofTechnology Sydney. She teaches
and coordinates Japanese
Language and Culture subjects andhas conducted several eTandem
projects for student online language
exchange with universities inJapan. Akiko has keen interests insociolinguistics and ethnographic
research and is currently
undertaking a PhD study focusing
on translingual family practice.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 3

Embracing the Chaos - Providing Open-Ended
Speaking Opportunities for Primary Students

Language: English

Mel Watt Japanese Teacher R-6 / Warradale Primary School / SA
ABSTRACT
Target AudienceBy ‘embracing a little chaos’ whilst
teaching a unit “What is a story,”
Mel had great success working withyear 1-3 students, with students
becoming risk-takers and working
together to learn more vocabularythat ever before…in 1 lesson a week!
Outcomes
With student work samples,
video footage and easy to follow
timelines, you will be able to leavethis session ready to embrace thechaos…and see how fun it can be!
Focus
This workshop will look at whatworked, what needed refinement
and lots of ideas to share so you cantake storytelling and folk tales toa whole new level. The techniques
shared can easily be incorporated
into other units of work and otheryear levels. Mel’s session will be
particularly helpful with those
who are still wrapping their headsaround conceptual, rather than
topic-based teaching.

23

Insights/Conclusion
By stepping away from the frontof the classroom, Mel enabled
her students to create their own
stories and embrace new learning,
using more Japanese than she
thought possible. Incorporating theresources from this unit and letting
students experiment with speaking
tasks not limited to a set list of
vocabulary and grammar, saw thestudents grow in confidence andtherefore engagement increased
dramatically.

BIOGRAPHY
Teach what you love and love what
you teach is Mel Watt’s personalphilosophy. Teaching Japaneseis a huge source of joy but she
also understands the challenges
of being a sole language teacher
and teaching complex compositeclasses. Despite 16 years’ teachingexperience across High School
and Primary Schools in SA, Mel
is still learning and growing as an
educator and loves sharing thisprocess with her colleagues. Mel
teaches at Warradale Primary
School and is also the JLTASA
Secretary.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 3

Adelaide High School – A language programwith a difference

Language: English

Kate Satomura Teacher of Japanese Language and Culture / Adelaide High School / SA
Helen Manning-Bennett Special Entry Language Program, International Students and Global

Perspectives Leader, Teacher of Japanese Language and Culture / Adelaide High School / SA
Kwok Kam Japanese Teacher and Intercultural & Global Perspectives Learning Leader /Adelaide High School / SA

ABSTRACT
Target Audience
This presentation is for secondary
teachers and leadership looking forways to enhance or make positivechanges to their current Languages
Program.
Outcomes
Attendees will walk away withsome practical examples, as wellas big picture, long term ways
they can advocate for languages
and instigate positive changes totheir school’s current Languages
program.
Focus
How does a school offer eightlanguages from years 7 -12 andmanage to foster collegiality,intercultural understanding andinclusivity and maintain high takeup of languages at senior years?
Adelaide High School presents
a unique model of Language
Education in Australia whichaims to do just this.
A model of the Language programis presented, while the positive
aspects, and challenges of sucha program are also be explored.
Practical examples of ways students
are kept engaged and positive
throughout their language learningjourney will also be shared

24

Insights/Conclusion
It is possible to foster a respect
for and love of languages in yourschool community, which can reachbeyond the classroom. Not only forschool, but for life.

Greece, China and Japan; leading
multiple study tours to Japan andoverseeing the establishment ofSister School relationships (Japan,
Italy, Greece, France, Germany,
Spain, China). Helen is also a teacher
of Japanese, French, Philosophy
and Research Project and she
mentors student leadership groups
such as debating, Intercultural
Ambassadors, UNYA and ASEAN.
Helen has also lived and worked inJapan for four years as an AET.

BIOGRAPHIES
Kate Satomura is a Japaneseteacher currently working at
Adelaide High School. She
has taught Japanese from
Junior Primary to Secondary
in Independent, Catholic andGovernment schools. Before
teaching Japanese, Kate worked as
an ALT in Japan for many years. In
2013 she moved back to Japan withher family to work in a tiny primaryschool in rural Nagano for a year.
Kate has presented workshops on
Visible Thinking and Intercultural
Understanding at the JLTAV andJLTASA conferences, as well as the2022 NSJLE.
Helen Manning-Bennett has
had the privilege of working at
Adelaide High School for over 20
years. Currently, she is the leaderof the Special Entry Language
Program, International Students andGlobal Perspectives. Previously, as
Language Coordinator for 12 years,
a major element of her role wasoverseeing multiple study tours
to Italy, France, Spain, Germany,

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Kwok Kam has been a member ofthe Languages team at Adelaide
High School for 8 years, specialisingin Japanese language andResearch Project. Fascinated by theinteractions between cultures, hebegan his teaching career as an ESL
teacher, helping migrants adjust
to life in Australia. This led him to
the opportunity to work in Japan,
teaching English to senior highschool students in Osaka throughthe JET program. Now, as a memberof the Adelaide High School
Languages team, he continues
his interest in diverse cultures
through his work to developintercultural perspectives in theschool community by supporting
the Intercultural Ambassadors
student leadership team, as wellas supporting his colleagues instrengthening Adelaide HighSchool's many international sisterschool relationships.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 3

Advocacy through celebrations:
It’s all about being positive

Language: English

Sayoko Thompson Japanese Teacher, ACT Japanese Network Leader / Gungahlin College / ACTABSTRACT
Target Audience
This presentation is for both primaryand secondary school teachers or
anyone wishing to advocate for
language learning at their schoolor within their community and iswanting new ideas and initiatives
to try.
Outcomes
The attendees will be equippedwith a range of simple, hands-on
strategies and ideas to promote
and advocate Japanese language
learning effectively within theirschools and the wider community.
Together we will unpack a rangeof case studies, based off workfrom the ACT Japanese Network,that showcase ideas that canbe powerful tools for language
advocacy. Examples include ways
to involve your school leadershipin your language programs, ways
of working together with otherJapanese Teachers in your area
to save your time and inspire yourstudents, gaining support fromoutside agencies such as The
Embassy of Japan, and the roleof sister city/school relationships
and community events in engaging
our students and supporting ourprograms.
Focus
The session will examine how
we can support each other ascolleagues to reduce our workload
yet maintain strong programs
that are valued in our schoolcommunities. Discussion about
ways to celebrate the work we doand the incredible learning of ourstudents as they navigate learning

25

Japanese is important to help value
and grow our programs. Keeping
in mind teacher’s ever-growing
workload, the session aims to give
positive, thought-provoking ideas
to take away and try in your school.
Thinking about how we switch
challenging situations into strengths
is a key component in the current
climate of teaching and small things
can have a really big impact in our
schools.
Insights/Conclusion
In summary we all wish for 和/
harmony in our schools and strong
language programs that are valuedby all stakeholders. While wehave many challenges in teaching,working together as colleagues
and wider communities allows us
to pool our resources, ideas andstrategies and become stronger
as well offering our students more
opportunities.

BIOGRAPHY
SayokoThompson has been a
Japanese teacher for both primaryand high school since 2013 inCanberra and currently teaching
Years 11 and 12 at Gungahlin
College. Sayoko is passionate about
supporting smooth transitions
from Year 10 to senior courses andadvocating to maintain the stateof Japanese. Taking the current
ACT Japanese Network Leader rolesince 2022, Sayoko’s recent goal is
to inspire teachers by supporting
teachers’ collaborations for strong
advocacy. Originally from Tokyo,
Japan. One of the last graduatesof Central Queensland University Bachelor of Learning Management(Japanese) in Rockhampton, QLD.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 4Capabilities: Building Teachers' Leadership
Capacity and Future-Proofing Language Learning

Language: English

DAY 1: SESSION 4

Shogun; Junior Secondary CLIL

Language: English

Tom Dawson Leader of Community Engagement / Gleeson College / SA

Penne Evans Languages Faculty Leader / Lilydale Heights College / VIC
Richard Myddleton Humanities and Japanese Teacher / Lilydale Heights College / VIC

ABSTRACTBIOGRAPHY

ABSTRACTBIOGRAPHIES

Target Audience
Language teachers who are either
currently working in a schoolleadership position, or are aspiring
to, as well as visionaries.

Tom Dawson is in his sixth year
at Gleeson College and his thirdyear as JLTASA President. A seniorJapanese teacher by trade, he
has enjoyed the fun, energetic
environment teaching Year 7s overthe past couple of years. His focus
in recent years is increasing student
agency in their language learning,both in the middle and senior years.
Tom's school leadership journeyhappened almost by accident, by
being in the right place at the righttime, but was cemented throughhis advocacy for and rollout of aschoolwide capabilities focus.

Target Audience
A Daimyo murders a young
noblewoman's parents then marries
her for her family name. Then
she has his son. Should he kill his
enemies, or win them over? Or play
the long game? The compellingscandals and strategies of theWarring States period engage
students in learning about thefamily in a way that most courses
don't. This session is for juniorsecondary teachers who are seeking
CLIL strategies to engage theirstudents. The unit can complement
Humanities units on Medieval
History or Feudal Japan in Year 8, or
it can be stand-alone.

Penne Evans worked in thecorporate world in London andTokyo before changing careers
and becoming a yoga teacher.
She began teaching Japanese at
Lilydale Heights College seven years
ago and is now the Languages
Coordinator. Penne soon wanted
more than just teaching grammar
and vocab. Her bright and bubbly
personality meant she really wanted
to engage students and share
her love of Japanese culture andlanguage. CLIL was the perfectvehicle and she and Richard havebeen transforming Japanese at
Lilydale Heights College.

Outcomes
Attendees will come away witha strong founding in capability
development, and a case study(with practical ideas) to base theirown school or faculty’s explorationin the capability space on, to reorient their purpose towards holistic
intercultural and interpersonal
competence.
Focus
This presentation’s focus is
twofold. 1: how to develop yourown leadership capacity byleading a “big ticket” schoolwide
improvement project, and 2: how to
prepare yourself and your teaching
to withstand the shift towards
capability development and global
competence.

Outcomes
At the end of this session, teachers
will walk away with a full unit thathas been used with great results ata government secondary college inthe outer suburbs of Melbourne.
Focus
This presentation focuses on an
episode from the real story behindthe series 'Shogun', the story of
Oda Nobunaga, Toyotomi Hideyoshi
and Tokugawa Ieyasu, the threedaimyo lords who united Japan
at the end of the Warring States
period. Students learn writing
skills, the family, adjectives and theconstruction of simple sentences.

Insights/Conclusion
The OECD's 2030 Learner Compass
presents a crossroads for languages
education. It is certainly clear
to many that the pedagogies ofthe past are no longer fit for thepresent, not to mention the future
that's just around the corner. A
slight shift towards broader, more
holistic capability development iswhat language learning needs toremain relevant in an increasingly
digital, globalised world.

26

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Richard Myddleton lived andworked in Japan for six years andhas been teaching Japanese ingovernment schools for twenty
years. He has been teaching History
even longer and the CLIL unit on
the Warring States perfect CLIL
vehicle for him. He was impressed
to see the level of engagement fromthe Year 8 students. Collaboration
was integral to Penne and Richard
bringing this CLIL unit to life, andimplementing it has been rewarding
and inspiring. Now they want toshare it with you!

Insights/Conclusion
It can be a challenge to start a
CLIL unit, difficult to structure theteaching and hard to find resources.
This unit fits neatly with Humanities
subjects and really engages
students. This is CLIL made simple,
and it works.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

27

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 4

Designing and Constructing a Japanese Garden
at Mernda Central College

Language: English

Nicholas Creed Middle School Assistant Principal / Mernda Central College / VIC
Anthony Oldmeadow College Principal / Mernda Central College / VIC
Justin Garett 5-12 Japanese Curriculum Coordinator / Mernda Central College / VIC
Darryl Furze Director / DFC Consultancy / VIC
ABSTRACT
Target Audience
This presentation is for Japanese
language teachers, school leadersand community partners seeking
inspiration for the construction of
innovative, creative and culturally
iconic physical spaces to support
language teaching and learning.
This will be achieved by sharing apresentation on Mernda Central
College’s unique Japanese garden.
Outcomes
Attendees will leave withprocesses and practises to support
the exploration, design andconstruction of a Japanese Garden
within a school context. They will
also gain awareness of how to build
connections across curricular areas
through a shared dynamic outdoor
learning area.
Focus
This presentation will cover thesteps taken from concept, vision,
design and construction for a
Japanese Garden at Mernda Central
College. The presentation will
include reflections and observations
from the College Principal, Middle
School Assistant Principal and theJapanese Curriculum Leader, in
addition to our design consultants
and builders.

As a vital part of this presentation,
the cultural appropriateness of thevision, engagement of the entire
Japanese team, and alignment
with College direction and values
will be unpacked. Additionally, thecommunity connections throughthe Japanese Consul-General,
MLJEC, community partners andlocal members of parliament who
played a significant in the openingof the garden,
Furthermore, the presentation
will address the impact of thisgarden on community attitudes
towards Japanese language,
through enhanced capacity toblend intercultural understanding
into an easily accessible physicalspace. This space provides thecommunity with a window into asignificant cultural part of Japan
without leaving the country. The
garden also provides a new anddifferent context for studying
Japanese, not more so thanwatching and experiencing thevarious seasonal change and gives
students context to the many
extraordinary events that occur
throughout the year.
Insights/Conclusion
The construction of a Japanese
Garden within a school provides
outstanding support for language
teaching and learning andcommunity engagement.

BIOGRAPHIES
Nicholas Creed is the Middle School
Assistant Principal at Mernda
Central College. He completed a
Bachelor of Arts at The Universityof Melbourne alongside a Diploma
in Modern Languages (Japanese).
Nicholas subsequently completed
a Graduate Diploma of Education(Secondary), and in 2012 completed
a Professional Certificate in
Education (CLIL). Nicholas moved
to Mernda Central College in 2018
to establish the Japanese program.
Prior to this, he taught Japaneseand History for 12 years at Mount
Waverley Secondary College.
Nicholas has extensive experienceteaching Year 7-VCE Japanese inflexible learning environments, anda passion for sharing knowledgeof Japanese language and culture
and advocating for languages
education.
Anthony Oldmeadow is the College
Principal at Mernda Central College.
Since assuming the role ofCollege Principal in July 2020,
Anthony has demonstrated
exceptional leadership and a
profound dedication to educational
excellence. His tenure has beenmarked by a commitment tofostering a vibrant, inclusive, andacademically rigorous environment
for both students and staff.
A passionate advocate for cultural
diversity and global education,
Anthony has a strong focus on
Japanese culture. His interest inJapan extends beyond personalfascination; it is a cornerstone of his

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

educational philosophy. Anthonybelieves that understanding andappreciating diverse cultures
is crucial in preparing students
to thrive in an increasinglyinterconnected world.
One of Anthony's significant
contributions to Mernda Central
College is the establishment of aJapanese garden on campus, aproject that was his visionary idea.
This serene and culturally rich spaceprovides students with a hands-on
experience of Japanese aesthetics
and traditions, enhancing theirunderstanding and appreciation ofJapanese culture. The tea garden
has become a central feature of theschool, symbolizing the college's
commitment to cultural education.
Under Anthony's guidance, Mernda
Central College has integrated
Japanese cultural studies into
its curriculum, offering students
unique opportunities to learn about
Japan's rich history, language, andtraditions. Additionally, the school
offers students the opportunity
to travel to Japan for the Japan
study tour, providing an immersive
experience that deepens theircultural understanding and global
awareness.
Anthony's leadership style ischaracterized by his forwardthinking approach and his ability
to inspire and motivate thosearound him. He consistently seeksinnovative strategies to improve thelearning experience, ensuring that
Mernda Central College remains
at the forefront of educational
excellence.

29

Anthony's dedication to educationand his passion for Japaneseculture have made him a respected
and influential figure at Mernda
Central College. His vision andleadership continue to shape thefuture of the institution, fostering
a learning environment that values
diversity, inclusivity, and academic
achievement.
Justin Garrett is the 5-12 Curriculum
Coordinator of Japanese at
Mernda Central College. He holds a
Bachelor of Education from Monash
University (Gippsland), initiallymajoring in Psychology. After livingin Kanagawa for four years, hecompleted a Postgraduate Course
in Japanese at La Trobe University(2005) and a Professional
Certificate in CLIL from Melbourne
University (2013). Justin has taught
at various metropolitan schools,
including Sunbury College, Monbulk
College, Buckley Park College, andMernda Central College and held
various positions of responsibility,
including as International Student
Coordinator. He focuses on creating
programs that build unique andmeaningful connections between
language and culture. Throughout
his career, Justin has led over
13 study tours to Japan. Withextensive experience teaching
Japanese from Year 7 to VCE, he
is now also working with Year 6
students. An admirer of Japanesegardens, he and his team integratevarious cultural elements to enrich
students' experiences of learning
the language.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Darryl Furze is the Director of DFC
Consultancy. He has a wealth ofexperience as a teacher and an
educational leader having been a
Principal for 22 years at a numberof schools in Melbourne. As an
inaugural Principal at his last 2
schools Darryl gained significant
experience in overseeing theconstruction and developmentof new schools located in growthcorridor of Melbourne’s northern
suburb of Doreen. In his final
principalship he was instrumental
in the development of Hazel Glen
College with its unique stages oflearning from Kindergarten to Year
12. The College was the largest
State school in Victoria. Following
his retirement in 2018, Darryl
established DCF Consultancy witha two fold vision to provide botheducational mentoring to aspiring
Principals and provide both advice
and construction of school based
and private building projects.
Having lived in Malaysia in the late1960’s and attended the RAAF
school in Penang as a student,
Darryl has a very strong connection
with a variety of Asian cultures.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 4

The transformative power of teacher exchanges

Language: English

DAY 1: SESSION 5

Linguistic Innovation in the Japanese Curriculum

Language: English

Amanda Drury Principal Research Officer, Head of Languages /Department of Education Queensland, Brisbane School of Distance Education / QLD

Kathleen Duquemin Language Program Manager / Victorian Curriculum and Assessment Authority / VIC
Catherine Bryant Languages Program Manager / Victorian Curriculum and Assessment Authority / VIC

ABSTRACTABSTRACT

Target Audience
This presentation is relevant for
all teachers of Japanese, fromprimary though to secondary, but isparticularly pertinent for beginningteachers and leaders of beginningteachers. The aim is to highlight thenecessity for Japanese teachers
and language curriculum leaders tobe advocates for their profession
and engage with professional
development opportunities,
especially in-country exchanges
funded by governments and theJapan Foundation.
Outcomes
Attendees should leave the sessions
with a renewed sense of purpose,
fully aware of the amazing impact
a teacher exchange can have,especially for beginning teachers,
and ready to investigate suchopportunities for themselvesor their staff. An overview ofthe different state and federal
opportunities will be provided
for ease of access.

Insights/Conclusion
Unlock your Japanese teachingpotential! Discover thetransformative power of teacher
exchanges and access funding foran enriching career journey. Be
the change that our profession so
desperately needs!

Target Audience
This presentation may be of interestfor teachers of Japanese from
Foundation to Year 10, or thoseinterested in innovations within theJapanese Curriculum.

BIOGRAPHY
Amanda Drury’s Japanese journeybegan when her family hosted ashort-term Japanese exchange
student. A lifelong passion was
ignited and led to an exchange inWakayama and a dual degree in
Law and Modern Asian Studies.
Her career as a lawyer included
working in Tokyo as Legal Counsel
for Mitsubishi Oil but after starting
her own family, she was called toteaching. Amanda has been the
Head of Languages at BrisbaneSDE
for 6 years and is currently
seconded to the Queensland DOE
as a Principal Research Officer.
She is a passionate advocate for
improved Japanese teacher training
and student exchange programs.

Focus
The presentation will focus on
the speaker’s first-hand 2023
experience of a joint JF andQueensland Department of
Education teacher exchange
program, the Osaka Global Teacher
Program. A beginning Japaneseteacher who also participated will
share her experience and its impact
on her career.

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NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Outcomes
During this presentation,
participants will be introduced to
linguistic innovations made by the
VCAA within the new JapaneseCurriculum, particularly relating to
the macro skill of viewing and theinclusion of elaborations that focus
on gender-neutral language andstereotypes.
Focus[The macro skill of viewing]
Participants will be introduced to anumber of examples of elaborations
relating to ‘viewing’, and how todefine and approach the teaching
this macro skill.
[The influence of gender andidentity on contemporary
language use]
The dynamic nature of language
is reflected in the ways in which
gender and identity are related andexpressed in language. In the new
Victorian Japanese Curriculum, thishas been addressed throughout
the levels, from 3 to 10 in a range
of developmentally targetedelaborations that deal with gender
neutral language in student-focused
activities. These innovations range
from focus on gender-neutral
pronouns to activities that explore
the stereotypes over time.

31

Insights/Conclusion
The way in which we teachJapanese should always reflect the
dynamic nature of language use andchange, and there are practical andsafe ways in which to address these
within the curriculum.

BIOGRAPHIES
Kathleen Duquemin holds a
Master’s Degree in Applied
Linguistics and post graduate
degrees in Japanese and Korean
Language, and in Education. Prior
to joining the VCAA, she taught
Japanese from Foundation to Year
12 and English Language at VCE
Level across all sectors. Kathleen
has been involved in curriculum
development for second language
education and as a writer andcurator of digital resources forlanguage learning including theLanguage Learning Space andInanimate Alice digital journal.
She has presented at conferences
across Australia and internationallyin the areas of Curriculum and theuse of technology in language
learning, with her papers having
been published in Conference
Proceedings internationally.
Kathleen was an awardee of theEndeavour Language Teaching
Fellowship and received the
Exceptional and Outstanding
Contribution to Languages Teaching
Award from the MLTAV for herrole in the mentoring of language
teachers in their first years ofteaching.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Catherine Bryant is Languages
Program Manager in the Curriculum
Division at the Victorian Curriculum
and Assessment Authority. In thisrole, she works on various projects
that support the development
and implementation of languages
curricula in Victoria from foundation
to 12. Prior to joining the Languages
Unit at the VCAA, Catherinetaught secondary Japaneseand humanities in a number ofMelbourne schools. Catherinecompleted her PhD in 2016 in the
Department of Education and Social
Sciences at Swinburne Universityof Technology. Her research was
published as a book in 2016 byAustralian Scholarly Publishing, andis called "From Small Beginnings:
The Victorian School of Languages."
Prior to her career in education,
Catherine completed a BA (Hons)and MA (Thesis) at the University of
Melbourne with research interests inthe areas of Japanese and history.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 1: SESSION 5
DAY 1: SESSION 5

NAJLTA SESSION
Connecting Japanese language educatorsfor beginning and inexperienced teacherswith insights and information from JLTA
leaders and experienced teachers

Language: English

ABSTRACTThis session is initiated by the Monash Japanese Language Education Centre(MJLEC) and The Japan Foundation, Sydney to bring teachers with little orno experience together with Japanese language teachers association (JLTA)
leaders from across Australia. Many teachers in their early careers struggle
with their new environment, especially if there is not a mentor nearby.
This session hopes to create an opportunity for such teachers to form an
ongoing connection with an experienced teacher with a role in the Japanese
language teachers association of their home state or territory, ask questions,seek support and learn how to network with teachers in their area.
Nationwide JLTA leaders will be gathered at this session to interact personally,so we encourage especially beginning teachers to participate and connect.
Other experienced teachers are also encouraged to participate and bringinsights, share issues, and connect with their new peers.

日本語教育における生成AIの教室利用
Generative AI Applications in theJapanese Language Classroom

Language: English/Japanese

Joji Ikezu Senior Language Consultant / The Japan Foundation, Sydney / NSW
ABSTRACTBIOGRAPHY

Target Audience

Joji Ikezu has been working as a
Senior Language Consultant at theJapan Foundation, Sydney sinceNovember 2023. As a language
education specialist dispatchedby the Japan Foundation, he has
undertaken 10 different postingsin locations across Asia, SouthAmerica, the Middle East, andEastern Europe over the past 35
years. During this time, he has also
visited 35 countries to conduct
professional development.

教室で学習者が生成AIを使って授業を行うことに関心のあるすべての教育段階の日本語教師。および生成AIの利用は教師の作業の省力化にはなるが、生徒の利用は難しいと考える教師全般。

Outcomes

参加者は、学習者に積極的に生成AIを使わせることで、コミュニケーションのスキルだけでな
く、Australian Curriculumをはじめ、現在、世界の多くのカリキュラムが求める新時代の能力育成の可能性も広がることを理解する。

Focus

日本やその他の国での取り組みや試みの報告から、メールや自己紹介の原稿、自分の町や学校生活の様子を姉妹校の生徒に伝えるメッセー
ジ、調べ学習の発表原稿など、様々な作文の授業への応用方法を中心に紹介する。また、生成AIが産出する回答や作成物の課題として指摘される情報の不正確さや偏向を回避する方法や、
従来の授業では得られなかった学習効果などのポイントを解説する。
さらには、生成AIの使用に伴うリスクに気づかせる工夫、情報リテラシー向上のための工夫についても考え、言語習得だけでなく、論理的思考力、表現力、協働能力、情報リテラシーなどの能力育成に寄与できる可能性を探る。

Insights/Conclusion

生成AIの利用は、人間の自然な社会生活の一部となりつつある。新しい時代の人材を育てていくために、教室活動に積極的に取り入れていくには、省力化のための便利なツールという側面にとらわれすぎないことが大切である。新時代の当たり前のツールとして現実的な利用法に即して、教室活動を考えることを提案する。

32

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

33

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2SESSIONSDAY 2: SESSION 1+2

UNIVERSITY SESSION
Articulation of Japanese Language Learning
Paths to University: A Roundtable Discussion
and Information Sessions

Language: English/Japanese

Nagisa Fukui Senior Lecture / University of New South Wales / NSW
Chihiro Kinoshita Thomson Professor / University of New South Wales / NSW
Chavalin Svetanant Senior Lecturer / Macquarie University / NSW
Kayo Nakazawa Associate Lecturer / Macquarie University / NSW
Rowena Ward Senior Lecturer / University of Wollongong / NSW
Masafumi Monden Lecturer / University of Sydney / NSW
Nobuaki Akagi Associate Lecturer / University of Sydney / NSW
Akiko Hiratsuka Associate Lecturer / University of Technology Sydney / NSW
Laura Emily Clark Lecturer in Japanese / University of New England / NSW
ABSTRACT
Target Audience
There is a need for morecommunication between tertiary
sector and Japanese secondary
sector teaching staff about
articulation to university andthe many pathways to learning
Japanese at university. This session,featuring Japanese course advisers,
program/subject coordinators, andstudents from universities acrossthe greater Sydney area will provide
valuable information and insights
into studying Japanese in New
South Wales at university level.
Outcomes
The session will particularly
benefit educators and associatedpersonnel in the secondary
sector by providing them withan understanding of the diverse
pathways available for students
who may wish to pursue Japanesestudies at university. Attendees
will learn how they can assist andencourage students to continue
their Japanese language education
at a higher level.

36

Focus
The first part of the session willfeature a roundtable discussion
where academics from each
university will provide a brief
overview of how Japanese language
is taught and learned, and how
their courses are structured attheir respective university. Student
representatives will also share theirinsights on learning Japanese as an
academic subject, their post-HSC
or other learning experiences, aswell as their motivations to study
Japanese and future aspirations.
The audience will be encouraged
to actively participate by asking
questions and making comments.
Insights/Conclusion
The second part will be an
unstructured information session
where the presenters will beavailable at designated tables foreach university. Attendees areencouraged to visit any table toobtain specific information about
each university's programs andask questions.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

BIOGRAPHIES
Nagisa Fukui is a senior lecturer
in the School of Humanities &Languages at the University of
New South Wales. She is one of
the Faculty of Arts, Design, andArchitecture's Education Focus
Champions, who take collegial
responsibility for supporting
learning and teaching bothwithin the Faculty and across the
University. She has developed andtaught a wide range of Japanese
courses including the largest
language course at UNSW. She
also supervises Japanese language
teaching practicum students whoare interested in teaching at thetertiary level. Her research interests
include language education,
personal development, anddiscourse analysis.
Chihiro Kinoshita Thomson isProfessor of Japanese Studies at
UNSW Sydney. She is a multi-award
winning teacher of Japanese. Her
research interests include Australianlearners of Japanese as a secondand community language, and theircommunities of practice. Her mostrecent book is Foreign Language
Learning Communities of Practice:

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Mechanisms for Participatory
Learning (2017). She has publishednumerous papers including “From
Keishogo (Heritage language) to
KEISHOGO (Community language):An examination of language ofchildren with connections to Japan”
in Journal for Children Crossing
Borders (2021). She currently
leads the Australian Network forJapanese as Community Language.
Chavalin Svetanant is a SeniorLecturer in Japanese Studies
in the Department of Media,
Communications, Creative Arts,
Language, and Literature, Facultyof Arts at Macquarie University.
She also serves as the Director of
the Macquarie Japanese Studies
Centre for Teaching Development(MJS Centre). Her researchinterests include linguistics, crosscultural communication, social
semiotics, and indeed anything at
the intersection of language andculture. Having taught Japanese
language in both Thailand andAustralia for over 20 years,
Japanese language education andclassroom pedagogy are among her
favourite areas of focus.
Kayo Nakazawa is an Associate
Lecturer (Teaching andLeadership) in Japanese Studies
in the Department of Media,
Communications, Creative Arts,
Language, and Literature, Facultyof Arts at Macquarie University. She
specializes in Japanese language
and culture, drawing on her
background in applied linguistics
and education. She is dedicated tofostering student engagement andmotivation, and enhancing language
acquisition and intercultural
understanding through innovative
pedagogical approaches.

37

Rowena Ward is a SeniorLecturer in Japanese and theDiscipline Leader for Languages
and Linguistics in the School of
Humanities and Social Inquiry at
the University of Wollongong. She
has published on the employment
of Japanese language graduates
and issues about gender in thelanguages classroom. She hastaught all levels of Japanese at
the tertiary level and also subjects
on modern Japanese history
and politics.
Masafumi Monden is a Lecturer inJapanese Studies at the University
of Sydney. His teaching andresearch span modern Japanesecultural history, fashion, art, popular
culture, gender studies, Japanese
language, and international
relations, with a particular focus on
Australia's ties with Asia. He has akeen interest in using visual sources,
texts, and empirical evidence toexplore how everyday material
cultures embody social, cultural,and historical expressions.
Nobuaki Akagi is an Associate
Lecturer of Japanese Studies at the
University of Sydney. He has taught
Japanese for the past ten years andis passionate about unlocking his
students' potential. His researchinterests include technologyenhanced language learning andteaching, positive psychology inlanguage learning, and Japanese
linguistics. He holds an MA in
Communication Disorders, an MS
in Applied Positive Psychology and
Coaching Psychology, and a PhD in
Cognitive Science.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Akiko Hiratsuka is a Education
Focused Associate Lecturer in the
School of International Studies
and Education at University ofTechnology Sydney. She teaches
and coordinates Japanese
Language and Culture subjects andhas conducted several eTandem
projects for student online language
exchange with universities inJapan. Akiko has keen interests insociolinguistics and ethnographic
research and is currently
undertaking a PhD study focusing
on translingual family practice.
Laura Emily Clark received her
PhD in Japanese Literature fromthe University of Queensland forher work on the representationand construction of Japanesegender ideals, with a focus on
masculinity, across contemporary
author Haruki Murakami’s novels.
Her research interests include
contemporary Japanese literatureand popular fiction, gender norms,
and the role of disaster fiction. She
is the Literature Area Editor forJapanese Studies Journal. As partof her collaborative research she
has explored the motivations ofstudents who continue to advanced
language learning and the drivers
behind successful PhD completionin Australian universities.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 1

The Evolving Language Classroom:
AI, Adaptability, and the Future of Learning

Language: English

DAY 2: SESSION 1

From Student to Teacher: Exploring Wellbeing
and Identity of Pre-service Language Educators

Rachel McAllister Japanese Teacher / St. John Vianney's Primary School / VIC

Gary Bonar (Panel) Senior Lecturer / Monash University / VIC

ABSTRACTBIOGRAPHY

ABSTRACT

Target Audience
Teachers interested in present
capacity AI in the classroom now
and in the future, will benefit fromthis presentation.

Rachel McAllister has taught
Japanese in government and nongovernment secondary and P-12
schools, and is currently introducing
Japanese at St. Vianney's Primary
School in Victoria. Internationally,
Rachel taught ESL in Primary andJunior High Schools in Japan.
Whilst working for a city's Boardof Education, she assisted ESL
teachers in maintaining andextending their English language
and providing alternative language
methods in classrooms. Rachel
has a special interest in effective
and relevant language learning
practices.

Target Audience
This presentation is targeted at
language teacher mentors andthose who support pre-service andearly career language teachers.
It will benefit those interested inlanguage teacher wellbeing, identity
development, and the challenges
faced by pre-service and earlycareer language teachers.

Outcomes
Attendees will be challenged in theirthinking regarding the relevanceand impact of AI on language
learning, which will promote
additional thought into the bigger
picture of AI within the classroom.
Focus
The presentation will focus
on the purpose of language
learning, current trends in learning
applications and the challenge of
future language learning relevancy.
Insights/Conclusion
The language teacher that is mostadaptable to change is the onethat survives.

38

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Outcomes
Attendees will gain insights into thecurrent wellbeing issues faced by
pre-service language teachers, thechallenges they face during theirtransition from student to teacher
and the potential implications fortheir future wellbeing. They will bebetter equipped to understand andaddress the challenges faced by
future language teachers.
Focus
The presentation will focus ona four-year study exploring thewellbeing and identity developmentof pre-service language teachersin Australia. It will cover the impactof linguistic identity and contextual
factors on language teacher
wellbeing and the challenges faced
by pre-service language teachers
during their transitional identity
period.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

39

Language: English

Insights/Conclusion
The key insight is that language
teacher wellbeing is a complex,
dynamic, and context-dependent
concept significantly influenced byfactors such as linguistic identity,societal attitudes, and socio-culturalconnections to their language(s).
This study provides empirical
data in an under-researched area
and the findings have important
implications for supporting preservice language teachers and early
career graduates.

BIOGRAPHY
Gary Bonar is a Senior Lecturer in
Languages and TESOL at Monash
University. His research is in theareas of language teacher educationand language teacher identity.
Previously he taught languages(Italian, Japanese and EAL) and
was a member of secondary schoolleadership. He also has extensive
international experience teaching
English as a foreign language inparts of Asia and Europe. Gary’s
research focuses on language
teacher identity dynamics, aiming
to optimize the preparation andsupport for language teachersin schools.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

'Sing Move Nihongo' Incorporating Orff
Approach into Japanese teaching

DAY 2: SESSION 1

DAY 2: SESSION 2

Language: English

Language: English

More time or more Languages?

Noriko Yamanaka Japanese Teacher / International Grammar School / NSW

Megan McLaughlin Head of Languages / Melbourne Grammar School / VIC

ABSTRACTABSTRACT

Target Audience
The Orff Approach, is a
developmental approach used inmusic education. It was developedby the German composer Carl Orffand educator Gunild Keetman. Thissession is applicable for participants
involved in teaching Japanese to
any age from infants to elderly
people.
Outcomes
During the presentation, attendees
will learn four seasonal Japanesesongs—Koinobori, Tanabata,
Otsukimi, and Oshougatsu.
After the presentation, attendees
will be able to introduce fourJapanese songs incorporating
chanting, singing, moving and will
have ideas to explore creativity with
their language student.
Focus
This session will be active involving
music, speech and movement.
In an Orff classroom situation,
students begin by observing, thenimitating, and finally exploring.
Participants will use speech, bodypercussion, chanting, singing, anddancing. These activities can beused with students of any age, frompreschoolers through to retirees.
The benefit of this Approachis that it promotes creativity
and improvisation skills in a fun
environment without pressure.

40

Insights/Conclusion
Using this Approach it is easy tomemorise vocabulary and to have
fun when creating with a partner ora group. When students share theirideas it strengthens the learning
community. The Orff Approach canhelp students memorise vocabulary
and learn language structures andcultural concepts in an enjoyableway.

Target Audience
This presentation will resonate
most strongly with those teachers
who find themselves with limited
contact time with their classes but
nonetheless strive to provide ameaningful and inspiring experience
for their students, particularly in theearly years of secondary schooling.

BIOGRAPHY
Noriko Yamanaka is a passionate
Japanese language teacher withover 25 years of experience working
with adults and children.
Noriko has spent the last 18 years
teaching young children. During
this time, she discovered the Orff
Approach, a powerful creative tool
to unleash a student’s full potential.
She has completed course levels
1-3 and continues her professional
development in this field byattending various Orff workshops
and courses, including the Salzburg
Orff Summer International Course.
In collaboration with music teacher
Michele Ellis, Noriko has developeda range of educational tools thathave been incorporated into school
events and projects.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Outcomes
It is hoped that our experiences will
help others to find positive solutions
to the common problem of lack oftime in our schools… or possibly
draw teachers together into somekind of network to support eachother in this space.
Focus
The focus of this session is toshare our experiences of a newYear 7 program. At Melbourne
Grammar School a curriculum
review reduced the number ofclasses for Languages in Year 7
from eight to six per fortnight from2024. We have a long history of
requiring students to study two
additional Languages in Year 7 anddecided that despite the reduction
from 2 lessons/week/language to
3 lessons/fortnight/language, wewere committed to continue. It is
our belief that compulsory firsthand experience in learning multiple
languages goes a long way towards
dispelling the myth that you need
to be gifted to learn more thanEnglish + One. In order to achieve
positive and purposeful outcomesfor our students we decided toremove our Year 7 course from the
7-12 production line and create a

41

stand-alone course based on topics
that might hold communicative
relevance in-country. Overlaying
this is a conscious decision to
explicitly teach transferable skills– in the first instance, multiple
techniques for learning vocabulary –across all four Languages.
Insights/Conclusion
It is very early days to draw clear
conclusions about success but weare cautiously optimistic that thebasic structure is sound and that
we have learned much throughout
2024 that will empower us to adjust
this fledgling course for 2025.

BIOGRAPHY
Megan McLaughlin is Head of
Languages at Melbourne Grammar
School, a past-President of the
JLTAV and a past-Treasurer of both
the MLTAV and AFMLTA.
She has been teaching Japanesefor over 30 years and been involvedin a range of projects supporting
the teaching and learning of
Languages and Cultures acrossAustralia. In her current role she
manages the challenges of a broad
Faculty inclusive of Chinese, French,
Japanese and Latin with a strong
commitment to providing students
with first-hand experience ofstudying more than one additional
language in at least the earlysecondary years.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 2

Beginning Japanese language teachers:
Understanding the unique role and learningneeds of language teachers

Language: English

Sherryl Saunders (Panel) Former Treasurer / Australian Federation of Modern
Language Teachers Associations (AFMLTA) / QLD

ABSTRACT
Target Audience
Japanese language leaders;school-based / language
department leaders.
Outcomes
After this session, participants will
have a research-informed view ofthe specific needs of beginning
Japanese teachers. Further,
participants will have been involved
in discussions about concrete ways
to support beginning teachers.
Focus
Understanding the learning andsupport needs of beginning
Japanese language teachers is
an important first step in building
sustainability for the profession.
Many beginning teachers
participate in school or sector-wide
professional learning and induction
programs as an introduction
into teaching. These programs
are frequently tied to genericprofessional standards andteacher registration processes.
While there are benefits toparticipating in broad programs,
the unique aspects of languages
teachers' work is not wellunderstood and often ignored.
Indeed, many beginning language
teachers identify access tolanguages professional learning
is difficult.

42

Unleash the potential of your students
to understand kanji

BIOGRAPHY
Sherryl Saunders has been ateacher of students from Year 1
through to secondary students inschools and a teacher of pre-service
education students. She has beena teacher, including languages, inparticular Japanese; a curriculum
consultant and an assistantprincipal. Sherryl has a keen interestin maximising teacher quality toensure maximised opportunities
for learners. Sherryl has aparticular interest in early career
languages teachers, undertaking
a PhD (recently submitted for
examination) in this area.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Language: English

Natalie Hamilton EALD Teacher (English as an Additional Language or Dialect) /Chatswood Public School / NSW

ABSTRACTInsights/Conclusion
This paper identifies the uniqueaspects of language teachers' work,
including the nature of classroom
languages pedagogy, the need for
advocacy and frequent teacher
isolation. Using case study datafrom 5 beginning language teachers(including 3 Japanese teachers),
it proposes areas of collaboration
between teacher associations andother networks that can supportand sustain beginning Japaneseteachers.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

DAY 2: SESSION 2

Target Audience
This presentation is primarily
aimed at secondary and tertiary
teachers seeking to improvetheir understanding of kanji andlearn innovative ways to teachkanji readings. However, anyone
interested in a fresh take on kanji iswelcome.
Outcomes
Attendees will walk away with anunderstanding of the four maintypes of kanji and the way radicals
and phonetic components work
together in keisei moji or 'formsound characters' to provide
concrete hints to their meaningand sound. They will learn about
research on the importance ofproviding students with knowledgeof the phonological properties ofkanji.
Attendees will also gain ideas
on how to leverage students’existing knowledge of hiragana
and katakana to help learn theon readings of the kanji they
were based on. Attendees will be
exposed to novel ideas for teaching
kanji on readings, including a
number of visual patterns which
will assist both teachers andstudents with the memorizationof on readings. They will leave theconference with practical teachingaids in the form of slides, flash cards
and a suggested lesson sequence.

43

Insights/Conclusion
See the sounds of kanji andovercome ‘kanji overwhelm’.

Focus
Learn about the limitations of usingrote learning to memorize kanji.
Research has shown that students
who have a better grasp of thephonological properties of kanji
are better able to make educatedguesses not only about the onreadings, but also the meaning, of
newly encountered kanji. This inturn leads to better reading skills,
and increased confidence whenreading authentic Japanese texts.

BIOGRAPHY

The presentation will provide
practical tips on how to equip yourlearners with an understandingof kanji radicals and phonetic
components. It will also show you
how to use the links between kanaand kanji to improve Japanesereading skills, and help yourstudents build schema acrossthe written Japanese language,
enhancing the encoding of kanji intheir Long Term Memory.
A recommended lesson sequence
will be detailed, including explicit
instruction of radicals and phonetic
components based on kanji fromthe Continuers HSC list. Practicalactivities will be suggested, to takethe overwhelm out of kanji andbring back the fun. See for yourself
how the relationship between
components and kanji meaning andsound is both logical and teachable.
Return to the classroom feelingmore confident about kanji andinspired to share your knowledge
with your students.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

Natalie Hamilton is an educatorand author who is passionate about
helping students overcome 'kanji
overwhelm'. She studied Japanesein Sydney from Year 7-10, andtaught English in Oita, Japan forthree years on the JET Programme.
She holds a Master of Translationfrom Macquarie University, is a
NAATI Certified Japanese translator
and has a Master of Teaching fromthe University of New South Wales.
Her book, The Kanji Code, hasbeen an Amazon bestseller on fourcontinents and her kanji-focused
website has been viewed by morethan 27,000 visitors around theworld since its launch in 2019.
She currently teaches English as an
Additional Language or Dialect at
Chatswood Public School and is aguest lecturer at Helsinki Summer
University’s Japanese course.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 3

A profile of Japanese Language Educationin Australian schools

Language: English

DAY 2: SESSION 3

Language: English

Reimagining Reading

Andrew Scrimgeour (Panel) Adjunct research fellow / University of South Australia / SA

Monique Francis Japanese Teacher / JapanEasyReads / VIC
Kathryn Tominaga Teacher of Japanese / St Mary MacKillop Primary School / QLD

ABSTRACTBIOGRAPHY

ABSTRACTBIOGRAPHIES

Target Audience
This presentation may be of interestto teachers of Japanese who wish tounderstand the nature of Japaneseteaching and learning nationally,
and in contrast to other languages
taught in schools.

Andrew Scrimgeour is adjunctresearch fellow with Education
Futures, University of South
Australia. He has over 20 years
experience researching languages
education and developing
curriculum for languages inAustralian schools. His key
research interest in literacy
development in Chinese.

Target Audience
Designed for educators who
recognise the pivotal role of reading
in fostering language proficiency,
this presentation explores ways
to make reading Japanese moreaccessible to all students. It
will offer practical insights andactionable steps to empower
students in their literacy journey.

Monique Francis has been teaching
Japanese at primary and secondary
levels since 1997. Her light bulb
moment came in 2017 when she firstexperienced Comprehension-based
Communicative Language Teaching
and Dr Terry Waltz's Cold Character
Reading approach as a student
and was immediately hooked.
As a self confessed book worm,
Monique is passionate about thepower of reading and empowering
beginner readers. She writes andself publishes easy to read mini
graded readers through her online
bookstore JapanEasyReads.
Monique is founder and creator of
Beyond the Pages, a free, private
online community for teachers
implementing extensive reading
programs and building Japaneselibraries for their students.

Outcomes
The presentation provides adetailed analysis of student
participation in Japanese aroundthe country, and insights into the
profile of the Japanese teacher
community. It will provide teacherswith a better understanding of
the trends in Japanese language
provision, and issues teachers arefacing in delivering their programs.

Outcomes
Participants will gain a deeper
understanding of the distinction
between INTENSIVE andEXTENSIVE reading, and howeach type influences students'
enjoyment of reading and theirsense of self-efficacy. Armed withthis understanding, teachers will
be better equipped to evaluate
texts for their accessibility andpotential to engage readers. Byleveraging this understanding,
educators can harness reading
as a conduit for delivering highquality comprehensible input.

Focus
Data on student participation
gathered from educational
jurisdictions, and data on programprovision gathered from teachers
via surveys will be presented.
Insights/Conclusion
The analysis of the data indicatesthe continuing dominance ofJapanese as a language of choicein school programs, but highlights
certain issues in Japanese language
education, including teacher
proficiency and training that require
immediate attention.

Focus
Shifting our focus from intensive
to extensive reading, we open up
new possibilities for reading as adriver of acquisition. This requires
adjusting the texts we currently use,
the texts we source for our students
and the activities we do in class tocomplement reading.
Insights/Conclusion
Reimagining Reading:Transforming challenges into
language acquisition.

44

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

45

Kathryn Tominaga is a primaryschool teacher of Japanesewith over 15 years teachingexperience and over 40 years oflife experience in the Japanese
language. She strives to facilitate
language acquisition in students
that withstands the test of
short lessons and extended
holidays. Comprehension-based
Communicative Language Teachinghas been transformative in Kathryn’s
classroom and contributed
greatly to the teacher andstudent experience of autonomy,competence and relatedness in the
Languages classroom.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 3

DAY 2: SESSION 3

Language: English

Language: English/Japanese

Explicit instruction in the secondary
Japanese classroom

Innovative programs – models for success

Nathan Lane Deputy Principal Teaching and Learning / St Mary MacKillop College / VIC

Kumiko Nakanishi Professor / Kyoto University of Foreign Studies / Japan

ABSTRACTABSTRACT

Target Audience
This presentation is for secondary
teachers of Japanese interested
in understanding how explicit
instruction can support positive
learning outcomes for students intheir students.
Outcomes
At the end of the presentation,
participants will understand theimportance of explicit instruction
as a way to increase student
achievement, engagement andmotivation towards learning
Japanese. They will be guided
through the essential components
of explicit instruction and what thislooks like in practice in a unit ofwork on ‘Yuru-kyara’. Participants
will also be introduced to the‘Curriculum Playbook’ concept,
and understand how a playbook
provides teachers with detailed
information and guidance on the
research and practical strategies
underpinning explicit instruction.
Focus
The first part of the session
will explore the foundations of
explicit instruction underpinned
by Rosenshine’s Principles ofInstruction and what this means
for the teaching and learningof Japanese. The feedback
from a survey tool on explicit
instruction will be presented andthe implications for the teachingof Japanese based on the survey
results will be outlined. The session
will then move to provide practicalexamples of explicit instruction as
outlined in the sample unit of workon Yuru-kyara and the Curriculum
Playbook. These strategies can beadapted for any unit of work in thesecondary Japanese classroom.

46

Insights/Conclusion
Participants will also be able toreflect on how they guide theirstudents through the learning
process, and the instructional
support or scaffolds they provide
their students in order to increaseachievement, engagement andmotivation in learning Japanese.
The participant’s teaching toolkit
will be increased through thepresentation of a model for explicit
instruction and strategies outlinedin the Curriculum Playbook basedon current educational theory
that can be incorporated into theteaching of Japanese.

Target Audience
This is for both teachers insecondary education and in Tertiary
education seeking methods forusing media. The program is open
to teachers who teach Japanese at
beginner level at elementary, juniorhigh, high school, and university, as
well as those who teach advanced
or super-advanced Japanese toAustralians at universities andgraduate schools. The latter send
their university and graduate
students as teaching assistants.
The former will have a teachingassistant as a guest in their own
student's Japanese class.

BIOGRAPHYNathan Lane has been teaching
Japanese in Victorian Government
and Catholic secondary schoolsfor over twenty years. Currently heis the Deputy Principal Teachingand Learning at St Mary MacKillop
College. Nathan has presented atstate, national and international
language conferences and has been
involved in resource development
and external assessment for
students studying Japanese at
secondary level. He is the current
President of the Japanese Language
Teachers’ Association of Victoria
Inc. (JLTAV). In 2017 Nathan wasawarded a Certificate of Merit by
the Modern Language Teachers’
Association of Victoria Inc. (MLTAV)in recognition of his exceptionaland outstanding contribution tolanguages teaching in Victoria.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Outcomes
Attendees will walk away with 2plans for from year 7-12 pupils
and university students and feel
confident about implementing
them. They can learn how to have
Australian or Japanese teachingassistants as guests in their
Japanese classes at elementary,junior high, and high schools.
The presenter has experienced
numerous teaching assistantpractices from 2008 to 2024,
so the audience will get information
on how to make it effective basedon his/her experience.
Focus
It will look at the 10 trial sessions
using university students in Yr.7-12
Japanese language classrooms from2022-2023 and offer practice-based
methods to deal with them.
In this presentation, 10 trial classsessions will be shown as successful
examples where non-native
Japanese speakers of Australian47

teaching assistants and student
assistants participated in Japaneseclasses and introduce Japanese
language and culture as guests. The
point is that teaching assistants who
are university students are the samenative speakers of the language as
the pupils at secondary education.
Insights/Conclusion
The audience, who teach Japanese
language in secondary schools,
will be able to obtain methods
and variations in collaborative
learning using social media withguest university students in their
Japanese classes.

BIOGRAPHY
1986-1991 Osaka University
1991-1997 Graduate schoolof Osaka University
Work for Keio University from1997-2003 and Kyoto University ofForeign Studies from 2003-present

Furthermore, the audience,
who teach Japanese language
at universities, can give theirundergraduate and graduate
university students opportunity
to take a teaching role and to be arole model of a Japanese advanced
language speaker and mentor forthe pupils.
Australian learners of Japaneseat secondary schools can be
stimulated by the guests and canmeet the best role models forthemselves to be in the futureand get more motivated to study
Japanese. Their role models are
Australian university undergraduate
and graduate students who
can speak and handle Japanese
freely. University students can get
opportunities to teach Japanese to
the Australian pupils and become
more confident as being a rolemodel for them.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 4

Language: English/Japanese

ACARA workshop: Using the Version 9.0 LanguagesJapanese Curriculum in Secondary Education:
A Hands-On Workshop for Teachers
Alison von Dietze Languages Curriculum Specialist / Australian Curriculum and Assessment
Reporting Authority - ACARA / QLD

ABSTRACT
Target Audience
This session is designed forJapanese language educators
working within the secondary
school context. The target audiencecomprises those seeking to engage
with the Australian Curriculum:
Languages V9.0, specificallyfocusing on Japanese and withthe goal of developing practicalknowledge applicable for planningand programming.
Outcomes
Attendees will develop a deeper
understanding of how theAustralian Curriculum: Languages
V9.0 for Japanese can be
efficiently integrated into theirown programming and planning.
The session will be interactive,
providing a hands-on explorationof the revised curriculum elements,
including the strands and substrands, achievement standards andcontent descriptions. There will be afocus on student work samples.
Focus
This presentation aims to enhanceknowledge of the elementsof the curriculum and theirinterconnectedness, by studying
a range of student work samples
specifically for Japanese in asecondary school context.

48

Insights/Conclusion
Attendees will gain confidence andincreased efficiency in planning andprogramming using the Australian
Curriculum: Languages V9.0 for
Japanese. This includes increased
familiarity with curriculum elements
and their connections.

'Mirai, Futures with Japan' - An event
for Y10-12 Japanese students showcasing
in-country experiences

As a Languages Curriculum
Specialist on the ACARA Curriculum
Team, Alison von Dietze possesses
extensive expertise in the Version
9.0 Australian Curriculum. She
played a pivotal role in collaboratingwith teacher teams nationwide,state-level language expert
representatives, and the ACARA
Language team to refine theLanguage curricula. With a wealthof Japanese and EALD teachingexperience spanning primary,secondary, and tertiary education
both nationally and internationally,
Alison is passionate about sharing
her knowledge and enthusiasm forthe revised Languages curriculum,
empowering teachers to embraceits exciting potential.

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Language: English/Japanese

Benjamin Gibb Associate Lecturer, EAL/D and Languages education /University of Newcastle School of Education / NSW

ABSTRACTBIOGRAPHY

Target Audience
Secondary and tertiary teachersof Japanese.

Benjamin Gibb is a passionate
teacher with 13 years of experienceteaching and leading Japanese,
EAL/D and English in independent,high and low SES public schools inAustralia, as well as international(IB) schools in Japan. He is currently
an associate lecturer at the
University of Newcastle School of
Education, overseeing Languages
and EAL/D courses and preservice
language teachers.

Outcomes
Attendees will learn concrete
information about future options
for Japanese study and ways
they can be effectively presented
to students.

BIOGRAPHIESNATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

DAY 2: SESSION 4

Focus
The presentation will focus on the'Mirai - Futures with Japan' held thisyear, the MJS Centre at Macquarie
University, including Ben's initialplan for the project, how it evolved
along the journey, and the feedback
from 250+ students from NSW for
the F2F event in February and 75
schools from across Australia forthe online event in June.
Insights/Conclusion
We will explore answers to thesequestions, from the perspective of
our students, and how providing
this information to students may linkto increased uptake of Japanese insenior years.
• What can I do with my Japanese
after high school study?
• How does a university degree(including Japanese study)
expand my options?
• What is meaningful to students
about continuing Japanesestudy, and what are theirbarriers?

49

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIESDAY 2: SESSION 4

Incorporating Aboriginal Knowledge
in Japanese Language Class throughthe Study of Seasons

Language: English/JapaneseJunko Nichols Manager / Monash Japanese Language Education Centre / VIC
ABSTRACT
Target Audience
This presentation is designed
for language educators, who
are interested in incorporating
Aboriginal knowledge into theircurriculum. Teachers seeking todiversify their teaching approachand promote cultural understanding
will benefit from this session.
Outcomes
After attending this presentation,
educators will be equipped withpractical strategies for integrating
Aboriginal perspectives into
their Japanese language classes.
Attendees will gain access to a unitof work titled "Seasons – Special
Time of the Year," which explores
seasons and related activities.
They will also leave with practicalideas for learning activities andresources, enabling them to
implement similar approaches intheir own classrooms. Additionally,educators will understand how
to leverage this approach to
advocate for the inclusion ofdiverse cultural perspectives inJapanese language programs.

Insights/Conclusion
Through this session, attendees
will recognise the transformative
power of incorporating Aboriginal
knowledge into language education.
By embracing diverse cultural
perspectives, educators can enrichtheir teaching practice and foster
greater empathy and understanding
among their students.

BIOGRAPHY
Junko Nichols has taught Japaneseand English as a Foreign Language
at pre-school, pre-primary, primary,secondary and tertiary levels inJapan, China, England and Australia
over the past 25 years. Currently
engaged as Manager of the Monash
Japanese Language Education
Centre, she has previously taught
CLIL approach at University of
Melbourne and the Japaneseimmersion program at Central
Queensland University. Junko has
been involved in language teaching
and language teacher training at
a wide variety of schools, usinga range of methodologies andapproaches, and co-authored theiiTomo Senior Book.

Focus
This presentation will focus on
demonstrating effective approaches
for integrating Aboriginal
knowledge into Japanese language
teaching. Through the explorationof seasons, attendees will learn how
to incorporate Aboriginal cultural
perspectives. The session will
also delve into practical learning
activities and resources that
promote cultural understanding
and literacy exploration.

50

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

DAY 2: SESSION 4

継承語としての日本語を学ぶ児童へのDLAを用いた
日本語能力測定の試み(A trial to measure Japanese Language Proficiency
Using DLA for Primary Students Learning
Japanese as a Heritage Language)
Kaoru Kadowaki Professor / Setsunan University / Japan
Takako Morita Classroom teacher / Caulfield Primary School / VIC
ABSTRACTBIOGRAPHIES

Target Audience
小学校・中学高校・日本語補習校等の児童生徒の日本語能力測定及び日本語指導に関心を持つ教師や研究者が対象である。

Kaoru Kadowaki is Professor in the
Faculty of International Studies at
Setsunan University in Japan, wasVisiting Professor of The Universityof Queensland from 2017 to 2018.
At Setsunan University, Kaoru
teaches how to teach Japanese
to Japanese students who want
to become Japanese language
teachers, and Japanese language
and culture to international
students. Her research interests are
acquisition of Japanese language
as a second language and teacher
training. She has conducted
research on Japanese language
education at primary and secondary
schools outside Japan such as
South Korea, Thailand, Indonesia
and Australia, receiving Grant-inAid for Scientific Research (20122014, 2015-2018,2019-2023,20232026) from Japan Society for the
Promotion of Science.

Outcomes
オーストラリアの日英バイリンガル小学校
で継承語としての日本語（JHL）を学ぶ児
童21名を対象に、『外国人児童のための対話型アセスメント（DLA）』（文部科学
省2014）を実施した。この学校では教科を日本語と英語で教えており、日本語で教科を教える点が日本の外国人児童対象の日本語教育と共通するため、DLAを用いて日本語能力測定を試みた。本発表では、特にJHL児童に焦点をあてDLAの「語彙・話す・読む・書く」のデータを分析した。その結果、児童の学年別の日本語習得段階を示すことができ、同学年のJHL児童の中でもレベル差が多様であること、またJFL児童と異なる点等が明らかになった。
Focus
今回標準化されたテストであるDLAの実施により、JHL児童の日本語能力が客観的に示され、日本語教師はJHL児童の日本語能力の個人差が大きいことを認識した。今後これらの結果を日本語支援に生かしていく必要がある。
当日の発表では、DLAの研修を受けた発表者のうちの一人が具体的なDLAの実施
方法についても具体的に紹介する。
Insights/Conclusion
DLAは日本国外の児童生徒の日本語能力測定として使用可能であり、JHL児童にも有効である。本発表のような実践研究は、
最近盛んに行われている日本国外のJHLの教育実践及び研究の一助となりうる。

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES

Language: Japanese

51

Takako Morita is a classroom
teacher and Bilingual Leader
at Caulfield Primary School, aJapanese - English bilingual schoolin Melbourne. She majored in
Spanish and worked in advertising,media and entertainment industries
over a decade. Prior to moving toAustralia, Takako taught Japanese
to international students inTokyo. A languages otaku, she
has attended language schools in
six countries so far. Her areas ofinterests include language planning,
second language acquisition andbilingual education.

NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION 2024

UNLEASHING POTENTIAL, EXPANDING BOUNDARIES