KEYNOTE ADDRESSES FRIDAY 4 NOVEMBER SATURDAY 5 NOVEMBER LANGUAGES ARE VALUABLE – From ‘I love Lucy’ to ‘I love languages’: MAKE THEM VISIBLE using popular culture and promotion Language: English to make languages visible & valuable Language: English Sheereen Kindler Glen Eira College Professor John Hajek Abstract The University of Melbourne A school culture that supports the leaning of languages is vital to the success of any language program. Language teachers can sometimes feel isolated and Abstract struggle to get the support they need to really promote the enormous value Language education in Australia and other English-speaking countries has long learning a language has to their community. faced a series of perennial and often intertwined challenges. Amongst the long list of issues, which manifest themselves in schools and society more generally At Glen Eira College we have worked diligently as a team to embed a culture are the following: (a) the low value assigned to multilingualism, and thereby that values language learning across our community. to language learning, (2) anxiety around adequate proficiency in English – also Sheereen will speak from her point of view as a Principal as to how best tied inextricably to general literacy or numeracy skills; and (3) misguided ideas language teachers can engage their principal and their community in the value about English itself as the world’s lingua franca. While we have developed and of language learning for their students. She will provide practical ideas as to engaged a long list of serious responses to address many of these concerns, how teachers can make languages more visible in their school and gain the experience shows they haven’t been particularly effective in shifting attitudes confidence of their leadership team in promoting a culture where languages are and behaviours. I argue here that while these responses are all valid, it is time valued by students and parents. also to consider a new tack – that uses popular culture in surprising ways (even turning it on its head) to capture people’s imagination or attention. In this lecture Biography I show how classic examples of Anglo pop culture can be used unexpectedly to Sheereen has been a Principal Class member for 12 years and the Principal at reduce resistance to language education and multilingualism. I also show how Glen Eira College since 2014. Starting her career as a high school maths teacher at a very practical level Japanese and the world it represents including popular she has always had a passion for students being given every opportunity to culture lend themselves to positive and effective language promotion in our continue with languages to the end of Year 12 recognising the cognitive benefits school communities. of language learning. Glen Eira College is a dynamic, co-educational school committed to the values of respect, excellence and tolerance. Enrolments have Biography increased significantly over recent years; 407 in 2010 and 650 students in 2016. Prof John Hajek is Professor of Italian Studies and director of the Research The college offers a traditional, academic approach with firm discipline in a Unit for Multilingualism and Cross-cultural Communication (RUMACCC) at the supportive environment as well as a rich and varied extra-curricular program. University of Melbourne, as well as founding President of the Languages and In addition to our focus on academic rigour, we have also been focusing on the Cultures Network for Australian Universities (LCNAU). An experienced linguist, development of our Languages, Music and Performing Arts programs. Our and teacher of European and Asian languages, he is a passionate advocate innovative language programs have been designed to meet the needs of our of high quality languages education and also of new ways of motivating community and also to promote the value of learning about culture, respect and multilingualism and language study in Australia. tolerance. SESSIONS DAY 1 School Leader Fellowship Tour: The Positive Impact of taking school leaders to Japan

Anne de Kretser BiographIES important focus for Marg with Roberts McCubbin MCJLE Anne de Kretser is the Director of the Melbourne PS having a strong technology program, with a Sheereen Kindler Centre for Japanese Language Education which 1:1 BYOD iPad program and Robtics implemented Glen Eira College provides professional development services, throughout the school. resource development, facilitates research Roger Page John Webster has been a principal with the and offers advice and support predominately to Nossal High School Queensland Education Department since 1996, teachers and pre-service teachers of Japanese Margaret Pickburn moving through small country schools of less than in Victoria, South Australia and Tasmania but Roberts McCubbin Primary School 20 students to his current school, Wellers Hill State Australia wide more broadly. Anne has worked John Webster School, located 7klm from the Brisbane CBD with in curriculum development and sits on several Wellers Hill State School an enrolment of 880 students. Japanese language advisory committees. She is Karen Webster​ the co-author of the report, ‘The Current State John is passionate about using second language Department of Education WA of Japanese Language Education in Australian learning to improve students learning outcome. Abstract Schools’ published in 2010 and co-convenor of To indulge his passion he implemented the first Advocacy is an important and integral aspect of the bi-annual National Symposium for Japanese Japanese Bilingual Programme in a Queensland language teaching in Australia. ​Many organisations Language Education. Anne consulted on the State School in 2014. Since 2014 the programme in Australia work at promoting Japanese language Australian Curriculum: Languages – Japanese and has grown from 76 students to a current enrolment education, helping teachers and schools involved has conducted numerous professional learning in the programme of 261. While the programme is in Japanese programs and conducting professional seminars related to the Australian Curriculum in currently opt-in for students moving from Prep to learning to promote excellence in the teaching work most states and territories. Year 1, by 2020 the Japanese Bilingual Programme will be fully implemented across all classes in the force. For the most part advocacy and programs Sheereen Kindler has been a Principal Class school. are aimed at teachers who are already passionate member for 12 years and the Principal at Glen about Japanese language education but change Eira College since 2014. Starting her career as a Karen Webster is the Director, Teaching and often necessitates reaching the decision makers. high school maths teacher she has always had a Learning Services at the Western Australian In February 2016 an initiative of Yutaka Nakajima, passion for students being given every opportunity Department of Education. Karen is responsible for the then Manger of the Language Department of to continue with languages to the end of Year 12 leading and managing the development, delivery The Japan Foundation, Sydney and Deputy Manager recognising the cognitive benefits of language and monitoring of services and supports to schools of The Japan Foundation, Sydney, was realised learning. Glen Eira College is a dynamic, co- and networks across the state to: with a tour to Japan escorting 19 educational educational school committed to the values of respect, excellence and tolerance. Enrolments – improve the quality of classroom instruction; leaders. The Japan Foundation School Leaders – develop the professional capacity of teachers and Fellowship Tour was a week-long tour to Japan have increased significantly over recent years; 407 in 2010 and 650 students in 2016. The college curriculum leaders; and with participants coming from all over Australia and – implement evidence-based approaches to from every educational sector. offers a traditional, academic approach with firm discipline in a supportive environment as well as improving teaching and learning. The aim of the tour was introduce participants to a rich and varied extra-curricular program. In The Department’s Teaching and Learning Japan and the benefits of learning about Japanese addition to our focus on academic rigour, we have Directorate is responsible for services and language and culture and to showcase the culture also been focusing on the development of our supports across all learning areas and all phases of Japan and the ease of travel in country. Languages, Music and Performing Arts programs. of schooling. An important focus for 2016 was the Our innovative language programs have been ​The tour was very successful and participants development of a plan to support public schools to designed to meet the needs of our community and mainly made up of school principals found the implement the School Curriculum and Standards also to promote the value of learning about culture, tour interesting but also educational in regards to Authority’s Languages policy and the new Western respect and tolerance. not only learning about Japan but learning about Australian Curriculum: Languages. By 2023 all Japanese language education and how it can work Roger Page began teaching in 1980. Working students from Year 3 to Year 8 will be learning a across the curriculum. initially in the Technical School division he was language commencing with Year 3 in 2018. heavily involved in leadership roles in wellbeing This presentation will outline The Japan Foundation Karen has worked for the Department of Education and professional development. He developed an School Leaders Fellowship Tour​, the aims and since 1981 and taught in classrooms in three interest and involvement in integrated curriculum outcomes and includes participants speaking country and four metropolitan primary schools and gifted education early in his career, and has about their experience and how it has before being appointed to Deputy Primary and been involved in the design and planning of several influenced their understanding of Japan and Principal positions in Level 4 and 5 primary new schools. Roger is the foundation principal Japanese language education and the impact schools. Since departing Beaconsfield Primary of Nossal High School, the first purpose built on Japanese language programs​. School in 2008, Karen has held the positions coeducational government selective entry school of Consultant Principal, School Leadership at in Victoria. He was responsible for the physical Fremantle Education District Office, Consultant design of the school buildings and teaching spaces; Principal, Primary in Central Office and Director, the appointment of all staff; and the development Primary. Karen was appointed to her current role in of an ICT rich 21st century curriculum for high November 2011. performing students. While only 6 years old Nossal is one of the highest performing schools in the state and Roger is committed to ensuring that the school continues to implement innovative and creative approaches. Marg Pickburn has been an educator for more than 40 years and has been Principal of Roberts McCubbin Primary School in Box Hill South, Melbourne for the past twelve years. Marg has always had a very strong passion in ensuring that each student is taught at their individual point of need with effective planning for and implementation of a differentiated curriculum. Roberts McCubbin PS is a multiage school where all classes including specialist classes are taught within their multiage groupings. A vision for the future of education and the future needs of the children at the school have always been an Social Media Tools to Hiragana Asobi Karuta – Developing a better Enhance Collaboration Japanese Competitive understanding of with Students and Card game Japanese sentence Colleagues based on Kyogi Karuta structure

Shingo Gibson-Suzuki Kazuhiro Ueno Richard Webb Taylors Lakes Secondary College Ashburton Primary School Raw Lisard Abstract Abstract Abstract Since the public introduction of Facebook in 2006 Hiragana Asobi Karuta is a Japanse competitive For students new to Japanese, one of the biggest and a growing number of smartphone users, our card game based on Kyogi Karuta. It is inspired challenges they face is that the fundamental existence in the virtual community in one way or by ‘Chihayafuru’, a Japanese anime. This version grammatical structure of Japanese sentences another has become a norm in today’s society. is arranged especially for non-Japanese people. is completely different to what they are used to. Checking our phones in the morning has also It's a card game, but it is like a sport. This game is English relies on word order and prepositions, while become part of everyday routine in order to keep very simple and most importantly it's fun. Learners Japanese depends almost exclusively on particles, track of what is happening to others connected, can pick up a lot of Japanese words without even with word order playing only a minor role. It takes average users check their phones more than 2000 noticing. It is suitable for Primary and Secondary most students years before they fully understand times every week. school students to help them develop their the role that particles and word order play. vocabularies. What if we could take advantage of this habit and When confronted with a simple sentence such as, “ turn it into professional development by connecting Kyogi Karuta is a Japanese traditional game. You 私は元気です”, students intuitively believe that “は” with other educators around Australia? What if use the poems called ‘Ogura Hyakunin Isshu’ that means “is/am/are” because in English, word order students could collaborate with other students is a classical Japanese anthology of one hundred determines meaning. It often doesn’t occur to them outside of school hours to communicate with each Japanese poems by one hundred poets. The that this might not be true. In addition, the difficult other in Japanese under your supervision? oldest one was written more than 1000 years ago. nature of “は” results in particles being explained Kyogi Karuta is a one-on-one game. Each player in detail only in the context of simpler ideas, such In this session, I will be sharing my findings on the randomly selects 25 cards and places them in the as those expressed with “を” or “に”. The result is use of social media tools to connect with your game area. The rest of the cards are called 'Kara- that the true purpose of particles - to define the students as well as other Japanese teachers huda' that means dead cards and the players don't role of the word that precedes them - is not fully around Australia focusing on the benefits and use them in the game. A reciter randomly picks a understood. issues. I have been utilising Facebook groups with card and reads it aloud. The players find a matching my senior classes to provide a supportive learning card, then swipe or touch it as fast as they can. Building a solid understanding of sentence environment for formative assessments and The player who clears his/her own territory structure, and the role of particles therein, should communication hub since 2012. I have also founded is the winner. There are more than 1 million be the first step to learning Japanese. Beyond this, the Japanese Language Teachers of Australia people playing Kyogi Karuta in Japan. Because of each step should be thoughtfully planned to allow Facebook group in 2014, where I witness highly ‘Chihayafuru’ fever, more Japanese people are now the student to see precisely how each new concept valuable professional networking every week. interested in it. fits within this framework. I have applied this approach in my book, 80/20 Japanese, which has Biography Biography been very well received by teachers and students Shingo Gibson-Suzuki is a Japanese teacher at I was born in Japan and moved to Sydney to alike. An outline of the framework taught in this Taylors Lakes Secondary College, where he is complete my master's education at Macquarie book can be found at https://8020japanese.com/ also the eLearning leading teacher. Shingo has University in 2004. Then I came to Melbourne to japanese-sentence-structure. presented at JLTAV conferences, online webinars, get a primary teacher's qualification at La Trobe and the 2014 National Symposium on Japanese University in 2006. I am the Japanese teacher Biography Language Education in Sydney focusing on the at Ashburton Primary School and have been Richard Webb started learning Japanese in year benefits of using ICT in the classroom. He has also teaching Japanese in Melbourne for almost 10 7, before completing a 6-month student exchange contributed to the Education Services Australia years. In 2014, I started making a learning resource to Osaka in year 10. He continued his Japanese website “Language Learning Space” in the area called ‘Hiragana Asobi Karuta’ that is a Japanese studies at Monash University, and participated in of using ICT to enhance Japanese Language competitive card game based on Kyogi Karuta. In a second student exchange program at Saitama teaching. Shingo was a finalist in the 2014 and 2016, I ran a crowdfunding campaign about this University, during which the majority of his classes 2015 Victorian Education Excellence - Secondary Karuta on Kickstarter and it was successfully focused on Japanese language and linguistics. At Teacher of the Year Award for his use of flipped funded. I would like to introduce this fantastic the end of this 12-month program, he completed classroom and ICT to improve student outcomes. resource to teachers and learners. level one of the JLPT, scoring 93% on the reading In 2014, Shingo created the Japanese Language comprehension and grammar portion of the test. Teachers of Australia Facebook group, where Japanese language educators are able to share After graduating, he returned to Japan to work their knowledge. for a Japanese IT company, later moving to a Japanese multinational manufacturer as a full- time translator. After four years working in Tokyo, he left Japan and started creating a Japanese language program with the goal of debunking the myth that Japanese is a difficult language. The result is 80/20 Japanese, a self-published text that teaches students all of the key Japanese grammar concepts, from beginner level to advanced. How to teach Oh The Places You’ll Inspiring Years 9 and 10 heritage language Go: The Importance of using 文科省国語教科書 Education Cooperation Megan McLaughlin in Australia-Japan Melbourne Grammar School Masako Nagayama Relations Abstract The University of Melbourne Included in my 2008 teaching allotment were two Year 10 Japanese classes for which the study of Abstract Sarah McFadden Languages was compulsory, but not universally Due to globalization a growing number of Japanese Department of Education and Training popular. For a variety of reasons the levels of are living overseas and increasingly more children confidence and achievement varied greatly within living outside Japan have a connection to the Abstract the classes. Since then I have been actively trialling Japanese language through family. As a result Education cooperation remains an integral and refining a range of approaches for responding of these changes, a new kind of student, within component of Australia-Japan relations. Japanese to these perennial challenges: the realm of Japanese language education, now is the most popular foreign language studied in exists - the Heritage Language Learner. In this Australian schools and universities, and Australia 1: How to meet the individual learning needs of talk, I would like to share my experiences teaching is the most popular destination for Japanese each student Japanese as a Heritage Language to secondary school study tours and sister-school agreements. 2: How to enable students to clear the hurdle of An employee of the Commonwealth Department school students and those attending weekend poor motivation ethnic school classes, using 文科省(もんかし of Education and Training, Sarah McFadden gives ょう)国 語 (こくご) 教科 書(きょうかしょ). I would life to the policy rhetoric surrounding people-to- This workshop will explore the activities, planning also like to provide an opportunity for Japanese people connectivity and Asian literacy. Sarah will ideas, style and manipulation of the physical teaching professionals to share their opinions and share her Japanese language journey spanning classroom that I have been experimenting with experiences regarding the Heritage Language style from studying individually by correspondence in in three schools over the last nine years. Each of of teaching. coastal NSW right through to studying at one of these schools had different structures and end the top ranking universities in Tokyo. Sarah will points for compulsory LOTE, but the challenge for Biography demonstrate that there are a range of career the teacher is essentially the same, and the flexible Teacher of Japanese FL since 1991. Current opportunities in government for Japanese language approach I have developed assists me to respond Principal Tutor at the University of Melbourne. speakers. The Department of Education and to these differences. Student reactions to this Language assistant at Wesley College. VCE Training has a long-standing relationship with research will also be considered. Japanese 1st and 2nd Assessor. 5years experience Japan’s Ministry of Education, Culture, Sports, teaching year 8 and 9 Heritage classes at the Science and Technology (MEXT) formalised through Biography Japanese Ethnic Saturday School in Melbourne. a Memorandum of Understanding. Part of this Megan McLaughlin is an experienced teacher of cooperation involves an annual reciprocal officer Japanese who has taught students from Prep to exchange program. Selected to represent the University. She has worked as a Project Officer Department of Education and Training on the 20th for the MLTAV in national and state-wide projects anniversary of the MEXT officer exchange program, in Intercultural Language Teaching and Learning Sarah conducted research into Japan’s vocational and Languages in the VELS. She has been involved education and training system during a three month in VCE assessment and course development secondment at MEXT from April to June this year. since 1987. Megan is currently Head of Japanese Japan’s vocational education system is undergoing at Melbourne Grammar School and her ongoing significant reforms and these feed directly in to the areas of special interest include differentiation, Abenomics reform agenda. It is an exciting area intercultural language teaching and learning, of education cooperation and Sarah will share her thinking routines and classroom organisation, research findings as well as highlights from her especially as these relate to motivating middle experience working in the Japanese bureaucracy. secondary students in language learning. Biography Sarah is a Policy Officer in the International Skills Cooperation: North and South-East Asia team in the Australian Government Department of Education and Training. The team facilitates skills mobility internationally by working with other countries in qualifications benchmarking and occupational standards development. Sarah has worked for the Australian Government for the past eight years. Prior to moving into vocational education, she worked on an Australian Government business advice programme for small to medium sized businesses. Sarah has conversational proficiency in the Japanese language. Sarah holds a Bachelor of Asia-Pacific Studies (Japanese), a Bachelor of Laws and a Graduate Diploma of Asia-Pacific Studies (Japanese) from the Australian National University. She authored a research paper on human resources issues faced by Japan’s manufacturing sector whilst on a yearlong exchange at Rikkyo University in Tokyo. She also undertook an exchange to the University of Alabama School of Law in the United States. BiographIES JTAN NSW : ‘Japanese Marugoto: A Japanese Teruko Sharif is an experience secondary school Teachers Advocate teacher of Japanese. Teruko established Japanese Course for Adults Nihongo!’ Teachers Association of NSW (JTAN) Incorporated adapted for the Nossal in 2005, and she was the inaugural President for the first two years and the current year. Teruko High School Adult Sally Mizoshiri has been actively involved in the association Learning Environment JTAN NSW activities since then, with her leadership, Teruko has organised teachers workshops and student Teruko Sharif workshops almost every year. Teruko is always Shelley Warner keen to refine her teaching skills, completed Nossal High School Abstract Master of Applied Linguistics in UNSW Australia and JTAN NSW : ‘Japanese Teachers Advocate Ni- presented her study results in some conferences. Abstract Students begin their studies at Nossal in Year 9 and hongo!’ Her carrier in teaching field also includes a co- additional foreign language study is compulsory for writer of Japanese textbook 'Hai 5/6', the chief JTAN NSW – its history and advocacy activities! one year. (students at Nossal are predominantly examiner of NSW High School Certificate (HSC) Abstract: bilingual) The retention rate has historically examinations for Beginners, Continuers, Extension been approximately 30% to Year 10 dwindling to The Japanese Teachers' Association of NSW and Heritage Japanese Speaker Courses, Senior 10-15% at VCE. While these are good numbers was established on the 1st April 2005 as a non- Judge Maker of HSC examinations. She also comparatively, I wanted to see those numbers profit, educational organisation for all teachers contributed her time to a few Saturday community increase and set about looking for an up to date, of Japanese in New South Wales. Its acronym is language schools as a language advisor. interactive and flexible course that would cater more specifically to modern language learners. JTAN. The main aims of JTAN are to provide a place Sally Mizoshiri is a dedicated, focused and of mutual support and professional development passionate high school teacher of Japanese. When the Japan Foundation produced the for member teachers of Japanese in NSW. She commenced her teaching of Japanese in Marugoto Course A1 and A2 supported by the online learning platform ‘Marugoto Plus’ http://www. 2009 at North Sydney Girls High School and In this presentation we wish to outline the history marugotoweb.jp/ for the first two stages, and an of JTAN, the reasons for its formation and the has worked consistently to obtain outstanding additional E-book/Web based platform, for the meaning it gives our NSW Members. We will student outcomes in Stages 4-6 including first 10 lessons of stage 1 ‘Nihongo Starter Book’, I provide illustrations of advocacy in the community Extension Japanese. She has served as JTAN was inspired. I trialled the texts and supplementary and in schools and also give in depth examples of NSW Workshops Co-ordinator and as President resources along with Marugoto Plus and Nihongo the activities and PD opportunities we provide our and is highly committed to mentoring younger Starter, and the ‘Facebook lounge’ and I had the NSW Members and their students of Japanese. teachers and her students of Japanese. She was beginnings of a Course that included the essential awarded a Regional Director’s Beginning Teacher elements I sought- a wide range of formative We work hard to promote our subject and provide Award for the NSW DEC Northern Sydney Region in assessments strategies, easily differentiated valuable learning opportunities for our members November 2012. Sally has presented on Japanese learning activities within an up to date and and their students. We work to counter the Language Education at school conferences, JTAN interactive course. prevailing ‘Monolingual Mindset’ pervading sections NSW Workshops and Conferences, DoE NSW I integrated this course into the Nossal Learning of the community, and we come to present on our Japanese conferences, the 2012 and 2014 National platform and with the addition of Language Perfect successes over the past decade in NSW. Symposiums on Japanese Language Education (with Marugoto materials) and a supplementary and other Australian conferences on Japanese script booklet, I had the makings of a new and We encourage all Secondary School Japanese Language Education. innovative program for learners of Japanese. teachers from across Australia to join us ! Most recently, after meeting with Japan Foundation She is particularly interested in the work of Sally Mizoshiri (Past President, JTAN NSW) and representatives, I have included the one area I felt Professor John Hattie (Visible Learning), goal Teruko Sharif (Current President, JTAN NSW) was missing- High School life in Japan. The Japan setting/transforming student outcomes in LOTE, Foundation also created ‘Erin’-a learning platform http://www.jtan.org.au/ and supporting the specific needs of Gifted and about an exchange student spending half a year at Talented students.​ a Japanese school https://www.erin.ne.jp/jp/ and Presentation Format: this fantastic resource has added another new and Presentation exciting dimension to the course. In this session, I’d like to introduce you to the Illustrations of JTAN Advocacy and examples of elements of this course and discuss its benefits for events and PD Workshops a wide range of learners of Japanese. Q and A Session facilitated by Sally and Teruko Biography Shelley Warner is a teacher of Japanese and Humanities at Nossal High School, one of 4 select entry schools in Victoria. She is also the Languages Domain Leader and Sister Schools Coordinator. Shelley began her teaching career in the mid 90”s teaching both the International Baccalaureate and the Victorian Certificate of Education. Returning to teaching after completing a Master of Law (JD) and working as a legal practitioner, Shelley wondered if students were truly prepared for the future of work: global-innovative-creative-adaptable and multilingual. She returned to teaching with a new approach and high expectations. Shelley has since participated in the inaugural Aichi Victoria Teacher Exchange program, is about to set off on her second tour to Japan – this time to sign a Sister School agreement, takes weekly classes though video conferencing with students from Nossal and the Sister School and models a passion for learning to her students. Not just ‘token Japanese Popular Culture Grammar in the Senior technology’ – web tools Enthusiasts in Japanese Secondary Classroom: that really work Language Courses Flipping all over the place Kathleen Duquemin Taeko Imura Gardenvale Primary School Griffith University Julie Devine Abstract Abstract Star of the Sea College Technology is changing the way that students learn As revealed in the Japan Foundation reports, Abstract – this is an indisputable fact. In order to keep up teachers of Japanese language are convinced Julie Devine will look at some tools and strategies with learners, we, as teachers, also need to hop on that many students study Japanese because to deal with the age old problem of how to the bandwagon and change the way that we teach. they have an interest in Japanese Pop Culture cater for the varying levels of achievement and (hereafter referred to as JPC) such as anime, motivation in senior grammar classes. How do In this workshop, participants will be introduced to a manga, drama, video games and J-pop. This we make time in our lessons for reinforcement series of web-tools that are being used in a Primary paper is based on the qualitative study which and extension activities? How do we support second language classroom not only to engage examined the characteristics of JPC enthusiasts our weaker students? How do we move beyond students, but also to enrich the teaching and who take a Japanese course at a multi-campus the presentation and lecture mode and get our learning of Japanese and increase literacy. Through university. The analysis is based on 38 students students actively involved in their own learning? the use of tools such as Triptico, Powerpoint and who are self-claimed JPC fans that participated This session will look at an enquiry based Postposit, they will learn how to create engaging in semi-structured small group interviews. They approach to grammar introduction and a three tier and effective learning environment that target were constantly comparing JPC with Western system using videos and online support material specific skills such as reading and listening. counterparts claiming that JPC is different and to allow for differentiation and personalised unique. It appears that JPC is very engaging not Biography learning in the classroom. The aim is to create only for continuation of Japanese study, but also Kathleen holds an MA in Applied Linguistics, and space for motivated students to do some higher for personal development. They were fascinated by Graduate Degrees in both Japanese Language order activities using the target pattern to solve story lines, artistic appeal and cognitive challenge and Primary Education. She has been involved problems and create scenarios. Less motivated associated with cultural differences. It was evident in curriculum development for second language students have time to complete basic exercises that JPC has been weaved into their life and is education, and as a writer and curator in the and struggling students have some time with the occasionally used to relax and escape from a busy development of digital resources for Japanese teacher in smaller groups. language learning. Within her teaching, she life as well as providing a drive to hold one’s head has focused on utilising technology as a tool for up to when things get tough. The participants Biography teaching as well as learning. were aware that JPC benefits for learning casual Julie Devine has Masters of Applied Linguistics and conversation, listening to natural speed and the First Level of the Japanese Proficiency Test. observing everyday cultural. This paper has an She also has a BA in French and Japanese. She has implication for future Japanese language education been teaching Japanese to high school students for and for development of a pedagogically sound over 20 years. curriculum using JPC. Biography Taeko Imura is a Lecturer in the School of Humanities, Languages and Social Sciences at Griffith University, where she teaches Japanese language. She received her PhD in Applied Linguistics and Post Graduate Diploma in CALL from the University of Queensland. She has extensive experience in teaching Japanese for over more than two decades at primary, secondary and tertiary levels in Australia. She has been involved in international research projects and other projects based in Queensland and at Griffith University. She has a long-standing interest in second language acquisition, oral proficiency, language testing, motivation and anxiety in foreign language learning. Her recent work focuses on Japanese popular culture, mobile learning and blended learning and teaching. Japanese language as Students learning from Stories Inspire Language a tool for learning other students Learning in Humanities and Social Science (HASS) Sue Metcalfe Julie Campbell classrooms: Positioning Kardinia International College Kae Raffaele Abstract Trudi Sampson students’ knowledge of Cornish College My presentation is based on my personal goal to Japanese as a resource broaden my teaching and student learning using the Lois Booth Kath Murdoch inquiry indicators, looking at different ways to encourage and engage my students to Marianne Turner Abstract practice and remember their hiragana (Japanese Monash University Students bored of language textbooks? This ) characters. With Kath Murdoch’s indicators as presentation titled “Stories Inspire Language Abstract a check list, I looked at ways I could get students Learning” demonstrates how to engage students, In the Australian Curriculum two of the general using the classroom spaces better, in small group both primary and secondary students, through capabilities to be addressed in all subject areas activities and rotations. I decided to get my Year literature. Fiction and non-fiction books are used are: ‘intercultural understanding’ and ‘critical 6 students to teach each other their hiragana to develop innovative units of work to motivate and and creative thinking’ (ACARA, 2016), but there is characters, drawing upon their individual character extend students’ learning and creativity. Speaking, limited guidance for Humanities and Social Science strengths to develop the activities they were going listening, reading and writing language skills are (HASS) teachers on how to address the general to use. This short program was very successful developed through these literacy units. capabilities. In this presentation I propose that as evidenced by my pre and post test results. I SECONDARY RESOURCE: “Hana’s Suitcase” the limited guidance provides an opportunity to then asked my year 6 students to teach the Year 3 “Hana’s suitcase” is a non-fictional children’s book advocate for Japanese language by embedding it students their hiragana characters- the aim was by Karen Levine based on the story of Hana Brady, across the curriculum in creative ways. Japanese to develop and improve the way Year 3 students a Czech girl who died in the Holocaust. The story language teachers can help HASS teachers draw remembered the characters. I contacted the year of Hana Brady first became public when Fumiko on what the students are learning in their Japanese 3 teachers, booked in times for Year 3 classes to Ishioka, a Japanese educator and director of the language classroom in order to help all students visit year 6. My year 6 students developed all their Japanese Tokyo Holocaust Education Resource learn in the HASS subject area. This in turn can own activities and needed to mindful of the key Centre, exhibited Hana’s suitcase in 2000 as a relic serve as motivational for the students’ language areas they were focusing on, listening, writing or of the concentration camp. learning. I will draw on data from a small scale reading in the mini-program they designed. The This presentation will show you how to design study in which a Japanese language teacher feedback from both Year 3 and Year 6 students was an engaging unit of work for year 9/10 students collaborated with a monolingual (in English) quite positive. I feel this process has resulted in a using the text and an interactive online educational History teacher to bring advanced Japanese better relationship with my students and I am more resource. Relevant language includes self- language students’ knowledge of Japanese into confident in letting go of the teaching and letting the introductions, nationalities, families, daily routines a Year 8 History classroom. It was found that students have more responsibility for their learning. and locations. Higher-level thinking skills are developed. students were very engaged in this initiative. In the Biography presentation, ways to link students' engagement to This innovative unit was developed as an inquiry- Sue Metcalfe the development of intercultural understanding and based unit titled ‘Language, culture and life critical and creative thinking in HASS subject areas I started teaching as a secondary Art and Japanese experiences shape identity’ and was integrated with the English and Humanities Year 9 curriculum. It is a will be explored. teacher, then moved to Primary teaching as a suitable non-fiction text for CLIL methodology. Japanese teacher. I have been teaching at Kardinia Reference International College for the past 15 years. In the PRIMARY RESOURCE: “Yoshi’s Feast” Australian Curriculum Assessment and Reporting Junior School we run the IB Primary Years Program “Yoshi’s Feast is a fictional book written by Kimiko Authority (ACARAa). (2016). Cross curriculum based on Inquiry based teaching and learning. As Kajikawa which centres around the lives of two priorities. Retrieved January 27, 2016, from http:// a result my teaching has changed and modified to neighbours. The setting for the story is in the www.acara.edu.au/curriculum/cross_curriculum_ incorporate more student centered learning than Japanese city of Yedo, and through the illustrations priorities.html. teacher directed learning. intercultural understanding is developed with glimpses of kimonos, villages, fan dances and Biography many other aspects of Japanese culture and life. Marianne Turner has many years of experience This presentation will show you how to design teaching languages. This experience includes a unit of work with language developed through teaching English in secondary schools in Australia numeracy, literacy, dance, music, physical and Japan, in language academies in Spain and the education activities and games. The unit UK, and on English programs and support classes incorporates the opportunity to develop a Japanese for migrants and refugees at TAFE and Murdoch Day around the story with another “neighbouring” University. She has also taught Japanese in a school. district high school in rural Western Australia. As a former teacher, she approaches research as a BiographIES way to enhance everyday teaching and learning. Julie Campbell, Kae Raffaele and Trudi Sampson Marianne is currently engaged in research on are all experienced Japanese teachers currently the integration of content and language, both in working at Cornish College, Victoria. Julie Campbell has been a past Secretary and General Committee the context of learning English as an additional member of the JLTAV and has presented at the language and foreign language learning. The JLTAV Conference and PYP workshops. Trudi research includes looking at classroom language Sampson has been a JLTAV Committee member use and collaboration. and was the co-author of the Hai! and Hai, Ima! Japanese course book series. Kae Raffaele is an experienced VCE teacher and has been a VCE oral examiner for 10 years. Lois Booth has been a past President and Vice- President of JLTAV and well respected for her creative approach with primary students. She has presented at JLTAV Annual Conferences and coordinated several PYP workshops over her extensive Japanese teaching career. Adventures With Sister What are creative and “JF Japanese e-Learning School Relationships imaginative texts and Minato” - More Options what do they have to do and More Opportunities Andrew Mitchell with teaching Japanese? for Japanese Language St Mary MacKillop College Canberra Learning Abstract Natalie Pearce Mari Nobuoka Four years ago, the language faculty at St Mary Swan Christian Education Association The Japan Foundation Japanese-Language MacKillop College was in a bad place. The profile Institute, Kansai of languages in the school was low. It was Abstract decided to raise the profile of languages in the Some teachers have been a bit puzzled by the Abstract school by creating sister school relationships Creating Strand of the Australian Curriculum. This The Japan Foundation Japanese-Language and bringing Japanese and students from other practical workshop explores ideas and examples of Institute, Kansai has developed a Japanese countries into the school. The exchange program the successful use of creative and imaginative texts integrated learning platform site, ‘JF Japanese running at the school has been a contributing in Japanese classes. It shows ways for students to e-Learning Minato’ (hereinafter referred to as factor to increased enrolments in languages and engage with texts such as cartoons, poems, stories Minato). having a visual presence from languages in the and plays to enhance their Japanese learning. Minato places importance on encouraging There are also examples and suggestions for school community. This session will look at the learners to actively find and expand their own students to create their own imaginative texts. This development of MacKillop's relationship with the lifelong pursuits, and to satisfy their interests and remote community of the Oki Islands in Shimane workshop is suited to both primary and secondary curiosities. In order to realize this, Minato has two Prefecture, a UNESCO Global Geopark. Particular teachers. main concepts, it is a place ‘to learn Japanese ideas that will be shared are how the relationship Biography with more options’ and ‘to meet other like-minded has enhanced our study tours to Japan, the use of people’. technology to engage with the Oki community and Natalie Pearce is a passionate Japanese language other Japanese schools while in Australia, ways of teacher. For over a decade she has taught In terms of ‘to learn Japanese with more options’, Minato provides a variety of choices for learners engaging with the community through the school Japanese to both primary and secondary students. to select courses based on their interests, such as curriculum and how this has enabled students to She has also worked as a Curriculum Consultant for Languages in Western Australia and lectures comprehensive learning, sub-culture, character make real world connections with their learning. etc., or the course type such as the level, study Participants will be encouraged to share their own in Language teaching methodology at Curtin University. style (self-study or tutor support), study category, experiences and ideas to enable all to benefit the study period, language of explanation etc. most from these types of relationships. With reference to the concept ‘to meet other Biography like-minded people’, Minato has an international Andrew has been a teacher of Japanese for 11 feature, which enables learners to communicate years having worked in Tasmania, Victoria and with Japanese language students all over the world the ACT. He currently works as the Project Officer on various topics. It helps learners to deepen their - International Programs at St Mary MacKillop understanding and knowledge of Japan, Japanese College in Canberra. Andrew studied a Bachelor people, and the Japanese language. Connecting of Science at the University of Tasmania before with people also helps learners to reduce the sense of isolation in online coursework. moving to Japan for 2 years. On his return to Australia, he undertook a Master of Asian Studies Needless to say, because of e-Learning people degree at Monash University before deciding to are able to access Japanese language study and pursue a career as a high school Japanese teacher. connect with a worldwide community, anytime Japan and Japanese are his life passions and he anywhere. takes every opportunity to return to visit. In this session participants will familiarize themselves with the concept and the content of Minato, and then discuss future prospects of this exciting new e-learning program. The Japan Foundation Japanese-Language Institute, Kansai’s intention is for Minato to give learners more options and more opportunities depending on their individual circumstances and the needs of each country and area. In order to realize this, we look forward to opportunities to cooperate with Japanese language teachers at The Japan Foundation all over the world. Biography Currently a Language Education Specialist at The Japan Foundation Japanese-Language Institute, Kansai, in Japan. Mari has been developing teaching materials, especially e-Learning and script writing for skits. Her previous experience both in Japan and overseas includes teaching at language schools, providing teacher training courses, a government run program for Japanese post-war returnees, and lecturing at China’s Qinghua University. From 2011-2013 Mari was a Researcher at the University of Tsukuba, and from 2008-2011 worked as a Language Consultant at The Japan Foundation, Sydney. Biography Japanese Performing Jarrod is left-handed, LOVES Onsen, and speaks Retaining and motivating Arts - Rakugo, Kamishibai Kansai-Ben like a hyperactive Hanshin Tigers students of Japanese player! & Kyogen to the post-compulsory Jarrod is a multi-lingual entertainer and cultural ambassador from Adelaide. His passion for years and beyond Jarrod Hoare Japanese language and culture has taken him on many wonderful adventures. From Tokyo's FUJI TV Jarrod Hoare studios, to beautiful sunset dinners at Uluru, Jarrod Robyn Spence-Brown Abstract loves his work as an actor, language/drama teacher Monash University and adventure tour guide. Sit back, relax, and let's have a laugh together with Abstract some Rakugo, Kamishibai and Kyogen. Recipient of the Bank Of Tokyo-Mitsubishi UFJ Japan This session explores the reasons why students travel fund grant (thanks to Arts South Australia), After all, 『笑う門には福来る』”Good fortune and do, or do not continue with their language studies happiness come to those who smile and laugh!” Jarrod has recently returned from Japan. He into the Senior Secondary years. How important studied traditional Japanese performance arts, is liking/being interested in a subject, and what Through his entertaining and interactive Kyogen (Traditional Japanese Comic Theatre), role do perceptions of future ‘usefulness’ or of storytelling, Jarrod will take you on a journey to re- Rakugo (Traditional Japanese Comic Storytelling) discover your own passion for Japanese language and Kamishibai (Traditional Japanese Storytelling), ‘level of difficulty’ play? How do different school and culture. Be inspired by innovative ways to under such masters as Mr Senzaburo Shigeyama, and educational structures influence the decisions continue spreading knowledge, culture and joy in Mr Katsura Asakichi and Mr Katsura Kaishi. of students? Drawing on a major survey of year your own schools and communities! 11 students of Japanese which I conducted Jarrod regularly performs for festivals, schools, nationally in 2014, as well as on the latest research Teachers will benefit from: universities and community groups. Always excited internationally on what motivates study of a second to share his skills and passions, he loves building language, and what determines student subject • Innovative ideas to incorporate Japanese bridges of cultural and artistic exchange between choices I will address these and other questions, language and culture in classrooms Australia and Japan. and set the scene for a discussion of what teachers • Exciting new ways to link to the Australian www.jarrodhoare.com can do to encourage students to continue their Curriculum (Intercultural Understanding, Critical Japanese studies. and creative thinking, Drama, the Arts, Japanese language and culture) Biography • Learning ways to foster students' creativity whilst Robyn Spence-Brown is a Senior Lecturer in the enhancing their Japanese language and culture School of Languages, Cultures and Linguistics skills at Monash University and Coordinator of the Linguistics and Applied Linguistics Graduate • Networking with a passionate performer who can Program. She teaches Japanese language and tailor workshops to your school needs postgraduate units in applied linguistics. Her • Discovering free online teaching resources for research interests include language education Japanese language and culture policy and practice, language assessment, and motivation for language learning. • Opportunity to personally enquire, request and suggest learning collaborations • Experience various traditional Japanese Performing Arts LIVE! • Inspiration to re-kindle your own passion for Japanese language and culture • Visit Jarrod at his Stall for more info and laughs! • Students will benefit from: • First-hand inspiration for their own Japanese language and cultural studies • Exciting examples of the endless possibilities that Japanese language can offer • Opportunity to personally meet and ask questions directly • Exploring ways to blend their creativity together with Japanese language and culture • Discovering free online learning resources for Japanese language and culture • Experience various traditional Japanese Performing Arts LIVE! • Visit Jarrod at his Stall for more info and laughs! ‘Front loading' through Targeted differentiation What makes a program film - how to spend more time 'Visible and Valuable?' with your students, and Jenn Brown-Omichi less in front of them. Jan Chalmer Catholic Education Melbourne Gippsland Grammar

Abstract Liberty Campbell Abstract Language teachers often tell me how difficult St Paul’s College, Manly Many Primary teachers of Japanese face the they find it to create a student-centered learning challenge of providing a language program within environment in a languages learning and teaching Abstract very tight time constraints. How can their programs context. Differentiation is a targeted process that The theme for this year’s symposium “visible and be ‘visible and valuable’ in perhaps only one hour (or involves forward planning, programming and valuable” strikes a cord for me, as it underpins the less) per week? instruction. Addressing issues associated with action research project I have been working on with differentiation can be very challenging in any junior classes in Japanese. The program is based This presentation will highlight a number of tactics learning area but Languages is perhaps more on ensuring my students, are “visible and valuable”, and ideas to address this issue. Some of the challenging than some other learning areas. as well as their learning in Japanese classes. It is ‘tactics’ which will be addressed are inspired predominately by the research of Sarah CLASSROOM MANAGEMENT TECHNIQUES. Several years ago I started creating films for and Pavy and Carol Ann Tomlinson. with students and I continue to see opportunities Classroom routines which help maximise learning and benefits for students to effectively and more Pavy noted that one of the deterrents to language time. A speaking strategy learned from Whole Brain independently learn and apply their acquired uptake was the lack of progress indicators in Teaching will be demonstrated, together with the knowledge of language through film. I refer to the many classrooms. Students simply couldn’t see implications of a ‘No hands up to answer’ rule. process of creating a unique teacher resource the progress they were making, and many failed LEARNING INTENTIONS AND SUCCESS CRITERIA. to support a unit of work as ‘front loading’. As I to see the relevance of the learning beyond the The work of John Hattie and Dylan Williams has continue to work in a CLIL space I am convinced of classroom. Their learning was neither “visible nor shown their importance. Help teachers focus on the value of using film as a stimulus to enable self- valuable”. lesson aim! Helps student gain a sense of progress. paced, independent learning in languages. To view Tomlinson, an inspiration in differentiation recently created films using functional classroom USING FORMATIVE ASSESMENT. Online tools now strategies, has produced some excellent language please click on this link https://goo.gl/ abound ( eg. Kahoot, Socrative and Quizalize) research on the learning profiles of students. lHG8PV or https://youtu.be/3Gi3jHlvXDw for creating multiple choice quizzes presented She emphasized the importance of not teaching, in engaging ways. Great for student review and Biography merely in the learning profile that suited you as a consolidation. Teachers can use data to gauge Jennifer joined Catholic Education Melbourne in student. The more I read the more I struggled to effectiveness of teaching and for planning next 2009 to work on the National Asian Languages and perceive how I as teacher would be able to make step. Studies in Schools Program (NALSSP). In 2012, the best differentiation choices every lesson for she was appointed to the role of Senior Education every student on any given day. My research has PROVIDING A PURPOSE FOR LEARNING. Purpose Officer: Languages, a role encompassing all thankfully revealed to me a technique that doesn’t may be as simple as presenting a role play or Victorian dioceses. In this role, Jennifer negotiates, require me to. creating a video, but important for students to know at the outset: a goal to work towards. manages and monitors the projects in the Instead the choices are made by students as Languages – Finding Your Voice Strategy. Jennifer part of our targets program. Content is mapped ENGAGING ACTIVITIES. Whether using paper has specific expertise in pedagogy, curriculum to lessons activities with students choosing to flashcards or online tools, a variety of ‘games’ will development and planning, resource material demonstrate their learning of each topic from be showcased. development and teaching language through the a range of listening, speaking, reading, writing EVENTS. Cultural Festival. Visit from Sister School. use of film and gestures. Early in her career, over and intercultural understanding tasks. Teacher Incursion. School Trip. Involving parents and local a period of ten years, Jennifer lived and worked feedback is individualised and a code word hidden media. in Japan, teaching in the primary, secondary and in the feedback to encourage student reading tertiary education sectors. of the feedback, and demonstration of personal Biography Jennifer has a strong belief in the benefits of a improvement in subsequent tasks. Jan Chalmer is an experienced and passionate teacher of Japanese. Her endeavours have been Content and Language Integrated Learning (CLIL) Biography approach to Languages education. To deepen her recognised through the award of ‘Life Member of Liberty is the Catholic Education Commission’s understanding of CLIL, she recently completed the the Japanese Association of Victoria, Australia.’ representative on the Languages advisory Panel, Graduate Certificate in Languages Education, CLIL and the ‘Australian College of Educator's Award’ the project officer for Languages in the Broken Bay at University of Melbourne. for contribution to the teaching of Languages Other diocese and a current teacher of Japanese at a Than English. She is a keen user of ICT to enhance Catholic boy’s high school in Sydney. teaching and learning outcomes, and enjoys Her particular area of interest is in supporting developing high quality curriculum materials. Jan teachers to meet the various demands on them to has presented at numerous state conferences and embed numeracy, literacy, differentiation, cross- PD sessions in Victoria. She constantly strives to curricular content and intercultural competencies improve! in more coherent and considered ways. She is also the author of the Jblog textbook series and a closet Crayon-Shinchan fan. The origins of Japanese language education in Victoria

Catherine Bryant

Abstract This paper is a historical exploration of the origins of Japanese language education in Victoria. The first Japanese language classes for school children in Victoria began on Saturday mornings at MacRobertson’s Girls High School in Melbourne in 1935. The Saturday classes were set up by Victorian Education Department officials as a ‘special experiment’, teaching just two languages, Japanese and Italian. These classes continued and more than thirty years later, they became known as the Saturday School of Modern Languages. In 1988 the school became known by its current name, the Victorian School of Languages (VSL). With a history now spanning eighty years, the VSL continues to offer Japanese programs to Victorian school children today. The particularity of the school is in the complementary role it plays in supporting mainstream schools in delivery of language programs on a parallel basis. This paper draws on archival documents as well as interviews as a means for historical analysis of the origins of the Japanese language program at the school. The establishment of the Japanese classes in 1935 took place during the interwar period, against the backdrop of a hostile period of “aggressive” monolingualism in Australian history. This paper looks at the original personnel who taught the VSL’s early Japanese classes and who pioneered the Japanese language curriculum at the school. It also presents insights into the early pedagogical practices in the Japanese language program at this particular school and it presents original data on the student enrolments in Japanese. By presenting historical perspectives of Japanese language education in Victoria, this research aims to shed light on the challenges that face Japanese language education today. This paper is based on a PhD study which was supported by the Victorian School of Languages PhD Scholarship in memory of Professor Michael Clyne. Biography Catherine Bryant was the recipient of the Victorian School of Languages PhD Scholarship in memory of Professor Michael Clyne. Catherine completed her PhD in 2016 in the Department of Education and Social Sciences at Swinburne University of Technology. Catherine is an experienced secondary school teacher of Japanese and history. Catherine is also an experienced assessor of both the oral and written Japanese examinations for the Victorian Certificate of Education. Prior to her career in education, Catherine completed a BA (Hons) and MA (Thesis) at the University of Melbourne with research interests in the areas of Japanese and history. SESSIONS DAY 2 Biography Making Japanese Connecting Japanese Born April 7, 1970 in Newcastle NSW. language films to with the Community Married to Mika with two children: Amy-Kaye (21) support language and Alexander (17) Training: Stephen Grant learning *Graduated from the Australian Catholic University, St. Philips Christian College - Port Stephens University of New England, and University of Campus Greg Brown Technology, Sydney. *Black belts awarded in Japan in the arts of Karate Ruskin Park Primary School/Kalinda Primary Abstract and Iaidō. School Mr. Stephen Grant JP. BA. Dip Ed. Dip TESOL – Head of Japanese *Level One coaching accreditation with the Martial Abstract Arts Industry Association Making Japanese language films is a great way St Philips Christian College – Port Stephens *Studied and worked in Japan for about 10 years to motivate students to use their Japanese in Campus where both children were born. meaningful and fun ways. It is also an excellent way Japanese is often labelled a subject for female, EFL/ESL Teaching experience: to introduce technology into your classrooms. introverted and/or socially awkward students. It *University of Newcastle Filmmaking used to be a difficult task which is also seen as an irrelevant, useless, and token *Japanese government and private schools required a lot of specialised knowledge and subject. For Japanese to survive and prosper, it *EFL Coordinator: Tōkō Gakuen High School (1996 equipment but with the advances in computers and must be seen as a relevant and attractive subject to 2002) for all students. Japanese needs to be positively mobile devices, especially iPads, anyone can now Japanese Teaching experience/recent promotions easily make their own film. marketed to all students, parents and staff. We need to authentically communicate our personal of Japanese: I would like to share my experiences of filmmaking connection with the language passionately, *NSWMLTA Committee Member with my students and our journey to make confidently and creatively as we educate them with *Recipient of 2016 MLTA NSW Award for Japanese language films for the Video Matsuri relevant facts and figures. Outstanding Languages Educator competition. *Presenter on differentiation at AIS (June 2016) Since I started promoting Japanese in NSW schools *Work featured in May 2016 edition of Newsmonth While I'm not an expert, some of the skills and (my labour of love), two former students have (IEU) experiences I have picked up along the way may become Japanese teachers with others planning to *NSWDET and private schools (Stages 3-6) encourage other teachers to try making a film follow. Despite initial opposition, Japanese is now *WEA and TAFE with their students. I will demonstrate how to use embraced by a wide range of students and parents iMovie, Green Screen and other special effect apps at my present school. Interests: to make any film look special. Family Connections established with Japanese at SPCC: Languages and culture I hope to inspire other teachers to make video Martial arts -PDHPE: Establishing the martial arts-based resources which can be used by all teachers to Shodō Japanese Cultural Society (JCS). support Japanese language programs and help Art and design -SPORT: Establishing Japanese symbols as sporting motivate students with their language learning. Food house emblems on sashimono and headbands Biography -ART: Origami and shodō Greg Brown started his teaching career as a -MATHEMATICS: Kanji numbers Physical Education teacher. After a life long interest -SOCIAL SCIENCES: JCS training and study in all things asian he travelled to Japan in 1989 and -ENGLISH: Comparison of sentence structures and while teaching English started to study Aikido. Greg use of metalanguage remained in Japan for seven and a half years and -LOCAL COUNCIL: Establishing a Student earned his second degree black belt in Aikido. International Committee for monitoring interregional exchange between the two After returning to Australia he did some further countries, reporting to council, assisting Japanese study at Monash University and began teaching department and promoting language at school Japanese at Ruskin Park Primary School in -STAFF: Promoting other KLAs in the Japanese Croydon. Greg has been teaching Japanese now classroom for 18 years. He enjoys exchanging ideas with other -PARENTS: Schoolwide recognition of student teachers and has been a Japanese network leader achievement, inclusion, empowerment, promotion in the outer eastern suburbs of Melbourne for the of Japanese-related work and study opportunities past 14 years. Greg values the use of technology and evening Japanese classes for parents. in language learning and used a NALSSP grant in 2009 to introduce iPods for language learning. He Promotion of Japanese requires teacher passion, and his students have entered the Video Matsuri persistence, patience, energy investment, competition for the past three years, winning a solid rationale for teaching Japanese, and a prize for their efforts each year. willingness to constantly market the language. This presentation is designed to show examples of ways to establish and nurture Japanese as a visible and valuable language in our communities. Kanji learning Personal Encounters Using Picture Story attitudes and kanji with Palaygo Books to enact the learning strategy Australian Curriculum use: Relationships to Chris Graham Languages Japanese learners' Kelmscott SHS orthographic Abstract Dr Andrea Truckenbrodt Making language learning relevant and engaging for Melbourne Graduate School of Education background students, whether they are starting at a primary, secondary or tertiary level, is a basic mission Abstract statement for all second language teachers. This presentation explores the potential of picture Amelia Hawkins story books to deliver quality outcomes for Footscray City College (research was undertaken at Research conducted by the Asia Education language learners through the lens of the Australian Monash University: Honours 2014) Foundation in 2012 suggested that ‘persuasive Curriculum Languages (ACL) . I argue that picture personal encounters’ is one of the key ingredients Abstract story books have a particular status and currency for building student demand in the language within primary school context which Languages This study explores kanji learning attitudes and classroom. Creating opportunities for our students strategy use in learners from alphabetic and teachers can readily exploit, particularly with to have ‘personal encounters’ is now an integral character orthographic backgrounds. Classroom reference to L1 literacy practices. I demonstrate part of developing a clear purpose for learning composition is changing, with learners who have how picture story books support learners' language existing knowledge of Chinese characters and another language and continuing it, beyond the and literacy development using authentic Japanese, those who do not learning Japanese in the same initial compulsory years. translated and English materials. I then discuss the class, addressing different tasks in learning kanji. The interactive platform of Palaygo provides picture story book as an intercultural experience. This emphasises the need to understand kanji students with exceptional opportunities to Referencing Scarino and Liddicoat's (2009) model learning in multilingual classrooms. communicate with other students in the target of intercultural learning, I show how learners An online questionnaire was completed by 40 language Japanese. It uses a unique palette system have the opportunity to notice, compare, reflect learners from an upper-intermediate Japanese which clearly delineates Japanese word order and and interact with Japanese, Australian and other class at an Australian university, supplemented by complements the growth of productive language relevant languages and cultures through picture semi-structured interviews with 7 learners. Data skills. story books. analysis revealed that learners of both backgrounds used repeated writing strategies and strategies The Palaygo community also encourages students Biography associated with the kinaesthetic sensation of to build friendships through regular communication Andrea lectures at the Melbourne Graduate School writing with high frequency. facilitated by networking technology, both in of Education within the area of Language and the classroom and at home. The links to The Literacy education. Her goal is to support educators Descriptive statistics indicated some significant Australian Curriculum Languages document will to improve pedagogy, programs and participation in differences in strategy adoption of learners of the be immediately obvious to anyone who has been Languages learning and she does this in a number two orthographic backgrounds, with association of ways: through her involvement in teacher with first language knowledge used by character involved in its development. training, provision of professional development background learners, and mnemonic strategies This session will showcase practical applications used by alphabetic background learners. activities; dissemination of curriculum materials of Palaygo and give participants time to utilise the in a variety of languages, and research. Andrea's Correlational analysis revealed statistically Palaygo palette on mobile devices and workshop significant relationships between attitudes and current areas of interest are the interrelationship of practical examples that will ultimately inspire our strategy use for character background learners. L1 and L2 literacy, differentiation and CLIL. students to become second language advocates in The findings highlight the complex relationships their own right. between orthographic background, kanji attitudes and learning strategy use. Understanding the Biography different attitudes and strategy use within the two Chris Graham is the Teacher in Charge of learner groups is important for educators, in order Languages at Kelmscott SHS and has been a to provide tailored support in kanji learning in a way passionate advocate of Japanese language that is not biased by preconceived notions related to teaching in Western Australia for 20 years. He is a learners’ orthographic background. past President of the Japanese Language Teachers’ * It is intended that this presentation would Association of WA and has a special interest in conclude with group discussion of differentiation language acquisition. Currently, he is the Chair of strategies and sharing ideas to support kanji the Course Advisory Committee for Japanese: learning for students of different orthographic Second Language. backgrounds, as this was not within the scope of my research. Biography Amelia began her language-learning journey later than many, first studying Japanese at the age of 27 during a working holiday in Osaka. Upon returning to Australia, she left a career in finance to study Japanese at Monash University. She returned to Osaka to undertake study abroad at Osaka University, researching trends in native speakers’ kanji writing skills and the impacts of technology, age, and education on recall and production of kanji. Upon her return to Australia, she completed her Honours thesis on the topic of kanji learning strategies and attitudes. Amelia currently teaches Japanese from year 7 to VCE and is Head of Languages at Footscray City College in Melbourne. She has a keen interest in the application of the SAMR model to using technology for kanji learning. Seduced by Sumo Rethinking assessment A lesson a day: Increasing in Japanese intensivity in primary Katrina Watts language classes Australian Sumo Federation Nathan Lane Abstract St Columba’s College Cindy Pitkin A mild mannered high school teacher set off for St Peter’s Girls’ School Japan to develop her Japanese language Abstract Research in the area of formative assessment Abstract skills and wound up as a television sports by Hattie (2012), Hattie and Timperley (2007) and The Research Project commentator. She went to learn more Japanese Black and Wiliam (1998) highlights the importance From 2013 to 2015, St Peter’s Girls’ School and to teach English, but ended up studying Russian of students receiving ongoing personal and whole participated in a research project conducted by and Spanish as well, and travelling the world as an class feedback as they learn in order to maximise Professor Angela Scarino and her team at the interpreter. All because of sumo. their potential and to assist in making progress. Research Centre for Languages and Cultures at the This presentation will focus on the implementation University of South Australia. The project spanned Like many who go to live abroad, the culture of the of an assessment model in a secondary Japanese host nation is intriguing and the outsider three years and piloted some program models that languages program that is underpinned by were designed to strengthen language learning often ends up becoming a specialist in some aspect formative assessment practices. in schools. The project was entitled: "Maximising that the locals take for granted. So it was with The presentation will focus on five areas: intensivity and continuity in learning languages – sumo. developing, implementing and evaluating models what formative assessment looks like in the of provision". St Peter’s Girls’ School adopted the This is a personal tale of how a knowledge of the Japanese classroom model of a lesson a day with a primary school Japanese language and thirst for learning the role of ICT in formative assessment Japanese class (Year 4 in 2013). led to an interesting and rewarding life, far beyond The Results expectations. In addition the seductive power of how assessment practices were changed to sumo will be explored. focus on formative assessment and the constant We were expecting that increased time on task monitoring and measuring of each students’ would result in greater language acquisition, which This very visible spectator sport is a valuable part knowledge and understanding, both during the was indeed the case. What we had not considered of Japanese culture and a window for the world to lesson and at the end of the lesson, and responding was the students’ greater understanding of Japan. to their individual needs Japanese culture and the way the language works. Biography listening to the voices of the students explaining the The more frequent lessons meant that we were Taught English and foreign languages, including impact of these strategies in their learning able to spend time exploring the language to a Japanese, at junior and senior high school in Sydney greater depth with the students, thus engaging the for 5 years, followed by 25 years teaching English teacher reflections on the success and improved girls’ critical thinking skills and giving them a wider at Kobe Shoin Women’s University. student learning outcomes as a result of view of the world, improved logic and analytical implementing a range of formative assessment skills and greater levels of cognitive skills and While in Japan took an interest in sumo, which led strategies in the Japanese program creativity. to working as a sumo commentator for NHK TV and as an interpreter and stadium announcer for the Biography The Presentation Japan Sumo Association and International Sumo Nathan Lane has been teaching Japanese in This presentation will address the reasons for Federation. Victorian Government and Catholic secondary participating in the project, the process (including schools for the past sixteen years. Currently he the challenges faced by staff, students and the On returning to Australia in 2005 became president is the Languages Domain Leader and Japanese school in establishing the model), the benefits of the Australian Sumo Federation stepping down in teacher at St Columba's College. Nathan has reaped from the experience and the changes that 2016 to vice-president. presented at state, national and international were implemented in our school at the conclusion language conferences and has been involved in of the project as a result. resource development and external assessment for students studying Japanese at secondary level. He Biography is the current President of the Japanese Language Cindy Pitkin is a Japanese teacher and Head of Teachers’ Association of Victoria Inc. (JLTAV). Languages at St Peter’s Girls’ School in Adelaide. She has taught Japanese in all different settings – government, Catholic and Independent schools, in both Queensland and South Australia from early learning to Year 12. She currently teaches across all four sectors at St Peter’s Girls – the ELC, Junior, Middle and Senior Schools, including the International Baccalaureate Primary Years Programme and Diploma Programme. From 1998-2000, Cindy was a Coordinator of International Relations on the JET Programme in Ichinomiya, Aichi Prefecture. The role involved visiting primary schools to teach the students about Australia, helping to run International Association events for foreigners and Japanese in the city such as cooking classes, sporting days and children’s activities and writing and appearing in a monthly cable television programme introducing Australia and the International Association events. Making conceptual 45 minutes per week Exploring activities learning visible and – How the Australian to develop General valuable for students Curriculum is working Capabilities using learning the Australian in a Primary School real voices from Curriculum: Japanese contemporary Japan Kathleen Duquemin through the Click Nippon Amanda PENTTI Gardenvale Primary School website Queensland Department of Education and Training Abstract Abstract The Australian Curriculum: Japanese is a comprehensive outline of how Japanese language Yoko Nishimura-Parke Concepts are the big ideas that students work education should look in Australia. However, since Junko Nichols with. The use of the word ‘concept’ rather than the launch of the document, the reality of adopting The Japan Forum ‘topic’ in the Australian Curriculum: Languages it within the primary classroom has been a hot item is deliberate. It marks a shift from description to Abstract of discussion. conceptualisation. The Australian Curriculum for As the globalisation of society progresses, the lives Japanese invites students not only to describe In this presentation, participants will be shown a of young generations will increasingly unfold with facts or features of phenomena, situations and model of how the Australian Curriculum: Japanese the world as their stage. They will need to be able events from the Japanese language and culture, is working – quite effectively – in a government to converse with people – engage in debate and but also to consider how facts and features relate primary school where class time is approximately discussion. They will need the capacity to empathise with others. They will need to be able to cooperate to concepts. For example, a description of a 45 minutes per week. The effectiveness of this house can lead to a consideration of the concept and collaborate with people who speak other program is partly due to a strong oral/aural and languages and come from other cultures. They will of ‘home’ or ‘space’ in both Japan and Australia. kanji focus in the first two years (F – 1) and delaying need the ability to create things anew. This shift is necessary because it is concepts that introduction of hiragana until Year 2, when students lend themselves most fruitfully to intercultural have built up their phonemic awareness and are Dedicated to fostering such abilities, and also in comparison and engage learners in personal ready to – very quickly – learn hiragana and apply it line with the Australian Curriculum, *The Japan reflection and more substantive learning. to their steadily growing second language lexicon. Forum actively provides support for language education overseas. One such activity is hosting In this workshop, participants will explore the In this session, participants will be invited to discuss the Click Nippon website, which provides content concepts in the Australian Curriculum for Japanese, the whole school overview, individual year level related to current Japan, stimulating students’ and how they can be used as curriculum organisers break downs, and the need to increase student thinking by ‘Meeting Others and Self in Depth’ and by to plan for, teach and assess the Japanese expectations to meet achievement standards. appreciating values and beliefs of others. language program. The Japanese language This session will explore ways of developing and culture being learned offer the opportunity Biography Kathleen holds an MA in Applied Linguistics, and students’ language skills through activities using for learning new concepts and new ways of real voices from contemporary Japan. We will focus Graduate Degrees in both Japanese Language understanding the world. Concepts, combined with on the article from the Click Nippon website about knowledge and skills, develop intellectual depth and and Primary Education. She has been involved the Japanese artist who turns ‘rubbish’ into art. deeper understandings. in curriculum development for second language education, and as a writer and curator in the We first will walk through the Click Nippon website. Biography development of digital resources for Japanese Then we will introduce the article in focus and Amanda Pentti is a Principal Project Officer on language learning. take note of the beliefs or values of the artist - the the Global Schools and Languages team within essence of the article. We will also share the Curriculum, Teaching and Learning, State Schools practical ideas for student activities which provide – Performance, Department of Education and opportunities to develop Critical and Creative Training, Queensland. She has worked as a Prep- Thinking and Intercultural Understanding. The topic Year 10 Japanese educator across state, Catholic of the article in focus, Art using ‘rubbish’, connects well with Sustainability as a cross curriculum and independent schools since 1992. Amanda has priority. contributed to the writing of languages curriculum materials for Queensland schools in the late Teachers are also encouraged to share and discuss 1990’s and again in the mid 2000’s. She currently activity ideas using materials from the Click Nippon serves as Information Officer for the Australian website. Federation of Modern Language Teachers *The Japan Forum - a public-interest incorporated Associations (AFMLTA), a role that she has held for foundation based in Tokyo four years. Amanda also serves as the Secretary of the Modern Language Teachers’ Association Biography of Queensland (MLTAQ) and has held roles on the Yoko Nishimura-Parke: As a senior education Executive Committee since 2000. officer at the NSW Department of Education, Yoko Nishimura-Parke developed numerous language learning resources for school language education during 1998-2015. Yoko also co-authored the Japanese textbook series, Mirai and iiTomo series, published by Pearson Education Australia. As an appointed writer with the Japan Forum, Tokyo, Yoko is now creating ideas for classroom activities using articles from the Click Nippon website, which is distributed to subscribers in many countries as Click Nippon News. Junko Nichols: Junko Nichols has taught Japanese and English as a Foreign Language at pre-primary, primary, secondary and tertiary levels in Japan, China, England and Australia over the past 20 years. She has taught at a Japanese immersion program at Central Queensland University and has been involved in language teaching and language teacher training at a variety of schools, using a range of methodologies and approaches. Making keigo more Differentiating the Japanese Bilingual visible within the learning of hiragana - Education: An Alternate classroom with no romaji in sight! Method of Learning

Dr LuLu Vitali Mariel Howard John Webster Lowther Hall Anglican Grammar School Swan Christian Education Association/ Catholic Taku Hashimoto Education WA/ Kalamunda Christian School Abstract Wellers Hill State School In contemporary society the politeness system Abstract Abstract (particularly the use of honorifics) is undergoing The key objectives of the Australian Curriculum Wellers Hill State School is dedicated to maximising complex changes which challenge the practices should be the same for all students, but the learning opportunities for all students. As a result and expectations of both native and non-native program as implemented must offer alternative of exploring alternate evidence-based models of Japanese speakers. This presentation will draw pathways to students with special educational learning, WHSS launched its Japanese Bilingual upon elements of my research to demonstrate how needs. (ACARA, 2012). One of the challenges of Programme in 2014. Research relating to the keigo is one feature of the language that both native Japanese education is ensuring that all students, benefits of bilingual language learning indicates that and non-native speakers engage with keigo in a regardless of ability and previous experience with children who learn in a bilingual environment have similar way – that they are both conscious of their the language, can start from the level they are at in significant changes to the neuro plasticity of their status as learners. It will discuss the ways in which their hiragana acquisition and still keep up with the brain. Brain changes in neuro plasticity increases ‘ideologies’ of Japanese speakers are constructed common curriculum for the year group. a student’s ability to switch between tasks and and the variable ways in which speakers engage improves their ability to maintain attention. To with keigo. The answer is not scaffolding weak or new students with romaji. Use of romaji often leads to maximise these benefits, children should be The presentation will discuss the role that poor pronunciation as well as delay in mastering engaged in language learning from an early age, Japanese teachers play in shaping the ideologies hiragana. Furthermore, having to learn the with the WHSS programme commencing in Year of students and the ways in which their own pronunciation of the phonetic romaji that is so One. ideologies as language educators can influence the different from English will result in an increased At Wellers Hill State School students spend 50% ways in which students view the use of keigo. It will rather than reduced cognitive load as intended. of their school week studying the Australian suggest ways in which teachers can make keigo This session shows several ways to differentiate Curriculum in English with the remaining 50% spent can become more visible within the classroom and studying the Australian Curriculum in Japanese to generate discussion around the extent to which: the learning of hiragana, as well as clever ways to practice and assess hiragana without the use as well as studying a Japanese Literacy and keigo is still relevant and valuable in contemporary Numeracy component. society, and the extent to which it is still relevant of romaji. It is based on the notion that Japanese and valuable to learn. Particular focus will be given reading ability is a process that, just like the All Japanese teachers at Wellers Hill State School to the Australian Curriculum in this presentation, students' first language, often takes years to are Japanese Nationals who hold Australian however, tertiary level educators will also find it master, especially in primary school level. The teaching qualifications. Wellers Hill State School relevant. characters must be learnt in the context of words uses an authentic CLIL (Content and Language rather than in isolation, and each new word offers Integrated Learning) approach in the bilingual Biography another natural opportunity to revise the characters programme. The Wellers Hill State School LuLu Vitali has been teaching Japanese in Victorian that form that word. Teaching the hiragana chart Japanese Literacy and Numeracy programme Secondary schools for the past fifteen years. once at the start of the program and then assuming is unique to Wellers Hill and is developed as a Currently she is Head of Languages at Lowther that students can read and write does not work, spiralling curriculum building on and reinforcing the Hall AGS. In 2015, LuLu completed her Doctorate neither does it cater for newcomers. Students previous year’s content. at The University of Melbourne exploring the use of move from individual character recognition level to Japanese honorifics by both native and non-native being able to read word and sentences at different The objectives of the Wellers Hill State School speakers of Japanese. rates. It is therefore essential that all reading Japanese Bilingual Programme are: and writing activities, including assessment, are To improve student learning and outcomes through differentiated to cater for all ability levels. the development of additional neural pathways. Biography To provide a Japanese bilingual and global Mariel Howard is a K-12 Languages consultant education. for Catholic Education WA and Swan Christian Education Association. She has 14 years of To enable students from all cultural backgrounds experience in K-12 Languages education in to discover and integrate Japanese linguistic and Australian and Japan. Mariel has presented cultural experiences into their life. extensively in Australia and New Zealand, including To support the learning of students by teaching NSJLE 2012 and 2014 and AFMLTA National Japanese vocabulary linked to the Australian Conference 2013 and 2015. She has published two Curriculum as well as other subject areas in order articles in NSJLE official proceedings journals, to enhance students’ use of spoken and written one on primary level speech contests and the Japanese. other on changing teacher attitudes towards CLIL. As well as consulting in Languages education, To use real texts, concepts and functional Mariel teaches Yr 6 Art in Japanese using the communication in order to promote the application CLIL pedagogy and is studying towards Master of language in the real world. of Educational Leadership. She is the winner of JLTAWA Japanese Teacher Award 2012 and was To assess students’ progress using a variety of nominated for the MLTAWA Hilde Dixon Languages assessment formats including oral, written and Award in 2015. Originally from Finland, Mariel’s culturally appropriate assessment. passion for Languages has prompted her to learn To ensure students are able to communicate her sixth language. effectively in all four skills of listening, speaking, reading and writing, in both English and Japanese. To aim for students to be conversationally fluent by the end of Semester Two Year 3 and technically fluent by the completion of Year Six in both spoken and written Japanese. Biography John Webster has been a teacher for 31 years with Training students Collaborating for 29 of those years as a Principal. John commenced for work 'readiness' advocacy his principalship in small schools in Western Queensland, moving through medium sized school - Japanese work- to his current school which is Wellers Hill State integrated learning (WIL) Mayumi Mitsuya School in central Brisbane. John is married to Sue Cathy Jonak and they have two children, James and Laura. The Japan Foundation, Sydney Dr Kumiko Katayama Taku Hashimoto has joined Wellers Hill State Griffith University Abstract School since the start of the Japanese Bilingual Australia has the fourth largest number of learners programme, after spending five years of LOTE Abstract of Japanese in the world (Survey report on teaching in several schools in Queensland remote Griffith University in Queensland recommends that Japanese-Language education abroad 2012), and areas. Taku is passionate to designed and created students in all its degree programs and courses Japanese is the most learned language in primary units of work, resources and assessments for have work-integrated learning (WIL) experiences. and secondary schools. However, in many regional The research shows there are significant benefits Japanese Literacy concepts and organising areas there are very limited opportunities to to which WIL curricula provides students including sequencing of cultural events and experiences connect with Japanese language and culture, and for both bilingual students and non-bilingual professional/disciplinary skill and knowledge development in the context of application/ this can lead to Japanese language learners feeling students, such as Demon visiting in classrooms disengaged from their learning. in Setsubun, nagashi somen, kakigori , ehoumaki employment (Abeysekera, 2006; Coll & Zegwaard, etc. Taku has initiated the use of soroban in the 2006; Noble, Macfarlane, & Cartmel, 2005; Crebert, Recently Japan has been losing its economic power Bates, Bell, Patrick, & Cragnolini, 2004) and work bi-lingual programs to enhance neural plasticity in and as China’s presence has been expanding, 'readiness' (Crebert et al., 2004; Forbes, 2004; cognitive functioning. It is a concrete visualization stakeholders’ interest in Asian languages has been Gibson et al., 2002). As the demand for graduates tool and has helped students to understand the to possess employability skills (Holt et al., 2004) shifting from Japanese to Chinese. Faced with this basic fundamentals of mathematics. Taku also has or graduate competencies (Coll & Zegwaard, situation and the decline in languages in schools filmmaking background when he was in Tokyo, he 2006), increases, there is an obvious benefit and in general, the Japan Foundation, Sydney (JFSYD) creates a lot of videos for students teaching and advantage for students engaged in WIL curricula has come to recognise that advocacy for Japanese learning, and video marketing purposes for school. because of the increased likelihood that they will language education is critical, and has implemented Taku recently bought a house to live with his wife; develop in these areas as a consequence of that two programs, Nihongo Roadshow and the School Taku is very excited with his commitment in both engagement. Leader Fellowship Program. work and his life. Based on this principle, I have been offering a The Nihongo Roadshow provides games and Japanese WIL program at the Gold Coast campus activities to encourage and inspire learners of of Griffith University. This program is offered as a Japanese, professional development opportunities component of a third year Japanese course. The for teachers and includes a focus on advocacy. The WIL component involves 20 supervised hours in a School Leader Fellowship Program provides an workplace and the goal of this experience is to offer opportunity to school principals and administrators students the opportunity to experience a workplace to explore Japan and gain an understanding of the where Japanese is used and prepare for their benefits of Japanese language learning to their entry to a career. Prior to the WIL, students are trained within the classroom to use the formal and students. vocational language used in various contexts. They In this presentation we will outline the Roadshow are also introduced to Japanese business manners. and Fellowship programs, and report on the WIL gives students the opportunity to use this outcomes of the programs based on feedback from classroom learned language, develop confidence in participants. We will then consider how the JFSYD, their language ability, prepare for entry to a career classroom teachers and other stakeholders can and be evaluated on their ability in an authentic context. combine our strengths to advocate Japanese in schools. This program has been successful as feedback from students and our industry partners (IPs) are Biography both positive and some students are offered a Mayumi Mitsuya is currently Language Consultant job or internship after the completion of the WIL at the Japan Foundation, Sydney. Mayumi taught component. Japanese in language schools and universities in various countries before joining the Japan Biography Foundation, where she has been involved in teacher Kumiko Katayama is a lecturer in the School professional development around Australia and of Humanities, Languages and Social Science, New Zealand, and resources development. Griffith University Gold Coast Campus. After completing her major in Japanese language Cathy Jonak is currently Language Consultant teaching as a forein language at University of at the Japan Foundation, Sydney. Cathy taught Tsukuba, Japan, she has been teaching Japanese Japanese in high schools in Sydney before joining to different levels of learners for many years. She the Japan Foundation, where her work includes published two CD-ROM materials for elementary teacher professional development around Australia and advance Japanese learners, which have and New Zealand, and resources development. been distributed nation wide and internationally. She also teaches Japanese society and pop culture couse, which is quite popular and has a good repulation. Her research interests include teaching methodology in Japanese language and the application of the Sociocultural Approach in second language teaching and learning. In her PhD study, she investigated students’ dialogues during collaborative group work to identify what roles English as a midium of communication play in their second language learning. She is curretly a coordinator of the Japanese program at Gold Coast campus. Differentiation and Deep Using the Language Targeted Interventions Learning Learning Space for Reading resources to support Comprehension in Junior Noburo Hagiwara implementation of the Japanese Kolbe Catholic College Australian Curriculum: Abstract Japanese Nathan Williams Carol Tomlinson suggests that “in a healthy Bundaberg North State High School classroom, what is taught and learned is relevant to students, personal, familiar, and connected to the Kylie Farmer Abstract world they know.” Stop a moment and have a look Languages Education Consultant Bundaberg North State High School has at our own language classes. successfully partially implemented ACARA Abstract (Languages) before the development of Queensland Are my students enjoying learning Japanese This session will introduce teachers to the wealth C2C resources. This presentation will present language? of free resources available on the Language the school as a case study to Japanese teachers Learning Space (lls.edu.au) for Japanese including: from different states and territories, providing Are my students engaged in learning? insights into how a rural school has overcome the Are my students engaged in deep learning? Demonstration of a range of game-based student negative stereotype of language learning and is challenges in rich graphic novel format with strong slowly building a more rigorous and successful Are my students given the process and method to cultural connections for students in years 5-9 Year 7-9 Japanese program. In Semester 1, 96% of demonstrate their understanding, knowledge and students in an accelerated Year 7 Japanese cohort skills? Information and demonstration of some of the receiving an "A", and the other 4% receiving a "B"; 1000+ teaching resources, and how these can and 97% of students in our mainstream cohorts Are my students obtaining necessary skills for their be stored, shared and used to create learning received >"C" (22%=B, 75%=C). In Semester 1, 85% future? pathways for classes and individual students of students in mainstream Year 8 Japanese cohorts received a "C", and 22% a "B". This presentation In this session, participants will be challenged with Indication of how resources are aligned with the will begin by showcasing our 7-9 Scope and these questions in order to build a differentiated Australian Curriculum: Japanese Sequence, Assessment Items, Marking Rubrics, class and to provide students with a sense and Japanese Reading Comprehension activities. Introduction to and exploration of the range of of satisfaction in learning not curriculum coverage. Explicit Instruction, QAR, Literacy Warm-Ups, and 6 professional learning resources that will appeal to Steps to Reading Comprehension will all be quickly Biography teachers of all year levels modelled to demonstrate how to use the strategies Director of Innovation at Kolbe Catholic College in Biography as a means for intervention to target students at WA and an Apple Distinguished Educator. Author risk of achieving a “D” or “E” to create the potential Since 2006, Kylie has worked as a Languages of "HAGiPOD" podcast series in iTunes Store, for them to achieve a “B” or “C”, as well as 7 Steps Japanese courses in iTunes U (e.g. "Japanese Step Education Consultant and in this role has managed to Writing Strategies to develop written ability 1", "Japanese Stage 2" and "Japanese Stage 3") and and worked on a wide range of projects relating to within a short amount of time. The presentation "Have Sum Fun" numeracy series in iBooks Store. Languages Education at a local, state and national will continually visually illustrate how I am using level. In 2015-2016, Kylie managed the AFMLTA Japanese to teach English concepts and visa versa Australian Curriculum: Languages Professional by teaching the same cohort of Year 8 English Learning program which was delivered to over students for Japanese, and how this improves the 1500 teachers of Languages in all Australian confidence in students at being able to become states and territories. She also manages a number bilingual. The presentation will be engaging and of other Professional Learning Action Research encourage the interaction of the audience to Projects including the Bastow Leading Languages demonstrate strategies, and resource kits will be Program with Melbourne Graduate School of handed around the room for teachers to take home Education, the MLTAV Mentoring for Beginning strategies to trial. Teachers and the MLTAV Bilingual Schools Network. Biography She is currently providing Professional Learning Nathan Williams JP began his career in the and Consultancy services in Languages through Department of Education, Employment and Independent Schools Victoria and the Catholic Workplace Relations (DEEWR), in Canberra, while Education Commission of Victoria. Through her studying his Bachelor of Education (Japanese), AFMLTA role, Kylie is regularly involved in Advisory before becoming a predominantly English teacher in Groups relating to Languages at a National Level, a small country school with high behavioural issues including the ACARA Australian Curriculum: and low literacy students in North Queensland. He Languages National Panel Meetings. Kylie is then worked with accelerated and high literacy acutely aware of current issues and policies students with multiple IEPs in Central Queensland, affecting Languages Education and is committed to while completing his Masters of Education (ESL). supporting Languages teachers across Australia. Finally, he returned to his hometown in Bundaberg where he has been working in a typical mainstream Kylie was also the co-ordinator of the Japanese regional Queensland town teaching students with Bilingual Program at Huntingdale Primary Bilingual average literacy levels. By teaching the same School for over 10 years. She has shared her cohorts for English and Japanese, he has had the knowledge and passion for Japanese and bilingual ability to view the teaching of Japanese from a very education at a range of conferences including unique perspective by using a range of first literacy the Teaching Japanese as a Second Language techniques from English to target students at risk Conference in Tokyo. of not passing and move them to higher ability bands. Nathan is currently the Year 7, 8, 9 Japanese Coordinator and Year 8 English Coordinator, and is studying a Masters in International Relations. He hopes that within his first 2-3 years at the school, he can grow a Year 7-10 Japanese program with 95% of students receiving either an A, B or C. Voices of students: Taking Assessment Media Studies - a new Secondary school Online with Education approach to secondary student decisions on Perfect and Languages in Japanese Japanese language Action learning in Regional Kelly Harrison Victoria, Australia Trudi Wigg San Sisto College Education Perfect Abstract Abstract Japanese Media Studies is a Year 10 Content and Masako Chikushi Language Integrated Learning (CLIL) program Are you maximising the motivation of online Ballarat Clarendon College introduced in 2016, which involves the teaching learning and assessment with your students? of content (Media Arts) and language (Japanese) Abstract Education Perfect is here to help! This is a simultaneously. This approach requires the explicit Over the past decade, there has been a growing demonstration of Languages in Action, a course teaching of language, as and when it is needed awareness of the declining number of students in for Japanese Beginner, Intermediate and Advanced to support the students in their content learning. second language education in secondary schools students covering vocabulary, grammar, and The course covers the topics of Japanese cooking in Australia. When looking at the current state of culture with listening, reading and writing activities shows, animation, advertising and representations Japanese Language Education knowledge around all neatly bundled in Education Perfect Smart the challenge of engaging students in second of women in the Japanese media. Lessons. The demonstration will also provide an language learning is important for understanding students’ perceptions about their learning. The introduction to Education Perfect’s hiragana writing The course is opt-in and still covers the essential individual stories of their learning experiences and component, as well as online assessment features, grammar and vocab from the standard Year 10 choices involved in learning a second language is including Proficiency Testing, and what we can offer Japanese. The class covers more than double fundamental. My research aims to identify student teachers to support reporting and differentiated the amount of content of the standard course voice in order to understand students’ meaningful curriculum. within the same time frame. The efficiency participation in Japanese language learning in and effectiveness of the CLIL approach allows relation to the students’ academic, social and Biography this. Teacher observation and student results Trudi Wigg, Implementation Expert community life. If students are alienated rather than suggest that student proficiency and motivation engaged in learning, then it is likely that they are Trudi has joined the team as an Implementation have improved dramatically. The course is also similarly alienated in developing and understanding Expert after working as a Japanese teacher at being analysed for effect size according to the importance of learning a second language. Bayfield High School in Dunedin, and Mission Visible Learning principles. Student feedback Through individual interviews and observations, has been extremely positive and the students I have analysed students’ real-life experiences Heights Junior College in Auckland - who are the are reporting significant improvements in their in Japanese language learning. Students who 2015 LP World Champions! Formally an executive are currently taking Japanese classes have been on the NZAJLT Committee, she successfully Japanese confidence. Teacher motivation has also interviewed as well as students who discontinued implemented Education Perfect in her classroom increased – seeing the students flourish due to the learning Japanese. In this way, I have reached an for a number of years, and is excited about helping engaging nature of CLIL has been very encouraging. understanding of some of the various factors that teachers and students in other schools to make The class is full of laughter and a sense of influence the decision making process to study the most out of their subscriptions. She is also accomplishment. or not to study Japanese. The analysis, from the working on our Education Perfect World Series and The short term successes of the CLIL approach at stories of the students along with observations Northern Hemisphere Language Championships San Sisto means that there are plans to extend the and immersion in a school culture, will add to the teams. nuanced understanding of the secondary school use of this methodology next year. students. This research will enhance student Biography language and cultural understandings leading to them becoming more self-aware and productive Kelly has been teaching Japanese in Queensland citizens in a global world. The benefit of the for six years and has been researching and using research centers on gains for individual students the CLIL pedagogy for the last two years. In addition and their language learning. This makes student- to developing the new subject of Japanese Media centered learning visible. It also adds value to Studies at her school in Brisbane, Kelly and her Japanese teacher education. It is essential to colleagues at San Sisto College run a unique and provide advocacy for all students and educators innovative immersion-style Japan trip in Kumamoto so the focus on regional students is beneficial prefecture. Kelly studied Japanese at the University for both the local community, state, national and of Queensland and completed a one year exchange international levels. at the Kitakyushu City University. Her teaching interests include bilingual education programs and Biography curriculum development. She has presented on the Masako Chikushi graduated as a Primary and topic of CLIL numerous times in the past two years, Kindergarten teacher in Japan. She has taught at including at the 2015 AFMLTA Conference. Catholic, Private and Government Primary and Secondary Schools in Australia and at the British International School, Bangkok for 17 years. Masako currently teaches Years 5 to 12 Japanese language at Ballarat Clarendon College in Victoria; where she is the Head of Japanese. She coordinates the Japanese Language Teachers’ network in the Ballarat region. Masako is a Clinical Specialist at the Bastow Institute of Educational Leadership in the Leading Language Course. She has been employed by Federation University since 2010. Masako has developed the Language Curriculum Methodology course for Pre-Service Teachers. She is currently undertaking her PhD study in the area of Japanese Language Learning focusing on student retention. She has considerable experience in leading educational tour groups to Japan. Masako has established a business consultancy for overseas trips, business, relocations and language education – www.masakointernational.com.au Code switching for My iJourney; Creating Discover Japan as the student control of L2 valuable learning ideal school tour communication experiences through destination integrating iPads into Susan Taylor the learning workflow Mariko Tatsumi Brighton Beach PS, St Mark’s Dingley PS Japan National Tourism Organisation Brianna Winsor Abstract Brisbane State High School Abstract Code switching for student control of L2 Would you like to discover Japan with your communication Abstract students? This paper explores the idea that code switching Do your students currently have iPads (or tablets) The aim of our presentation is to encourage enables functional communication with full student for learning? Is your school considering it? Does it Japanese language teachers to organise school control from the beginning of language learning. all feel a bit overwhelming? It did for me too! But tours to Japan. We provide the latest updates Furthermore students quickly begin to identify as don’t worry. I would like to share my story of how in regards to travelling in our country. These in under 1 year I managed to transform the way my L2 speakers. Student response has been stunning. updates will help not only teachers who have never students and I use iPads in the Japanese classroom organised school trips to Japan before, but also to enhance learning. Focussing on high frequency words, my aim has well-experienced teachers for organising their next been to de-construct the language classroom I will discuss how I continue to integrate the use trip. walls and build a culture in our school community of iPads into my lesson workflow and the effects where Japanese becomes a normal, comfortable, it has had on my pedagogy and my students’ The Japanese Government holds school tours to expected and easy communication option learning including improved student engagement Japan in high regard and this attitude is clearly everywhere all the time. and outcomes, extending learning beyond the demonstrated in the draft “Action Programme classroom, freeing up more time for interacting and towards the Realization of a Tourism Oriented I propose stepping stones between English and supporting students in class, and even reducing my Country 2015” which highlights all the practical Japanese. Each step being neither fully English own workload and stress! policies. As Japan National Tourism Organization, nor fully Japanese is a powerfully creative zone Students at Brisbane SHS participate in a BYOD iPad we recognise that school trips are significant to engaging high flexibility of mind. Teacher anxiety program. For almost two years I simply used the overall tourism as students have the opportunity to have ‘correct’ language must therefore be iPads as a “tack on” to my regular program, which to gain a deeper understanding of Japan which put aside to create the environment for creative included the standard things like paper notebooks, helps build good relationships between other experimentation. textbooks, worksheets, MP3s etc. The iPad was countries and Japan. Moreover, school trips have basically a tool for playing script game apps, vocab the potential to influence young travellers to visit This session will outline the stepping stones, share quizzes, internet research and word processing. multiple times through their continued interest. the teaching approaches and student/teacher/ I basically used it as a “reward” after the “real community responses, and lead robust discussion classwork” had been completed. An extraordinary time is awaiting you and your about the possibilities in this idea. It wasn't until the start of this year that I started students in Japan! to realise the endless potential these devices offer Biography Biography Susan Taylor has been pushing Japanese teaching and started utilizing them as an integral part of the learning process. Come along as I share my Mariko Tatsumi is the Executive Director of the towards the best possible learning experience transformational practice that includes activities Japan National Tourism Organization (JNTO) Sydney for students for the past 12 years. Susan’s for: office, which promotes Japan as a wonderful travel primary teaching classes have always been 30-40 destination in the Australian and New Zealand minutes once per week. Meeting the challenge of * sharing resources and differentiating learning * regular formative assessment and data collection markets. One of their most important target curriculum expectations within this framework, * giving students timely, detailed and meaningful markets is school tours for students who are Susan has explored visible learning, invented tools feedback studying Japanese language. She was Executive such as foam blocks to construct sentences, * facilitating collaborative group work and online Director of JNTO Frankfurt from 2004 to 2008, applied student voice, differentiation and growth peer-feedback and was Special Officer for the MICE (Meetings, mindset to her Japanese teaching context and * creating online learning communities Incentives, Conventions and Events) division at is currently using a CLIL approach. Susan has * flipping the classroom Japan Tourism Agency from 2012 to 2014. She has been active in professional learning communities * improving pronunciation been at JNTO Sydney since June 2015. She has including leading a Multi Lingual Learning * practising speaking, listening and digital note a wealth of knowledge and will provide you Community with the Catholic sector in 2015. She taking trustworthy advice on what to see and do in Japan. has a ‘let’s talk’ approach where sharing practice * building meaningful relationships with students and inviting dialogue is warmly welcomed. * practising language and creating digital content in an authentic context Biography Brianna started learning Japanese at primary school and her family regularly welcomed exchange students. A school trip to Japan in year 11 inspired her to then go on a 1 year high school exchange gap year. Her qualifications include a Bachelor Degree in Language and Applied Linguistics from Griffith University, and a Graduate Diploma in Education through the University of New England. In 2010-11 she taught English in Japan as an ALT at junior high school and kindergarten. In her 7 years teaching Brianna has gained experience teaching Japanese to primary and high school students, as well as adults. Brianna currently teaches grades 7-12 at Brisbane State High School QLD. This year Brianna is participating in "Towards Transformation”, a professional learning program in which educators strive to achieve best practice by trialing, testing and reflecting on various digital innovations to enhance and evolve the way students learn.