Paper short abstract:

Metrolingualism challenges the view of language as static and enumerable. I pose questions to the fundamental assumptions in the field of JSL in order to better depict our future challenges. In so doing, I discuss the developmental theory of Vygotsky, the CEFR-CV, and the Action-oriented-Approach.

Paper long abstract:

Underpinning Pennycook & Otsuji's metrolinguialism, a bricolage of rich and dynamic communication practices pervading urban space, is the massive movement of people through a newly globalized world. As such, metrolingualism fiercely challenges the view of language as static and enumerable. Such an essentialist view of language, however, forms the basis of assumption and has gone almost unquestioned in the field of JSL. This forces us to also reconsider the very foundation of JSL which has heavily relied on the institutional system of "schools."

It is worth noting that the view of language and of language education that purports to teach a solidly defined Japanese language or "correct Japanese" effectively by setting learners in competition with one another through score evaluation is highly compatible with current neoliberal political and economic trends. To the extent that "Japanese in the classroom" differs from real language usage and is somewhat artificial in experimental research labs, JSL classrooms will be limited in coping with the fluid and dynamic reality of the language that the most learners hope to learn.

Yet when confronting the fact that the disparity in educational opportunities is closely related to language proficiency, it may be useful to reaffirm the merits of written over spoken speech in terms of accuracy of information transfer. In that sense we should recognize the value of accumulated efforts over the years in the field of Japanese language education.

We cannot pretend there are easy answers to these questions. We may, however, find clues to approach the matter if we shift the paradigm from viewing learners as "passive indivi.duals" to "social agents," as Picard & North claim.

In this presentation, rather than engage in a technical discussion on teaching JSL, I pose questions to the fundamental assumptions in the field in order to better depict our future challenges. In so doing, I discuss the developmental theory of Vygotsky, the CEFR-CV, and the Action-oriented-Approach

Paper short abstract:

This study discusses how local Japanese language teachers and native Japanese speaker (NJS) assistants work together, what roles NJS assistants play, and how they collaborate with the Japanese language teachers to teach their classes at secondary schools in the state of 'A' in Australia.

Paper long abstract:

While many educators teaching Japanese language at secondary schools outside Japan, particularly in Asia are non-native Japanese speaker teachers, native Japanese speakers (NJS) more than often serve as assistants in class, which is regarded as team teaching (TT). Recently TT is gaining popularity as a way of teaching at secondary schools in some Asian countries. However, TT does not always work effectively, and some problems in such arrangement have been reported. In multilingual and multicultural Australia, where learning Japanese has been popular, NJS assistants have participated in Japanese classes since 1980's. NJS assistants used to be dispatched to Australia from Japan by Japanese government or private organizations, but they seem to be shifted to Asian countries such as Thailand and Indonesia. NJS assistants are hardly seen recently in most states in Australia. On the contrary, in the state of 'A' the Ministry of Education and secondary schools have been actively recruiting NJS assistants to teach Japanese there.

　　　This study examines how local Japanese language teachers and NJS assistants work together, what roles NJS assistants play, and how they collaborate with the Japanese language teachers to teach their classes at school. This study is based on the research conducted at 6 secondary schools where both Japanese language teachers and NJS assistants teach together in the state of 'A' in Australia.

　　　It discusses the required roles for assistants and the examples of collaborative teaching in Australia, comparing with the results of same surveys which the author conducted in South Korea, Thailand and Indonesia. In addition, this study discusses the matters associated with assistants in Japanese language education at secondary schools, which is at the same time closely related with the national education and diplomatic policies. The concept of National curriculum at the secondary school level in Australia includes plurilingualism and pluriculturalism. This study shows the current states of Japanese language education at secondary schools outside Japan and can contribute to Japanese language teacher training courses in Japan and will benefit in professional development in relevant countries where Japanese is taught.

Paper short abstract:

This qualitative study explores how Japanese language teachers acquire the attributes and abilities for their own CDC. Based on the findings from a life course interview with in-service teachers, the study will posit key features of effective professional learning in light of the CDC development.

Paper long abstract:

The primary interest of this study lies in the professional learning and development of the language teacher as practitioner-researcher. Against a background in which the cultivation of Competences for Democratic Culture (CDC) is increasingly debated as a key principle in the context of language education throughout Europe, this study explores how language teachers acquire the attributes and abilities for their own CDC, as well as skills for teaching CDC, through their educational practice, which may be said to constitute the front line of intercultural contact.

In order to obtain descriptive knowledge on the above-mentioned question, the authors carried out qualitative research into the life course of Japanese language teachers. A small number of experienced teachers with various teaching contexts, including primary education for heritage-learners, higher education, and adult-education, were recruited as participants. These teachers were based in western European countries, such as France, Germany, and Italy, and had actively engaged in presenting their knowledge and practice to their peers. The main data used for analysis are the participants' comments elicited through a semi-structured interview with them. A pre-interview questionnaire for the participants' background information, as well as their teaching diary and written accounts of their teaching practice, were also used as supporting data. Through repeated reading and coding, the authors attempted to reveal critical incidents and opportunities that the participants perceived to have effectively contributed to their professional learning development.

The results indicate the following factors might contribute to teachers' professional learning and development: teachers' geographical relocation and their day-to-day experiences as members of linguistic and cultural minority communities; chance meetings that challenge their views on education; the emergence of 'teacher learning communities', triggered by their participation in continuous professional development programmes, during which teachers engage in deeper dialogic learning and reflection. In the presentation, the authors will discuss these findings in the light of teachers' development of their own CDC, and consider approaches to the design of continuous professional development programmes that support their sustainable learning as educators.