Innovative Language Education Symposium


Overview Innovative Language Education Symposium


Day 1 Thursday 5th September

Event opening, Keynote, Round table discussion and cultural events.

  12.00pm-12.30pm Registration and Refreshments

  1.30pm-2.00pm Opening Ceremony with Invited VIP Speakers

  2.00pm-3.00pm Keynote: Angela Scarino and Michelle Kohler Innovative
  Language Teaching

  3.00pm-3.30pm Afternoon Tea Break

Participants: Angela Scarino, Michelle Kohler, Joe Lo Bianco, John Giacon, Introductory comments by Kent Anderson followed by ten minute presentations by the table participants then a Q&A session.

  5.00pm-8.30pm Traditional Chinese music from Yu Yiping followed by Conference   Networking Dinner Sir Roland Wilson Building – Room 1.02 (for the performance)   Sir Roland Wilson Building – 3rd Floor Foyer & Room 3.03/3.04 for the   Networking Dinner

Day 2 Friday 6th September

Keynotes, pedagogy, South East Asian and Pacific languages, language policy and more.

  8.30am-9.00am Registration and Refreshments

  9.00am-10.00am Keynote: Joe Lo Bianco - Language Education in the Asian

  10.00am-10.30am Morning Tea Break

Parallel 1 – Angela Scarino and Michelle Kohler: Innovative language pedagogy

Innovative language pedagogy will be discussed in this seminar

Angela Scarino and Michelle Kohler

Abstract: Innovation through reconceptualising the nature, goals and outcomes of the teaching and learning of languages

In offering this paper, we recognise that the notion of ‘innovation’ has to a certain extent become sloganized and that it is often meshed, uncritically, with technology and its associated sense of novelty. In this paper, we offer a different perspective - that is, in our sense of ‘innovation’ we foreground ‘knowing’ and consciousness about the exchange of meaning.

Parallel 2 – South East Asian & Pacific (Yuri Takahashi, Jenny Homerang, Zara Maxwell-Smith and Ngoc Yen Le Hoang)

South East Asian & Pacific languages will be discussed in this seminar

Yuri Takahashi

ANU Online Burmese course – an effort to create learner-friendly materials

ANU is the only University in Australia having Burmese course for a degree (Minor). From 2019 this course is being offered as a new online program. The pedagogy of teaching Burmese as a second language for foreign adult learners is still not developed enough. My basic teaching approach at ANU is teaching Burmese as a University subject, is to encourage the next generation of scholars who have good reading ability together with speaking proficiency with a deeper understanding of Myanmar’s people. Although the current two-year course is not enough to achieve this goal, it is successful to provide the students with good foundational knowledge to approach authentic materials. Through demonstration of some programs including videos and audio materials that I designed for the online course website, I intend to discuss the importance of creation of learner-friendly materials.

Jenny Homerang

Tok Pisin: Online teaching of a Pacific creole.

With more than 800 languages spoken in Papua New Guinea Tok Pisin is the bridge which unites the diverse peoples and cultures of Papua New Guinea. It is spoke by over 5 million people and is now the first language of over 120,000 people. It is dubbed the 'English' of Papua New Guinea. This is the first time it has being taught online and also in an Australian University. It is not taught formally in its homeland and in a formal educational institution Tok Pisin brings challenges in innovative online teaching. This paper will briefly introduce the Tok Pisin language, its material development and online teaching style.

Zara Maxwell-Smith

Abstract: Speaking the language of computers in Indonesian language education

Interdisciplinary work has been identified as a high-risk, high-reward endeavour. Language teachers often work across disciplines and this talk will add my own lived experience of engaging with computer science to that story. In marked contrast to the very human-centred, interculturally aware language teaching I embraced professionally, my work now requires basic computer programming and complex discussions of how computers process natural human languages. As technologies march into all aspects of our lives, I see benefits for my semi-cyborg Gen Z students as I can now dig deeper into the capabilities of computers to process natural language with them and break down the effects of modern research and translation tools on Indonesian language tasks. This paper will illustrate how I have found interdisciplinary work enables me to innovate and respond to change in my student cohort, before offering a short description of some risks I have seen in my research using speech recognition technologies to record and analyse Indonesian language teaching.

Ngoc Yen Le Hoang

Teaching and learning Vietnamese language online at the ANU

Vietnamese is the 5th most spoken language in Australian homes. Nevetheless, ANU is currently the only university in Australia offering Vietnamese language courses, and all Vietnamese courses are now delivered online. Students enrolled in those courses are diverse, comprising both ANU students and others who enrol through Open University Australia. In this short talk I will present my reflections on my first month teaching Vietnamese language via online mode at the ANU. I will discuss some of the opportunities and challenges for teaching and learning languages online. I will also reflect on some differences between teaching Vietnamese language to non-native speakers in Vietnam and in Australia, and between students with Vietnamese heritage and those with no Vietnamese background. Finally I will present examples of context-based activities for language learning used in my Vietnamese classes at the ANU.

  12.00pm-1.00pm Lunch Break

Explanation of ePub

Participants: John Giacon, Joe Lo Bianco, Angela Scarino. Introductory comments by Mandy Scott followed by ten minute presentations by the table participants then a Q&A session.

  2.30pm-3.00pm Afternoon Tea Break

Innovative Language Pedagogy in Asia (Chan Wai Meng and Sasiwimol Klayklueng)

Language Pedagogy in Asia will be discussed in this seminar

Chan Wai Meng

Abstract: Creating Authoring and Content Management Systems for Blended Foreign Language Learning: The SALLE Projectg

Foreign language learning in an acquisition-poor environment, i.e. one in which the target language is not commonly spoken, can be highly challenging in that learners do not usually get sufficient exposure to or opportunities to use the target language. Furthermore, limited curriculum time and financial resources often exacerbate the problem and restrict standard university language courses to just a few hours of face-to-face instruction per week. It is therefore of vital importance to provide more target language exposure and time-on-task beyond the official contact time. Blended learning, the combination of different modes of learning such as face-to-face instruction with technology-enabled activities and materials, provides a means to extend time-on-task for foreign language learners. This presentation reports on the SALLE Project, a project at the National University of Singapore to create self-access language learning environments supported by customized backend authoring and content management systems that allow language instructors to create and present language learning materials to complement and supplement the curricula of its foreign language courses. Examples of online portals as well as interactive exercises and games created through the SALLE project will be presented and discussed.

Sasiwimol Klayklueng

Abstract: Intercultural Education: Cases of Thai as a Foreign Language

Our world is becoming increasingly globalized, which thus necessitates an increase in cross-cultural communication and interactions. Foreign language educators advocate the development of intercultural competence in foreign language learners to ensure that they are able to communicate effectively in culturally diverse situations and to relate appropriately in a variety of cultural contexts and social transformation. In developing intercultural competence among foreign language learners, pedagogical activities can play a key role in equipping the learners to be sensitized to cultures other than that of their own, to develop sense of cultural belongings and to be critically intercultural individuals and world citizens. Despite the increasing necessity to develop learners’ intercultural competence, there have been issues which may impede the learners’ intercultural development. Literature suggests that foreign language teachers find it a challenge to teach their learners on how to develop intercultural competence as the teachers themselves are unsure of the focal point. In addition, there have been relatively scarce studies on the development of intercultural competence of foreign language learners, particularly from the teachers’ perspectives, not to mention the studies focusing on the area in Singapore. This presentation is part of an exploratory study seeking to investigate the perspectives of teachers of Thai as a foreign language on intercultural development of the target language learners at a university in Singapore. It will discuss key concepts of intercultural language teaching and learning, curriculum, resources, the teachers’ roles as well as perspectives on the development of learners’ intercultural competence. The findings will be drawn from qualitative methods of data collection and analysis including semi-structured interviews and document inspections.

The work of the AIIS in in-country studies in India(Rebecca Manring and Shohei Yoshida)

The work of the AIIS in in-country studies in India will be discussed in this seminar

Rebecca Manring

Abstract: Trends in South Asian Language Pedagogy

We’ve come a long way from the days of language pedagogy via the text-and-translation method to today’s more immersive approaches. A number of major universities across the U.S. offer instruction in such Indic languages as Tamil, Telugu, and Kannada, from the Dravidian family, and a few more institutions also teach Hindi, Urdu, Bengali, and Sanskrit, from the Indo-Aryan language family; harder to find is instruction in Malayalam, Punjabi, Gujarati, and the many dozens of other languages spoken on the Indian subcontinent. The American Institute of Indian Studies (AIIS) seeks to remedy those lacunae with its immersive intensive language programs scattered throughout India.

Perhaps the newest pedagogical approach is that of Project-Based Learning (PBL), in which the various aspects of a curriculum are fully mutually integrated throughout the semester. While PBL works best in an immersive environment where students are actively using their language skills outside the classroom, it can also work quite effectively in a standard university environment.

I will discuss PBL and a few other approaches and demonstrate their application, and will also describe the AIIS programs (which are open to all students, not just US citizens).

Shohei Yoshida

The Japanese Language Education Promotion Law and its outlook

Japan embarked on a new era in immigration when it launched its two new ‘Specified Skill Visas’ on 1 April this year to allow up to 345,000 blue-collar workers into the country in the next five years. Japanese language education for foreign workers living in Japan, which has been left largely up to their employers, is far from sufficient. In reaction, the Japanese Language Education Promotion was enacted on 21 June, 2019 to oblige national and local governments to implement measures to promote and create opportunities for foreigners, including foreign workers, their children and foreign students in Japanese universities, to learn the language.

The speaker will describe the Law and discuss its outlook for implementation and enforcement, such as its possible influence on qualifications for teaching the language, Japanese Language Proficiency Test and the roles of private language schools.

  5.00pm-6.00pm ANU Korean pop group performance and refreshments at Sir   Roland Wilson Building – Room 1.02 (for the performance)

Day 3 Saturday 7th September

Chinese, Korean, Indian, Japanese, in-country keynote and closing ceremony.

  8.30am-9.00am Registration and Refreshments

  9.00am-10.00am Roundtable In-country study (Chair: Rebecca Manring)

  10.00am-10.30am Morning Tea Break

Parallel 3 – Roundtable on Indian Language Education in Australia (Peter Friedlander, McComas Taylor, Stephanie Majcher and Meredith Box)

The panel will present perspectives on Hindi and Sanskrit Education in Australia today and discuss how they see this developing over the next few years. There will be approximately half an hour of presentations by the round table panellists followed by a half hour Q&A session exploring the current possibilities for Indian Language Education in Australia.

In this presentation I will present an outline of what is happening in Indian language education at all levels from primary to tertiary in Australia today. This will be presented in the context of the changing demographics of the Australian population have impacted on the historical development of Indian languages in Australia. I will also highlight the ways in which the different models of governance for education across the states and territories have impacted on the development of Indian language teaching. The presentation will conclude by proposing that new initiatives should be taken to co-ordinate innovative approaches to Indian language education in Australia in order to ensure the delivery of high quality Indian Language education throughout Australia.

Peter Friedlander

Indian Language Education in Australia today

In this presentation I will present an outline of what is happening in Indian language education at all levels from primary to tertiary in Australia today. This will be presented in the context of the changing demographics of the Australian population have impacted on the historical development of Indian languages in Australia. I will also highlight the ways in which the different models of governance for education across the states and territories have impacted on the development of Indian language teaching. The presentation will conclude by proposing that new initiatives should be taken to co-ordinate innovative approaches to Indian language education in Australia in order to ensure the delivery of high quality Indian Language education throughout Australia.

McComas Taylor

McComas Taylor will be talking about Sanskrit education at ANU

Stephanie Majcher

Stephanie Majcher will be talking about Sanskrit education at ANU

Meredith Box

explanation of Meredith Box

Parallel 4 – Japanese (Duck-Young Lee/Marina Hirose, Etsuko Toyoda and Carol Hayes)

Japanese will be discussed in this seminar

Duck-Young Lee/Marina Hirose

Abstract: Teaching the spoken-ness in Japanese elementary course

Japanese has many special features that are unique to its spoken language (typically face-to-face conversation), such as particle omission, sentence-final particles, response tokens, fillers, repeat, repair, inversion and so forth. These features are indispensable to the naturalness of spoken Japanese and should be included in the learning process if a goal of Japanese education is to acquire conversation skills of the language in a natural form. Despite their significance, these features have not sufficiently and systematically been taught in the current Japanese education, especially at the elementary level. This is due to the fact that these features have not been recognised as formal learning objectives by Japanese teachers. However, there is no theoretical or empirical evidence that these features are too difficult for beginners and should not be taught at the elementary level.

This study aims at exploring the adoption of the special features of Japanese spoken language into Japanese education so that learners at the elementary level can acquire these features systematically and thereby can speak Japanese in a more natural manner. It first clarifies how these spoken features have been treated in the Japanese language education by observing and comparing Japanese textbooks published and used in 1980s with those in 2010s. The study will offer a curriculum for the elementary courses of Japanese program that reinforces these spoken features. For the future of Japanese education, it is crucial that course developers and teachers recognise these features as formal learning objectives and include in their Japanese courses.

Etsuko Toyoda

Abstract: Intercultural approach to language education

Multiperspectivity is a key to the avoidance of misunderstandings and conflicts. Ability to see things from multiple perspectives is a product of abundant intercultural experience, critical reflection, and reflexivity (self-reflection). The learning of an additional language is a great opportunity for building such multiperspectivity. Simply learning a new language would enable people to see the world from a different perspective. Language learning, focusing on issues that could generate various views and opinions, would enhance multiperspectivity. Acquisition of linguistic components for accuracy is not a top priority in this era of advanced technology (e.g., online translators). In this talk, I will share some theoretical and practical knowledge regarding intercultural language education. Requisite abilities for appropriate and effective communication are 1) to use fundamental linguistic and world knowledge, 2) to explore issues, 3) to listen to the other without bias, 5) to convey meanings with consideration to the other, 6) to use available ancillae for communication, 7) to critically reflect on experience and information, and 8) to self-reflect. My vision of language education is to enhance these abilities through the use of the target language (Japanese) and other assisting languages.

Carol Hayes

Abstract: Does a flipped lesson + workshop delivery model facilitate student learning?

With the wealth of technology-enabled engagement with knowledge so readily accessible, tertiary education is moving away from the traditional lecture-based format towards a more holistic interactive student focused model. Students of the 2020s demand more learner autonomy and a dynamic blended mode of study that is closer to real lived-experience. As language teachers we must respond to this change and provide students with learning strategies to empower them to take more control of their own learning journey.

Drawing on the findings of a new teaching and learning model initiated in ANU’s intermediate Japanese 3 (JPNS2012), this paper will reflect on how a blended mode of delivery (flipped lesson paired with 2-hr face-to-face workshops matched with two small group tutorial lessons) encourages students to step beyond their comfort zone to improve not only their language skills but also their intercultural communication skills. A central goal is to blend online delivery of content (with some student control over time, pace and place) with face-to-face human engagement and peer interaction, and to answer the needs of students with different proficiency levels. The paper will conclude with reflections on the positives and challenges afforded by this new delivery model to optimise learning.

  12.00pm-1.00pm Lunch Break

Parallel 5 – Chinese (Lynne Li, Xiaoping (Sherri) Gao, )

Chinese will be discussed in this seminar

Lynne N. Li

Abstract: Tracking the Trend of Cultural Learning Styles in Language Education

Global learning is eminent, and the face of today’s classroom needs to assimilate the changes this brings. Educational practitioners are being called on to respect their students' diversity and to generate innovative possibilities that incorporates and transforms this diversity into successful teaching and learning. This paper examines the evolving patterns of language learners' diverse individual differences through the multifaceted lens of cultural learning styles, in order to contribute to an innovative teaching pedagogy. In light of the previous research on cultural learning styles in language education, the role of the cultural dimension of learning styles weighs in on students’ learning, students’ cultural backgrounds and teacher’s teaching styles. The article will eventually delve into the implications of the change in individual learner differences, cultural learning styles in particular. It is also expected to inform creative and innovative language teaching pedagogy in the context of Australian universities, including motivating curriculum and classroom practices, for both undergraduate and postgraduate language learning students and pre-service teachers.

Xiaoping (Sherri) Gao

Abstract: Innovative approaches to teaching Chinese as a foreign language

With advances in modern technology, the last decade has witnessed numerous innovations in second language pedagogy. However, there is a lack of research or systematic reporting on the implementation of innovative approaches in teaching Chinese as a foreign language. This presentation introduces cutting-edge approaches to teaching Chinese as a foreign language, along with their grounding theories and empirical evidence. The focus will be on task-based language teaching and learning and interactions between native and non-native speakers at face-to-face or computer-mediated synchronous/asynchronous settings. A series of online platforms and mobile tools will be introduced in terms of their functions in developing four language skills and communicative competence. This presentation also demonstrates how to examine the effect of innovative approaches using an empirical study as an example. The findings of this longitudinal study show that Skype-mediated conversations are conducive to the development of four language skills and intercultural competencies of Chinese second language learners. The implications of innovative approaches in teaching and future directions in researching Chinese as a second language will also be discussed.

Parallel 6 – Korean (Nicola Fraschini, Chi Seo Won and Narah Lee)

Korean will be discussed in this seminar

Nicola Fraschini

Abstract: Korean language through the Zoom videoconferencing platform:
An instructor’s perspective on online distance language teaching

International strategic partnerships between universities located in different continents and online and hybrid delivery modalities can be used to enable students to approach Less Commonly Taught Languages and increase their interest and participation in foreign language courses. In particular, the University of Denver in partnership with UWA organised a blended on-line real time/off-line Korean language course, to be delivered by UWA faculty to University of Denver students. This presentation wants to discuss various aspects of the design and delivery of this Korean language course, in particular how the technology used to implement the on-line real time teaching component of the course provided at the same time opportunities for improving the more traditional teaching activities but also, in other circumstances, the same technology represented a constrain.

The first part of the presentation will focus on the design process followed to set up the course and how this was adapted from an already existent traditional off-line Korean language unit. The second part will describe how the meeting platform Zoom was used to deliver in real-time the on-line component of the course. The third part of the paper is based on the analysis of the instructor’s teaching diary and of the recorded on-line classes to highlight how students responded to the on-line delivery, and how the on-line delivery presented some improvements but also some limitations when compared to the more traditional off-line class. The discussion will conclude by presenting some reflections on how to improve the potential of blended real time on-line/traditional off-line language courses.

Chi Seo Won

Abstract: Learning in and beyond the classroom: Project work in an advanced Korean as a foreign language course in Singapore - Seo Won Chi & Wai Meng Chan

The paper reports on the use of project work in an advanced level Korean as a foreign language course at the National University of Singapore with 31 students. The project work, an integral part of the course curriculum and assessment, was designed on based on the pedagogical frameworks of task-based language learning (TBLL; e.g. Ellis, 2003), project-based learning (PBL; e.g. Beckett, 2006) and learning beyond the classroom (LBC; Benson & Reinders, 2011). The student projects consisted of three parts, namely, independent research, expert interview and final presentation. Students are required to conduct research on self-selected social, political, economic and cultural topics covered in their course curriculum, and to prepare questions for an interview with a member of the local Korean community on their respective topics. Concluding the project is an oral presentation with a written summary as handout. The project work was design to meet the following pedagogical objectives: 1) to develop students’ ability to conduct and report on research in the Korean language; 2) to enable them to interact with the local Korean community and to learn about the Korean perspective to topics of cultural interest; 3) to develop their competence in all four language skills by applying these in a real-world context. This paper will conclude with a discussion of future plans to investigate the outcomes of this form of project work as well as students’ perceptions about the project work.

Key words: Korean as foreign language, task-based language learning, project-based learning, learning beyond language classroom

Cited Literature:

Benson, P., & Reinders, H. (Eds.). (2011). Beyond the language classroom. Basingstoke: Palgrave Macmillan

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Beckett, G. H. (2006). Project-based second and foreign language education: Theory, research, and practice. In G. H. Beckett & M. T. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 3–16). Greenwich, CT: Information Age Publishing.

Narah Lee

Abstract: Suggestions for Developing Intermediate Level Korean Textbooks

Korean has been one of the most popular foreign languages in the world over the decade owing to the global recognition of K-Pop and Korean TV dramas. While the expansion of the number of Korean learners has been widely acknowledged, the responses to the growing demand for Korean language appear to require more long-term plans and solid structures. Some studies on the education of Korean language as a foreign language commonly discuss the needs of qualitative growth of Korean language education (e.g., Park, 2015; Shin, 2016) along with the quantitative growth. The qualitative growth includes that Korean language learners continue their learning after introductory level, that they extend their study to majoring Korean at undergraduate or postgraduate, and that they finally find decent jobs based on their Korean skills (Park, 2015). To achieve the qualitative growth and satisfy the increasing demand for Korean language education, there is a fundamental necessity that we have good teachers, developed curriculum, a variety of textbooks and relevant cultural programs. In this paper, I focus on the issues with current Korean language textbooks and try to suggest some ideas about developing intermediate level textbooks in Korean language education.

  2.30pm-3.00pm Afternoon Tea Break

  3.00pm-4.00pm Concluding Speech: Kent Anderson and Final Remarks

  4.00pm-4.30pm Refreshments

Updated:  7 July 2017/Responsible Officer:  Director, Culture, History & Language/Page Contact:  CHL webmaster