Issues and Practices of Overseas Japanese Language Teacher Training and Practicum

An Australian Case Study

Abstract

This paper examines practices of Australian Japanese language teacher training and practicum, using a case study of one university. Three key aspects of Japanese language teacher training in Australia were identified. Firstly, Australia hosts a large number of Japanese learners in primary and secondary schools, which makes it essential to train primary and secondary teachers. Secondly, no systematic training is currently being offered to develop Japanese language lecturers for tertiary institutions. Thirdly, Australia hosts many teacher-trainees from Japanese universities who engage in short-term teaching practice. This paper introduces the Japanese language education practices of the university from two perspectives: Communities of Practice and Boundary Crossing. Through these perspectives, the paper demonstrates how Japanese language educators contribute to teacher training by providing opportunities for experiential learning through solid Japanese language education practices. In the case study, the Japanese language program aims to nurture learners' abilities to connect to others through using Japanese. This paper finds that the teacher-trainees' engagement in the program fosters their development as future teachers of Japanese language.