Exploring the Gaps Between the Intended and Enacted Syllabus: A Study of Japanese as a Foreign Language in Queensland

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McCosker_Peter_Final Thesis.pdf (4.96 MB)

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Vass, Gregory

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Taylor-Leech, Kerry J

Imura, Taeko

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2024-06-20
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Abstract

Japanese is the most studied foreign language in Queensland schools and has held this position unrivalled for several decades. Despite its prominent place within Queensland's educational landscape, there is a lack of jurisdiction-specific data on the current state of Japanese as a foreign language (JFL) teaching at senior secondary level. This study used a sociocultural lens to explore the degree of fit between the intended and the enacted syllabus. The study provides insight into JFL teachers' lived experience and perspectives on the current JFL syllabus being used in Queensland secondary schools, the Japanese 2019 v1.3 General Senior Syllabus. The study revealed that teachers felt under-prepared to teach an overcrowded syllabus, and they expressed concerns at the large skill and language competency gap between the middle and senior years. The study also highlighted a need to support syllabus implementation by providing better resourcing and teacher training, and a system of support for composite class contexts. Lastly, the findings reveal a worrying dissonance between the communicative intentions of the Senior Syllabus document and the assessment-focused outcomes currently being enacted in JFL classrooms. The study calls for a more JFL specific and jurisdiction specific lens to be placed on senior Japanese syllabi in Queensland, with collaboration and input from multiple stakeholders as an integral part of this process.

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Thesis (Masters)

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Master of Education and Professional Studies Research

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School Educ & Professional St

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The author owns the copyright in this thesis, unless stated otherwise.

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Subject

Japanese language education

Queensland

secondary school

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