1. Exploring content-based approaches for Japanese heritage learners
Yumi Obara
The Melbourne International School of Japanese
Shinji Okumura
Mukogawa Women’s University
JSAA Conference 1 July 2015

2. Today’s presentation
Overview of Hoshuu koo (Japanese supplementary school)
Mathematics class practices in MISJ
The practices’ outcomes and issues

3. What is Hoshuu koo ?
Supplementary Japanese schools located in foreign countries.
202 Hoshuu koo in 55 countries (2012)
Operate on Saturdays
Teach Japanese and other subjects in Japanese
Use Japanese authorised textbooks. 　　
(MEXT, 2015)

4. Issues of Hoshuu koo
The background of the students has become more varied (e.g. returnees, heritage learners).
(Furuya, 2005)
It is necessary to reconsider how and what to teach at Hoshuu koo (Dougulas, 2005)

5. Subject and teaching methodology in Hoshuu koo
Mathematics:
One of the main subjects in Hoshuu koo
Mathematics education:
Content-based instruction (CBI)

6. Teaching mathematics and CBI
“CBI Integrates the learning of language with the learning of some other content.”
(Larson-Freeman et al, 2011, p.132)
“Comprehensible subject-matter teaching is language teaching.” (Krashen, 1984, p.62)
Teaching Mathematics can be language learning and it should be comprehensible.

7. Teaching mathematics and CBI
“CBI provides students with opportunities for meaningful use of the academic language needed for current or future study.” (Snow, 1991, p.316)
In subject matter learning we overlook the role of language as a medium of learning (Mohan, 1986, p.1)

8. To explore effective mathematics instructions
Purpose of the study
To explore effective mathematics instructions
at MISJ
illustrate the current situation of the school
review two teachers’ mathematics practices
discuss the practices from the point of CBI

9. The Melbourne International School of Japanese
1. 1. School profile
　The Melbourne International School of Japanese
- in Oakleigh, Melbourne - Established in Supplementary school of Japan ( ) - Community Language School of Victoria (2008 -) students and 50 teachers and staffs (2015)

10. 1.2. Classes and curriculum
Kindergarten
Primary
Year 1 - 6
Secondary
Year 7 - 9
VCE
2 years
6 years
Japanese:
120 hours / year
Math:
80 hours / year
3 years
100 hours / year
based on the Japanese Course of Study (authorized by MEXT).

11. 1.3. Students’ profile at MISJ
Over 90 % of students are permanent residents
All of the students go to local schools
insufficient Japanese skills
difficulty in reading and writing

12. 2.1 Class profile : Class A in primary
Student number in the class: 21
most of the students have studied in Australian primary schools
Half of the students have a difficulty in studying Japanese.

13. 2.1. Practices : Class A in primary
1. Video clips:
- consists of a story including a mathematical concept in one unit.
(from NHK for school)

14. 2.1. Video Clip
(Sannsuuken wann from NHK for school)

15. 2.1. Practices: Class A in primary
2. Power Point
- explaining a mathematical concept and the related story problems
- giving less information than textbook
3. Teacher talk
- repeating and emphasizing key words
- explaining problems with simplified words

16. 2.1. Practices: Class A in primary
Outcomes
1. Video clips
2. Power Point
3. Teacher talk
→ visualized stories helped the students understand mathematical concepts easily.
→ less information helped students’ understanding
→ repetition facilitated students’ understanding.

17. 2.2. Class profile: Class B in secondary
Student number in the class : 9
Most of them have studied in Australian primary and secondary schools.
All of them speak English when talking to each other.
have difficulty reading mathematics textbook and taking notes in Japanese.

18. 2. 2. Practices: class B in secondary
Vocabulary cards and figures
- introducing new or frequent mathematical terminology using cards and figures

19. 2.2. Practices: class B in secondary
Review the vocabulary
Show the reading of Kanji by writing kana on the top (e.g.　　　　　　)

20. 2.2. Practices: class B in secondary

21. 2.2 Practices: class B in secondary

22. 2.2. Practices: class B in secondary
Outcomes Vocabulary cards helped students - to write down and read the textbook. - to understand mathematical concepts.

23. 3.1. Outcomes
1. Visual aids: video clips, vocabulary cards, ppt slides
2. Simplified explanation: teacher talk , ppt slides
could help students to understand the contents of textbooks.

24. 3.2. Issues
Several students did not understand the content though the teachers used various teaching strategies. → Need more assistance ?!

25. 3.3. Implications for teaching mathematics at MISJ
Trying to teach mathematics from the point of CBI more thoughtfully
→clear learning objectives for both content and language
2. Developing supplementary materials suitable for MISJ students

26. 3.4. Future studies Thank you for listening. Other teachers’ practices
Feedback from students
Thank you for listening.

27. References
Brinton, D., Snow, M. A. & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House. Douglas, M. (2005). Pedagogical theories and approaches to teach young learners of Japanese as a heritage language. Heritage Language Journal, 3(1), Furuya, J.(2005). Tayouka suru niizu: Nihonjin gakkou, hoshuu jugyoukou no atarashii kadai . Gekkan kaigai shijo kyouiku. 385, Krashen, S.D. (1984). Immersion: Why it works and what it has taught us. Language and society. 12, Larson-Freeman, D. &Anderson, M. (2011) . Techniques & principles in language teaching. (3rd ed.) (p.p ). Oxford: Oxford University Press. Ministry of Education, culture, sports , science and technology, Japan (2015). Retrieved form Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley. Snow, M. A. (1991). Teaching Language Through Content. In M. Celece-Murcia (Ed.) Teaching English as second and foreign language (2nd ed.) (pp ). Boston: Heinle & Heinle Publishers.