Presenters

Registration

Access

Transforming

Language

Education

Teacher

and

Learner

Diversity

Across

Asia-Pacific

Program

Keynote Speakers

Rebecca Cairns

Deakin University,

Australia

　Dr Rebecca Cairns is a senior lecturer at Deakin University, Australia. ​Her curriculum inquiry research investigates how we do curriculum. It ​examines the complex practices of curriculum actors, texts and spaces, ​with a focus on the intersection of history education, studies of Asia and ​decolonising approaches.

Working with students and teachers to ​decolonise curriculum in the Australia-​Asia region

Decolonising curriculum is an important project for ​societies that have experienced imperialism and ​colonialism, either as coloniser and/or colonised. It starts ​with critically reflecting on how we are individually and ​collectively positioned by place and the ongoing effects of ​colonialism on curriculum and educational systems. This ​paper presents a perspective on decolonising curriculum ​through a transnational lens. Drawing on Chen’s (2010) ​Asia as method and recent Australian research on ​decolonising education (e.g. Cairns, Fricker & Weuffen, ​2024; Cairns & Weinmann, 2023), it proposes some ​practical strategies for teachers and students. Although ​decolonising curriculum is a highly localised process and ​is not something that can be universalised, this ​presentation seeks to find some common ground for ​educators grappling with these challenges from across a ​range of places.

　Kayoko Hashimoto is Senior Lecturer in the School of Languages and Cultures at The ​University of Queensland, Australia. Her main research area is language policy. She is ​the author or editor of five books. Her latest edited book is Rethinking the Asian ​Language Learning Paradigm in Australia (2024, Palgrave Macmillan).

Rethinking the Asian language learning ​paradigm in Australia

The edited book, Rethinking the Asian Language Learning ​Paradigm in Australia (2024), is the outcome of a one-day ​symposium entitled “Empowering Asian language speakers to ​become language teachers in Australian schools”, which was ​held at The University of Queensland on 3 July 2023. It calls for a ​rethink of the current Asian language learning paradigm that ​frames Asian languages as strategic and economic tools, rather ​than an inherent part of Australian society. As an increasing ​number of Australians have Asian ancestry and speak languages ​other than English at home, it argues that we must reset the ​paradigm and understand Asian languages as intrinsically ​Australian to maximise existing linguistic and cultural assets. ​Highlighting core issues that each chapter raises, this talk urges ​a transformative approach to Asian language education in the ​context of current global migration and multilingual ​demographics in order to nurture global citizenship and honour ​linguistic diversity.

InChull Jang

Seoul National University,

South Korea

　In Chull Jang is an associate professor in the department of ​English language education at Seoul National University. His ​research interests include critical sociolinguistics, educational ​migration, and the ideologies of English in South Korea. Currently, ​he is working on a book project that explores the relationship ​between educational migration and class dynamics in South ​Korea.

Constrained linguistic diversity in ​internationalized South Korean universities:

An ethnographic linguistic landscape study

South Korean universities’ recent policy of internationalization has ​attracted a greater number of students from various ethnic and ​linguistic backgrounds. This talk explores whether this increasing ​student diversity will lead to linguistic diversity in public spaces on ​or off campus. Drawing on 2.5 years of ethnographic fieldwork on ​multilingual signage and various stakeholders’ perceptions of ​multilingual signs, this study shows that while Korean and English ​are the primary languages used on public signage, multilingual ​signage is limited to specific locations, such as language education ​centers, or serves specific purposes, like informing and ​commanding public etiquette. Despite the constrained use of ​minor languages on campus, international students express that ​multilingual signs in public spaces are unnecessary due to the ​widespread use of social media for public communication and their ​identities as Korean language and culture learners. This ​constrained linguistic diversity in internationalized universities calls ​for more nuanced and contextualized approaches to diversity and ​inclusion for international students.

Invited Speakers

Gregory Paul Glasgow

Kanda University of International Studies,

Japan

　Gregory Paul Glasgow is an Associate Professor of English at Kanda University of ​International Studies. His research integrates critical applied linguistics, ​sociolinguistics, and social theory, including critical realism and post/decolonial ​perspectives, to examine English language education policy and practice. His most ​recent monograph is Black Teachers of English(es) in Japan: Transnational, ​Professional, and Pedagogical Encounters (Multilingual Matters).

Language teacher diversity in Japan:

The professional experiences of English ​teachers of African descent

Although Japan’s current ELT landscape appears to reflect ​greater teacher diversity, educational structures and ​cultural assumptions can at times constrain these ​educators’ agency in introducing students to their rich ​cultural and linguistic backgrounds. These challenges create ​barriers to implementing ELT approaches that recognize ​English as a global lingua franca. Drawing on critical realism ​as a multi-layered analytical lens, I examine the professional ​experiences of English teachers from the African continent ​and its diaspora, exploring key challenges and ​opportunities they encounter in their educational contexts. ​This talk offers insights into broader issues of equity and ​representation in language education, and will be especially ​relevant to educators, administrators, curriculum designers, ​and researchers committed to fostering inclusive and ​interculturally aware pedagogical communities.

Naoko Hosokawa

The University of Tokyo,

Japan

　Naoko Hosokawa is a project lecturer at the University

of Tokyo. She previously worked at the University of Strasbourg, and the European ​University Institute. She holds a PhD in Oriental Studies from the University of Oxford. ​Her recent publications include the monograph Loanwords and Japanese Identity: ​Inundating or Absorbed? (Routledge 2023)

Changing scripts, changing storytellers:

The role of Katakana in English-​language textbooks

This paper examines the use of katakana in English-​language education in Japan, focusing on personal names in ​English-language textbooks used in primary and secondary ​schools. Over recent decades, English-language education ​has been reformed with the goal of enhancing the English ​proficiency of the Japanese population. Along with these ​reforms, however, there has been a seemingly ​counterintuitive development. On the introductory pages of ​textbooks, the names of protagonists are now transcribed ​in Japanese scripts, with katakana used for nonJapanese ​names. Why this seemingly counterintuitive change? ​Employing critical discourse analysis, this study investigates ​the rationale behind the shift in script choice and other ​major changes in textbooks. It argues that the use of ​katakana alters the perspective, positioning the narrative as ​distinctly Japanese. While this gives certain language ​ownership to learners, the paper cautions that such a shift ​in perspective may narrow English-language education ​towards a Japan-centric focus.

Rika Kusunoki

Kyushu University,

Japan

　Rika, an Associate Professor at Kyushu University, teaches Japanese to ​international students and coordinates the JACs (Japanese Academic Courses) ​program. She holds a PhD in Applied Linguistics from the University of Queensland. ​Her research focuses on Japanese language education policy in relation to Japan’s ​immigration policy at the micro level.

Challenges and opportunities of ​managing Japanese class with diverse ​learners

This presentation explores the challenges and ​opportunities involved in managing a Japanese language ​class as well as a Japanese language course with diverse ​learners. As classrooms become increasingly diverse, ​instructors face the task of accommodating students with ​varying proficiency levels, cultural backgrounds, and ​learning styles. When looking at coordinating a language ​course with such diverse classes, diversity also exists in ​aspects such as instructors and class sizes. This ​presentation reviews a Japanese language course for ​international students at a Japanese university in order to ​provide practical strategies and insights for effectively ​managing a diverse group of learners as well as a diverse ​group of classes in a language course. Using these ​strategies and insights, instructors can enrich the learning ​experience and create a more engaging and collaborative ​classroom atmosphere.

Kazuyuki Nomura

Chiba University,

Japan

　Kazuyuki Nomura is an Assistant Professor in the Graduate School of Global and ​Transdisciplinary Studies at Chiba University. His main research interest is ​intercultural education in the Asia-Pacific region, especially Hong Kong and Japan. ​Kazuyuki has published in international journals such as Educational Philosophy ​and Theory and Journal of Multilingual and Multicultural Development.

Teaching to engage the disengaged:

Teacher training at a Japanese

language school in Hong Kong

Hong Kong’s demographic changes following political ​unrest have had a significant impact on Japanese ​language education, particularly in the private sector. ​With many families emigrating, language schools face ​fierce competition for students, as well as the rise of ​digital self-learning tools that enable many learners to ​achieve high levels of fluency. Adapting to this changing ​landscape is a challenge for both schools and teachers. ​This study explores my collaboration with a suburban ​Japanese language school from December 2024 to ​March 2025, where I worked with teachers to increase ​learner engagement. The findings show that after ​acknowledging the value of Cantonese and applying the ​engagement strategies outlined by Mercer and Dörnyei ​(2020), engagement levels increased significantly, ​particularly among young learners taught by native ​Japanese speakers. These findings provide valuable ​insights for language educators across the Asia-Pacific ​region, particularly those seeking to better engage ​diverse learners in an increasingly challenging and ​technology-driven educational environment.

Registration

Note:

While drinks with lids are welcome, we kindly ask that you refrain from ​bringing food into the conference room.

Access to I-SITE Namba

https://www.omu.ac.jp/isite/

Nankai Namba Daiichi Building 2F and 3F, 2-1-41 Shikitsu Higashi, Naniwa-ku,

Osaka City, 556-0012

Tel：06-7656-0441

<How to get to the I-site Namba>

By Nankai Railway:

• From Namba Station (Main Line): Central Exit, 12 min walk south (800m)
  
• From Imamiya-Ebisu Station (Koya Line): 6 min walk north (420m)
  

By Osaka Metro:

• From Namba Station (Midosuji Line): Exit 5, 15 min walk south (1000m)
  
• From Daikokucho Station (Midosuji/Yotsubashi Lines): Exit 1, 7 min walk east ​(450m)
  
• From Ebisucho Station (Sakaisuji Line): Exit 1-B, 7 min walk west (450m)
  

Note: No parking available. Please use public transport or nearby coin parking.

大阪市浪速区敷津東2-1-41 556-0012

Tel：06-7656-0441

<I-site なんばへのアクセス方法>

南海電鉄ご利用の場合:

• 南海本線　「なんば」駅　中央出口下車南へ約800m、徒歩約12分
• 南海高野線　「今宮戎」駅　下車北へ約420ｍ　徒歩約6分

大阪メトロご利用の場合:

• 大阪メトロ御堂筋線　「なんば」駅5号出口下車南へ1000ｍ、徒歩約15分
• 大阪メトロ御堂筋線・四つ橋線　「大国町」駅1番出口下車東へ約450ｍ、徒歩約7分
• 大阪メトロ堺筋線　「恵美須町」駅１-B出口下車西へ約450ｍ、徒歩約7分

※本施設には、駐車場・駐輪場はございません。公共交通機関もしくは周辺のコインパー​キングをご利用ください。

Inquiries

yang@omu.ac.jp

Any inquiries should be addressed to

Note:

• The symposium will be conducted in English.
• Please refrain from bringing food into the conference room.
  
• Only beverages with lids are allowed inside the conference room.
  

This symposium is sponsored by Graduate school of sustainable ​system sciences of Osaka Metropolitan University and KAKENHI