Speakers and Abstracts

.Dr Wenying (Wendy) Jiang is a Senior Lecturer in the School of Languages and Cultures at the University of Queensland, Australia. Her main research interests are second language acquisition in Chinese, Chinese pedagogy, and technology enhanced language learning (TELL). Her mostly cited publications include her monograph Acquisition of Word Order in Chinese as a Foreign Language (published in 2009 by Mouton de Gruyter), her article “Measurements of development of L2 written production: the case of Chinese” (Applied Linguistics, 2013), her jointly published article with Dr Wei Li entitled “Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum” (2018) and her jointly published article with Ms Xiaoji Wang entitled “Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program” .

Huahua Tracy Hong

huahua.hong@uq.net.au

Title: Chinese language assessments at Secondary schools in Queensland and Victoria – A lens on Chinese Senior External Assessment for University entrance

Abstract: This presentation discusses the Chinese senior external assessment for tertiary entrance across two populous states in Australia: Queensland and Victoria. Since 2020, after switching from Overall Position (OP) to Australian Tertiary Admission Rank (ATAR), Queensland allows eligible Year 12 students or adult learners, who are Second Language (L2) learners, to sit in Senior External Examination (SEE), regardless of their heritage backgrounds. Whereas Victoria, where ATAR was introduced from 2009, adopts a mandatory policy by streamlining students into four categories at senior levels to sit in different external assessments respectively. A comparison and analysis are made in three areas: language policies, curriculum documents and exam papers. The preliminary findings show that 1) different language policies at state-level may yield different results in real-time practice; 2) the curriculum and examination are developed under a Euro-centric mind-set for Chinese language learners.  

Bio: Tracy Hong has rich language teaching experience working at various Australian universities. She currently works at Asia Institute, University of Melbourne and is also a HDR student at the University of Queensland. Her research project focuses on Chinese language Assessments at Secondary schools across Queensland and Victoria. Her research interests also include motivational studies on learning Chinese as a Second language or heritage language at Australian universities, as well as innovative CSL/CHL language teaching pedagogies.

Maggie Jin

M.Jin@stpeters.qld.edu.au, St. Peters Lutheran College

Title: Addressing the Challenges in Quality Teacher Training for Chinese Language Educators in Queensland

Abstract: Chinese language education in Queensland faces critical challenges in delivering effective teacher training amidst a significant statewide shortage of educators. This shortage hampers the ability of Chinese language teachers to obtain essential professional development, as schools prioritise maintaining student learning continuity over teacher release.

The recent implementation of the Australian Curriculum v9.0 and the revised Queensland senior syllabus amplifies the necessity for Chinese language teachers to be adeptly prepared for these changes. This urgency is particularly pronounced for educators in remote regions or those in schools with limited language teaching staff, highlighting the need for more targeted and accessible professional development opportunities.

Addressing these challenges requires training programs specifically designed for the Queensland educational landscape, emphasising practical and engaging pedagogical strategies for secondary language learners. The provision of high-quality, contextually relevant textbooks and teaching materials is also crucial. Many schools, constrained by limited budgets, often lack sufficient resources for language programs, compelling teachers to create their own materials with varying degrees of success.

The socio-economic status of a school's location further affects the support that teachers receive from the local community, school administration, parents, and students. This variability underscores the need for a comprehensive support system at both state and national levels.

State Chinese and language teacher associations are instrumental in offering professional development opportunities. However, the success of these programs largely depends on the support from school leadership to facilitate teacher participation. For sustained improvement in Chinese language education, it is essential to address these challenges holistically, ensuring that teachers have the support, resources, and community backing necessary to excel in their roles.

Bio: Maggie Jin is a dedicated education professional with a diverse portfolio. As the Assistant Curriculum Leader for Languages and Lead Teacher at St Peters Lutheran College, she oversees language programs and actively supports the school community. Maggie mentors international students and pre-service teachers from various Queensland universities, fostering their development. Her role as a Senior Assessor at the Queensland Curriculum and Assessment Authority (QCAA) highlights her expertise in curriculum development and assessment standards. Additionally, Maggie’s commitment to teacher training and professional growth is evident in her role as the Acting Professional Development Coordinator. Her dedication enhances learning experiences and promotes a nurturing, inclusive environment for all.

Jung Soon Kim

j.kim5@uq.edu.au, UQ

Title: The role of the Korean ethnic church in the proliferation of the Korean language in Australia

Abstract: The Australian community is proudly multicultural - it promotes multiculturalism and supports its growth. One of the key elements in sustaining a diverse cultural presence is ensuring that their unique language is not lost to the English domination in society. There are approximately 9,500 students from 68 primary and secondary schools that are learning Korean as their second language in Australia (SKEC, 2023). Among them, six schools in New South Wales state offered heritage courses. At tertiary level, six universities offered Korean programs, but none of them offered a heritage course. Unfortunately, formal education is lacking for heritage speakers. Therefore, education must come from somewhere else. Research has shown that while homes are important venues, the most widely recognized place to enhance heritage language competence was ‘religious venues’, and ‘Korean community schools’ (Shin & Joo, 2019). However, there exists some skepticism regarding the effectiveness of the community schools, largely due to a lack of qualified teachers and adequate teaching material. The Korean ethnic church, therefore, can play a vital role in providing an environment that can ensure that the Korean language continues to grow in the Australian society. With around 200 Korean churches in Australia, and membership in the tens of thousands, the Korean church is in an advantageous position to influence the proliferation of Korean. From more than 20 years of experience in the Korean church in Australia, I have observed a language shift among the 1.5 and 2nd generation students. 10 to 20 years ago, high school students were more comfortable with using the Korean language compared to students today. It seems that more ethnic Koreans growing up today are less interested in learning and retaining Korean. The key point of discussion would be, what can the Korean church do to mitigate the recent phenomenon and bring growth to the Korean language?

Bio: John is currently a PhD candidate at UQ, undertaking research with the topic of “The influence of ethnic Korean churches on heritage language and identity maintenance among 1.5 and 2nd generation Koreans in Australia”. The research combines his personal experience as he grew up in Australia after migrating here when he was 7 years old. He experienced the phase of heritage language and identity loss and a phase of regaining language and identity. His role as a youth pastor at a Korean church also allows him to gain first-hand experience and insight into the matter.

Kumiko Katayama

k.katayama@griffith.edu.au

Title: Japanese Language Teachers in Queensland: Pathways to Teaching and Individual Trajectories - Preliminary Findings

Abstract: Teaching languages in schools is crucial for educating youth as members of Australian society, especially as the number of people speaking languages other than English at home increases. Despite ongoing calls for action and policy commitments by Australian governments, the number of students studying languages in senior secondary schools remains low nationally. Japanese is the most taught language in Queensland schools, but a shortage of qualified teachers is often cited as the reason for schools' inability to offer comprehensive Japanese language programs. The connection between language teaching qualifications, university course offerings, and learner profiles is rarely acknowledged as a contributing factor to the teacher shortage.

This project documents the profiles of Japanese language teachers, including their pathways to becoming educators, obstacles and opportunities encountered, and their individual trajectories as Japanese speakers in Australian society. An online survey was conducted this year to address the research questions. In the first stage, we interviewed native Japanese-speaking teachers. This presentation offers preliminary findings from these interviews and the survey, illustrating their journey to becoming Japanese language teachers and their current experiences in the role.

Bio: Dr Kumiko Katayama is a Senior Lecturer in the School of Humanities, Languages, and Social Science at Griffith University. Since 1993, she has been dedicated to teaching Japanese and actively promoting language learning and teaching both within her institution and across Southeast Queensland. Her roles include Program Director and Course Convenor for various Japanese courses. Dr. Katayama holds a PhD in Applied Linguistics. Her research interests focus on teaching methodologies in Japanese language education and the application of the Sociocultural Approach in second language teaching and learning. Recently, she was awarded a Senior Fellowship by the Higher Education Academy.

Thy Le

thy.le@auckland.ac.nz, University of Aukland

Title: Becoming a university Vietnamese language teacher: New identity construction

Abstract:  This autobiographical study examines the ongoing self-construction of my identity as a new university Vietnamese teacher in Auckland, New Zealand. Being a Vietnamese language teacher is both a new and old experience for me. I was trained to be an English teacher and hold a master’s degree in TESOL. Before taking up my current position, teaching Vietnamese as part of a university Business School program, I had been teaching English for nearly ten years in Vietnam and New Zealand, primarily working with Vietnamese students in Vietnam and international students in New Zealand.

I have thus brought these English language background and skills to my current position, since to some degree language teaching skills are transferable across languages, and so I can make use of my prior linguistic knowledge and teaching skills to some extent. Nevertheless, despite being a native Vietnamese speaker and an experienced English teacher, I have not yet received specific training in teaching Vietnamese, including knowledge of Vietnamese linguistics and related specific teaching methodologies. The linguistic features I have introduced in class are thus from my own personal language use and general knowledge from schools. I read materials regarding Vietnamese language structures, lexicon, and semantics to better explain specific linguistic features to the learners. I have also faced challenges choosing appropriate teaching materials, methods, and approaches for students with different learning goals and motivations.

Given this, I aim in this presentation to provide insights into the current status of Vietnamese language teaching in my university context. I also aim to raise related issues about how to better prepare new teachers of Vietnamese in such programs – focusing on what is transferable and what might be specific teaching knowledge. Wider implications for practice are discussed in light of the need for professional development when new to teaching a first language.

Bio: Thy Le is from Vietnam, and she is currently a Ph.D. candidate in Applied Linguistics at the University of Auckland. Before moving to New Zealand, she taught English at different universities in Vietnam. She began working at the University of Auckland in 2023, taking a new role as a Vietnamese language instructor and teaching assistant for academic writing. She loves learning languages, and she has turned what she is passionate about into her lifelong career. She strives to create an active and inclusive classroom environment where learners' unique strengths are acknowledged and nurtured. Away from teaching, she enjoys dining out, going for a walk, and painting.

Dr Lucy Li

lucy.li@utas.edu.au, University of Tasmania

Title: Pragmatic development of Australian learners of Chinese as a foreign language: A longitudinal study of internal modifiers 

Abstract: This study examines the use of internal modifiers in requests made by Australian learners of Chinese as a foreign language (CFL) over the course of a semester, in comparison with those of native speakers of Mandarin Chinese. A discourse completion task which includes eight situations was used as the main data collection method. These request situations vary in terms of social power and size of imposition. The results showed that overall the CFL learners’ pragmatic development was slow, despite considerable pragmalinguistic development in the use of some internal modifiers. In addition, learners displayed little evidence of sociopragmatic development. This study points to the importance of the inclusion of pragmatic components in Chinese language teaching. The findings have implications to the teaching of Chinese as a second/foreign language in particular, and second language teaching in general.

Xiaoli Li

(xiaoli.li@monash.edu) Monash University

Title: Exploring Multilingual Motivational Self Systems: Narratives of Post-Tertiary Adult Learners' Multilingual Selves and Chinese Language Learning Motivation

Abstract: This paper delves into a series of individual cases from an ongoing PhD project investigating the dynamics of sustained motivation (Dörnyei, 2020; Dörnyei & Henry, 2022) in adult learners of Languages Other Than English (LOTEs). Within the complex system (Larsen-Freeman & Cameron, 2008) of language learning motivation, the learner’s multilingual motivational self system (Henry, 2017) is viewed as an interactive sub-system influencing their motivation to learn the target language. This paper primarily focuses on the analysis of 14 participants' lived experiences of learning Chinese as an additional language in Australia, as expressed through in-depth interviews and illustrated in their language portraits. Employing narrative inquiry, the paper utilizes a short story analysis approach (Barkhuizen, 2017; 2020) to examine how these participants’ multilingual experiences impact their motivation to learn Chinese in Australia. The results are visualized and interpreted to highlight the intricate interactions within these learners' multilingual motivational self systems. Additionally, this paper uncovers the unique challenges and rewards of learning multiple languages, offering insights into the interplay between multilingual identity and linguistic competence within Australia's sociocultural context. The findings provide implications for language educators and learners, particularly in teaching Asian languages to post-tertiary adult learners and promoting lifelong language learning.

Bio:  Xiaoli Li earned her MA in Applied Linguistics in China in 2007. She lectured as an EFL teacher for ten years before obtaining a Graduate Diploma in American Studies from Smith College in 2018. Currently, she is a third-year Ph.D. candidate at Monash University's School of LLCL. Her research interests include sociolinguistics, gender and identity studies, and narrative inquiry methodology. Xiaoli's current work focuses on the long-term motivation of adult learners of Chinese and the identity and well-being of language teachers, aiming to develop a multifaceted framework grounded in positive psychology.

Wei Wei

wei.wei@flinders.edu.au, Flinders University

Title: Chinese families’ experiences and views about learning Chinese for home language maintenance in Australia

Abstract: Home language maintenance (HLM) plays a crucial role in child development, family cohesion and multilingual development. Since December 2023, the researcher has initiated a project to investigate home language maintenance among Chinese families in Australia. The project collects data from various age groups across different linguistic generations nationwide. The findings indicate that most participants expect the next generations to have good Chinese language skills in speaking and listening, followed by reading and writing. However, only half of them think it is easy for the next generations to learn the Chinese language.

Furthermore, the analysis shows no significant relationship between the time they use Chinese at home and their self-assessed Chinese skills. Instead, most participants attend Chinese activities (e.g., weekend language schools and schools’ Chinese programmes) and use various sources for Chinese learning (e.g., online chat and Chinese storybooks). More than 70% of participants also recognise the Chinese activities and learning sources in schools and communities. However, more than 60% claim no experience of encouragement and support from people in schools and communities, although most participants agree that teachers, parents and schools need to work together to help children maintain their home languages alongside English learning.

At last, about two-thirds of the participants agreed they would learn Chinese if universities provided relevant courses. The results are from a limited number of participants. The researcher hopes that more participants can be attracted to attend the project for a better understanding of Chinese families’ needs and experiences of Chinese language learning in Australia.

Bio: Wei Wei is a PhD candidate in the College of Humanities, Arts and Social Sciences at Flinders University. Coming from China, she has a Chinese-teaching background in China, and is now a registered teacher in Australia. With Master’s degree in Teaching Chinese as a Second Language, Teaching, and TESOL, she integrates the knowledge of language teaching and pays special attention to children’s language and literacy development in Australia. Her current study focuses on home language maintenance among Chinese families. By investigating the language policies in different social contexts, she hopes to support children’s wellbeing and language development for life-long benefits.

Dr Chau Nguyen

(nong.nguyen@uq.edu.au) IML, UQ

Title: Challenges of Vietnamese Language Teaching in Australian context

Abstract: Despite increased interest in Asian languages and cultures in Australia and with communities established over several decades, Vietnamese language teaching has struggled to gain widespread recognition and support.

One challenge lies in the limited availability of qualified Vietnamese language teachers. While there is a pool of native speakers within the Vietnamese Australian community, many lack formal teaching qualifications or experience, hindering the development of structured language programs. Additionally, the relatively low priority given to Asian languages in the Australian education system means that resources and funding for Vietnamese language education are often limited. Another obstacle is the lack of standardized curricula and teaching materials for Vietnamese language learning. This deficiency makes it diDicult for educators to design eDective language programs that cater to diverse learner needs and proficiency levels. Furthermore, the absence of recognized proficiency exams or certification pathways hampers the assessment and recognition of Vietnamese language skills, limiting opportunities for students to validate their proficiency and pursue further studies or employment opportunities. Cultural relevance is also a concern in Vietnamese language teaching, as many existing resources may not adequately reflect the contemporary language and culture of Vietnam. Addressing this challenge requires collaboration between educators, curriculum developers, and community stakeholders to ensure that language programs incorporate authentic and up-to-date cultural content.

Despite these challenges, there are opportunities to enhance Vietnamese language teaching in the Australian context. Increased collaboration between educational institutions, government agencies, and community organizations can help to address resource limitations and improve the quality and accessibility of Vietnamese language education. Moreover, raising awareness of the importance of Asian languages and fostering a greater appreciation for Vietnamese language and culture can help to promote the growth and sustainability of Vietnamese language teaching in Australia.

Bio: Dr. Chau Nguyen is an educator with a PhD in Education, specializing in ESL instruction and Vietnamese language tutoring. With extensive experience in curriculum development and teacher training, Dr. Nguyen combines pedagogical research with practical classroom strategies. As a dedicated ESL teacher, Dr. Nguyen has empowered diverse learners to achieve proficiency in English, emphasizing cultural integration and communicative competence. Additionally, as a Vietnamese tutor, Dr. Nguyen promotes linguistic and cultural appreciation among students. At the Symposium, Dr. Nguyen’s presentation blends theoretical insights with practical strategies, empowering educators to address diverse linguistic challenges effectively.