In its role as a research hub for the innovative study of languages in the region, the School of Culture, History and Language (the School, or CHL) at the Australian National University leads the way for engagement with Asia and the Pacific. By enhancing this innovative study of languages in the region—in particular, those less commonly taught in Australia and other parts of the region—the School is well-positioned to provide a research‐led platform to enhance digital learning and improve cultural engagement with the peoples of Asia and the Pacific.
This goal was a core focus of the School’s Innovative Language Education Symposium, held 5–7 September 2019. This landmark event brought together national and international leaders in the language education space to share their visions of what constitutes innovative language education today. What are the pressing issues surrounding language education globally? What does the latest research in Asian language teaching suggest? What are the most recent and forthcoming developments in language teaching pedagogy? These were just a few of the themes discussed and debated at the forum. Thought leaders and members of the language education diaspora provided the ideal platform to collectively brainstorm and learn about the future of language education in the Asian century.
The symposium was a practical example of how the University and CHL serve as a hub for stakeholders from across Australian and the Asia-Pacific region. It situated the University as a distinctive institution for engagement in a full spectrum of language education—across less commonly taught, major and classical languages, as well as the vibrant cultures, of the region. In doing so, the symposium served the University’s strategic commitment to the Asia Pacific.
Over three days, a diverse and interdisciplinary set of bright minds shared the latest research in language teaching, policy and pedagogy. The symposium provided a platform for debates and discourses on how Australia could lead the way forward in language education in the Asian Century. Discussion centred around topical themes like language and policy, the definition of innovation in the context of language education, the growing global relevance of Asian and Pacific languages, and intercultural education.
Linguistic and language policy experts Angela Scarino and Michelle Kohler set the foundations of discussion, speaking at length about how the notion of ‘innovation’ itself has become sloganised and synonymous with technology. They offered a different perspective on innovation, foregrounding ‘knowing’ and consciousness about the exchange of meaning. The discussion encouraged a reconceptualisation of the nature, goals and outcomes of the teaching and learning of languages.
Meanwhile, Professor Rebecca Manring (Indiana University, the United States), introduced what she believes is perhaps the newest pedagogical approach: Project-Based Learning (PBL). In PBL, aspects of a curriculum are integrated throughout the semester. While PBL works best in an immersive environment—where students are actively using their language skills outside the classroom—it can be effective in a standard university environment.
Dr Chan Wai Meng (National University of Singapore) helped highlight some of the challenges and opportunities associated with innovation in a foreign language learning environment, discussing intercultural language education, new technologies in language learning, learner autonomy, metacognition, and bilingualism and multilingualism.
Sasiwimol Klayklueng (National University of Singapore) presented perspectives Thai teaching on intercultural development of language learners. She went on to speak about key concepts of intercultural language teaching and learning, curriculum, resources, teachers’ roles and the development of learners’ intercultural competence.
Other expert guests in Asian language pedagogy, including Duck-Young Lee and Carol Hayes, shared their experience of teaching Japanese.
Indian language education in Australia was the centre of discussion during a roundtable led by the School’s Hindi expert Peter Friedlander and Sanskrit expert McComas Taylor, along with their guests Stephanie Majcher and Meredith Box.
The forum also showcased the cultural diversity of language in the arts. Performances included a rendition of traditional Chinese music from Yu Yiping and a show from the University’s Korean pop culture club.
It was a fitting celebration of the School’s position as a leader in language education, bringing together pioneers in the language teaching space and providing a platform for future collaboration.
A version of this article appeared in the 2019 edition of In Focus, the annual report of the School of Culture, History and Language.