Grant High School PowerPoint presentation adapted from Hiroshi Haga, Japanese Language Support Services

Languages learning Since 1993, Grant High School has implemented languages learning as a whole school approach to: enrich the cultural experience of the whole school teach respect for differences teach students to accept and respect each other and to value themselves as unique individuals. Since then, the school has developed a Declaration for Multiculturalism and a Reconciliation Statement. The following slides demonstrate how: multiculturalism is embraced across the school, community and beyond understanding culture is taught through experiential learning multiculturalism is integrated into a diverse number of learning areas.

Multiculturalism We fly the flags from a number of cultures, including Japanese and other languages taught at the school, as well as the Aboriginal flags. The flagpoles were constructed by building trades students at Grant High School. The Japanese flag was donated by our sister school and the Aboriginal flag was donated by ASSPA. This has big implications for inclusivity, not only with our Aboriginal students, but also exchange students who see their cultures recognised.

Reconciliation statement

Mural The multicultural mural was painted by LOTE students in year 10 and shows an Australian swagman, Japanese sumo wrestler, and Aboriginal woman. It celebrates the rich diversity of languages and cultures at Grant High School. In particular, it recognises the importance of our sister school relationship with Soja Minimi High School in Japan. In art students have painted Japanese banners to welcome and farewell our sister school visitors.

Kaleidoscope of Cultures day In 2003, three hundred students from years 8–9 participated in a series of multicultural workshops on song and dance, cooking and craft, language and culture. The workshops were coordinated by teachers of language, and presented by over twenty exchange students from a variety of countries, including Italy, Brazil, Germany, United States, United Kingdom, Sweden and Japan. Now in its sixth year, the multicultural day teaches the importance of learning language and culture to the whole school.

Kaleidoscope of Cultures day On our multicultural day, Aboriginal students at the school teach their peers to play a didgeridoo and dot-paint the school’s logo. Multicultural day allows the school to each year revisit its Declaration for Multiculturalism, giving new focus and renewed importance to the teaching and learning of languages. By welcoming people from different cultures, we recognise that everyone is welcome at Grant High School. By teaching respect for other people, we hope that each student and staff member will respect themselves, value what makes them different, and appreciate their own individuality. By teaching respect for self and others, we take a pro-active stance against racism and prejudice, bullying and harassment.

Japanese garden Here is a demonstration of linking agriculture with languages. Agriculture students consulted people in Adelaide City Council, who planned the Himeji Garden, to find out which Japanese plants would grow in the Mount Gambier area. This provided opportunities in Japanese classes to ask why certain plants were chosen, such as those which represent the colours of the Japanese flag. The garden has flourished over nine years.

Japanese room This slide demonstrates the involvement of the Mount Gambier community and beyond with the school. The Tokonoma was constructed by the grandfather of a student. The art teacher made the ceramic pot for Ikebana. The Kakejiku scroll was donated by our sister school and reads: ‘We hope that through the sister school relationship, our two countries might become close in friendship’. Students have the opportunity to gain experiential understandings and develop thinking skills around diversity.

Japanese table In our Japanese class, the low tables were constructed by a grandfather of one of the Japanese students. Mothers in the parent club made the cushion covers. This demonstrates to students that language learning is not just about having knowledge, but also about having an experience. This is a prime opportunity to develop understanding culture— what is it like for a Japanese student to sit on the floor?

Interdisciplinary We have taught maths (Soroban), agriculture (Bonsai), art (potato printing), technology (constructing Hanetsuki rackets), home economics (Japanese cooking), sport (orientiering using Japanese numbers) and computing (Japanese word processing) in our Japanese classes.

Maths The Soroban is an abacus. There is a Soroban poster in the maths area. Students learn the Soroban as a way of mastering skills in mental arithmetic.

Agriculture Here a retired teacher who is a member of the Bonsai Society in Mt Gambier teaches a student the finer points. A local nursery supplies the young trees.

Art and technology Using technology, students construct Ema in Year 9. Ema are hung in shrines. On the front is an animal sign, the name of the shrine and the year. On the back students express their travel wishes in Japanese; where they would like to go in Japan, how they would travel there, where they would stay and what they would like to see and do. This is an activity that is both hands on and culturally meaningful.

Technology Disinclined learners construct circuit boards using woodwork, soldering and circuits to teach how to read Hiragana. When there is a correct match between Hiragana and the English sound, a beeper sounds and light flashes. Thus they are using technology skills and learning to read Japanese simultaneously. As part of our school focus on enterprise education, students sell these to other Japanese classes. This has become a favourite activity for groups of boys.

Technology The potato prints (Imoban) are Hanko signature stamps of student names in Katakana. We looked at lino printing from our sister school and discussed the concept of signature stamps, a big part of culture in Japan. Integration of culture makes language learning relevant and interesting. Boys, especially, enjoy hands-on and outdoor activities. By undertaking this activity, it became more than just knowledge, but was an experience giving greater understanding of culture.

Home economics Many Japanese meals are cooked in home economics, some of which use vegetables from the school farm. Oyako Domnburi used eggs from the school farm

Links with community Tourism students have presented beautifully framed welcome signs to local business, with ‘welcome’ printed in different languages. Community involvement in the languages program, and the languages program involvement with the community is very strong.