Self-introduction
Welcome to the Web site of Mary Davis, Japanese Teacher and student of the Master of Applied Linguistics at the University of Southern Queensland. This Web-based portfolio is to satisfy the assessment requirements of the course LIN8016, Internet-Based Language Instruction (IBLI).
Educational Background
- Bachelor of Arts (Modern Asian Studies) (Hons)
Griffith University
- Bachelor of Laws
Queensland University of Technology
- Centre for Japanese Studies
Nanzan University, Nagoya, Japan
- Graduate Diploma of Teaching (Secondary)
Graduate Certificate of Religious Education
Australian Catholic University
Teaching Philosophy 
Currently, I teach Japanese to Year 6 and 7 primary school students at St Flannan's Catholic Parish School in Zillmere, Brisbane. My teaching philosophy, as required by the curriculum, follows the communicative language teaching methodology. However, where useful, I incorporate other methodologies such as the audiolingual method. The use of flashcards to assist vocabulary learning and recognition of Japanese script is of benefit to young learners and they enjoy the routine. In order to keep young learners engaged in the language learning process, we often play games, incorporate song and dance, and use actions as much as possible, thus providing opportunities for not only visual and aural focussed learners, but also for kinaesthetic learners.
Research Interests
I embarked on studies in Teaching Second Languages to further understand the nature of language and the various teaching methodologies, of which I had only a taste in the Graduate Diploma of Teaching, but found enjoyable and interesting. At that time, I completed a major project on CALL (Computer Assisted Language Learning), and hoped to one day incorporate these technologies into the language learning and teaching process in my classroom. My experience however, is that it is only in recent years that some schools have the infrastructure, hardware and sheer numbers of computers available in the classroom for students to meaningfully access CALL. ICT plans are still developing at many other schools.
I am interested in keeping up to date with the latest technologies available in language learning and teaching through the Internet, so that my students can be exposed to many different learning tools as they pass through various stages of interlanguage. This is partly because using the Internet for language learning may be a more advantageous tool for some learners than other more traditional teaching methodologies. For example, St Flannan's School has a large refugee Sudanese population undertaking extensive ESL tuition, and speaking and listening in English and Japanese in class can be daunting, if not completely bewildering for some of these students. They may find interaction via the Internet a more comfortable learning process, opening up the channels for second, or third language acquisition.
Another reason for staying abreast of the latest technological tools for language learning and teaching is so I know at least as much, and hopefully more, than my students! With young learners being so computer literate, I'd like to capture the motivation they seem to have when it comes to computers and engage them in authentic and communicative language tasks with the medium of their choice. For example, I am planning a school LOTE Web site, including a student organised Blog to report on items of interest happening in Japan, classroom activities and events via photos, student surveys and anecdotes, vocabulary and grammatical features learned, and the distribution and submission of homework assignments. Reporting to parents can also be done online.