Susan Oguro (PhD) is an Associate Professor in International Studies and Education in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS), Australia.
Her research interests and publications lie in the fields of International and Intercultural Education, Languages Policy and Pedagogy and Heritage Language Education. In particular, her work engages with issues of multilingual identities, teacher-learner interaction, curriculum provision, and reflective practices in education. Susan also has extensive experience as a languages teacher, a teacher educator, and as a teaching academic in German and Swiss Studies and Intercultural Communication. She currently supervises a number of PhD students in research projects on intercultural pedagogy; the applications of smartphone technologies in teaching; and international students’ transitions to postgraduate study.
Associate Professor Oguro’s recent and current research projects include:
- Investigating Pre-Service Teachers' Funds of Knowledge in collaboration with WSU, Macquarie University and the University of Sydney
- Mentoring Intercultural Learning through Study Abroad in collaboration with the University of Bern, Switzerland.
- Intercultural Interventions in Study Abroad with Professor Jane Jackson, Chinese University of Hong Kong.
- Participation of undergraduate First in Family students in International Programs
Susan’s current position is Associate Dean, International for the Faculty of Arts and Social Sciences leading the Faculty's international student programs, including full-degree, articulations, pathways, study abroad and exchange programs as well as collaborations with international partner institutions.
Susan is a member of the International Education Association of Australia (IEAA); the Australia-Japan Society and the Swiss Australian Academic Network (SAAN).
Can supervise: YES
Susan teaches in the International Studies and Education programs at UTS in courses of Language and Culture, Pre-service Teacher Education and Contemporary Switzerland. She also supervises Higher Degree Research students in the area of Languages and Intercultural Education.
Jackson, J & Oguro, S 2018, Intercultural Interventions in Study Abroad, Routledge.
Written by intercultural educators and study abroad scholars from different parts of the world, each chapter describes an innovative pedagogical intervention that has been designed to enhance intercultural learning and engagement, including ...
Oguro, SG 2009, Crosslinguistic Influence and Classroom Pedagogy, 1st, Verlag Dr. Mueller, Saarbrueken, Germany.
Non-government organisations (NGOs) can play an important role in educating about and advocating for human rights. This paper reports on findings from an investigation of the opportunities for teaching and learning about human rights in the Australian school curriculum, and in particular the opportunities for learning about human rights in schools through the work of Australian-based non-government and not-for-profit organisations. The research points to the value of strengthening partnerships between NGOs which specialise in the defence of human rights and school systems in order to broaden students' opportunities to learn about human rights. This paper argues for the recognition of the current work of NGOs in education systems in Australia, and for an extension of programs and project work around key human rights issues with young people and teachers.
Giovanangeli, A & Oguro, S 2016, 'Cultural Responsiveness: a framework for re-thinking students' interculturality through study abroad', Intercultural Education, vol. 27, no. 1, pp. 70-84.View/Download from: Publisher's site
While intercultural competence is commonly a goal of university study abroad programmes, debates around criteria for assessing this competence have highlighted the challenges in appropriately identifying students' intercultural learning in relation to specific university programmes. To overcome these issues, this research moves beyond conceptualising the intercultural in terms of 'competence' and instead proposes a framework termed Cultural Responsiveness to illustrate students' intercultural learning. Through questionnaires and interviews, the experiences and perceptions of undergraduate students after a year of exchange in France or Switzerland were collected and analysed. Using the Cultural Responsiveness framework, three parameters of students' intercultural experiences emerged: Awareness, Engagement and Bringing Knowledge Home.
Oguro, SG & Giovanangeli, A 2016, 'Describing Undergraduate Students' Intercultural Learning through Study Abroad in Terms of Their 'Cultural Responsiveness'', International Journal of Bias, Identity and Diversities in Education, vol. 1, no. 2, pp. 29-38.View/Download from: Publisher's site
Moloney, R & Oguro, S 2015, 'The effect of intercultural narrative reflection in shaping pre-service teachers' future practice', Reflective Practice, vol. 16, no. 1, pp. 1-13.View/Download from: Publisher's site
Burridge, N, Chodkiewcz, A, Payne, AM, Oguro, S, Varnham, S & Buchanan, J 2015, 'Human Rights Education in the Australian School Curriculum', Human Rights Education in Asia-Pacific, vol. 5, pp. 167-202.
Australian education systems, at state and federal levels, have been undergoing major reforms to their governance structures and to the nature of their curriculum. At the same time over the last decade there has been a national conversation about our knowledge and understanding of human rights (NHRCC 2009). In this context, it is an opportune time to review the place of education for and about human rights within the school curriculum. The study reported on in this paper outlines and examines the findings of a nationwide investigation into the capacity of each state and territory school education system and their individual curricula to provide opportunities to educate and motivate school students about human rights. It also engages in a discussion of the curriculum reforms being introduced as a result of the national Australian curriculum framework and the extent to which it caters for human rights perspectives.
Our data derive from four main sources: a review of the literature; input from roundtable discussions with participants involved in the advocacy for and the delivery of, human rights education in schools; analysis of curriculum and policy documents at the state, territory and national levels; and resources and technologies being used in the teaching of human rights in schools.
Given the increasing focus internationally on human rights education in the past two decades, this article examines recent developments in both human rights legislation and education in Australia. Despite opportunities to effectively integrate human rights education into school programs provided by a new Human Rights Framework and National Curriculum, there have been only limited outcomes to date for human rights education. Failure to systemically integrate human rights principles, topics and practices into school curriculum has resulted in a missed opportunity to create a human rights culture and improve understandings of human rights for Australian students.
Oguro, SG & Moloney, R 2012, 'Misplaced Heritage Language Learners of Japanese in Secondary Schools', Heritage Language Journal, vol. 9, no. 2, pp. 70-84.
While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum.
Oguro, SG 2011, 'Using the target language in beginner-level classrooms: The influence of learners' affective state on teachers' practice', University of Sydney Papers in TESOL, vol. 6, no. 6, pp. 1-19.
Although focused on learning a specific target language, learners also bring knowledge of their first languages (L1) to the classroom context. When their teachers are also proficient users of the learners' L1, then both the target and first languages can be used in classroom interactions, particularly in beginner-level courses. This study investigates the language choices made by teachers at an Australian university when communicating with their beginner-level students from six different language programs. The experiences of 27 teachers were canvassed through questionnaires and interviews. Data revealed that the learners' unease about extensive classroom target language use influenced the teachers' decisions to use the L1 or the target language at specific stages of a lesson. Various consequences for teachers' practices are discussed, including the strategy of explicitly discussing the value of using the target language with students. This article demonstrates a valuable and strategic use of the learners' first language which may ultimately lead to more extensive use of the target language, as learners come to understand the pedagogical value of exposure to and interaction in the target language
Oguro, SG & Moloney, R 2010, 'An alien from their own language: The case of Japanese in New South Wales', Babel, vol. 44, no. 2, pp. 22-31.
In late 2008, the Australian Government announced funding for a national collaborative project to develop a curriculum framework for courses of study in Chinese (Mandarin Mandarin (ma(n`d?ri(n) [Port. mandar=to govern, or from Malay mantri=counselor of state], a high official of imperial China. For each of the nine grades there was a different colored button worn on the dress cap. ), Indonesian, Japanese, and Korean for 'heritage speakers' of these languages at the senior secondary school level. This article examines some of the issues surrounding this development, investigating one of these languages (Japanese) as a case study. Drawing on previous research, it explores who might be considered a 'heritage' speaker/learner in the Australian secondary school context, how extensive this subgroup sub·group n. 1. A distinct group within a group; a subdivision of a group. 2. A subordinate group. 3. Mathematics A group that is a subset of a group. tr.v. ..... Click the link for more information. of learners of Japanese is in the community of New South Wales New South Wales, state (1991 pop. 5,164,549), 309,443 sq mi (801,457 sq km), SE Australia. It is bounded on the E by the Pacific Ocean. Sydney is the capital. The other principal urban centers are Newcastle, Wagga Wagga, Lismore, Wollongong, and Broken Hill. , and what courses of language study these students are currently undertaking at the senior secondary level. The project collected data through interviews with schoolteachers experienced in teaching 'heritage' speakers of Japanese. These teachers' voices provide informed perceptions of how appropriate the current offering of language courses at senior secondary level for 'heritage' language learners is. The article concludes with a discussion of some of the challenges which lie ahead in the teaching of heritage language courses.
Oguro, S & Mueller, B 2020, 'Learning abroad and graduate employability: challenges articulating international learning outcomes' in Heinrich, E & Bourke, R (eds), Research and Development in Higher Education: Next generation, Higher Education: Challenges, Changes and Opportunities, Higher Education Research and Development Society of Australasia, Hammondville, pp. 85-93.
Growing numbers of Australian undergraduate students are participating in short-term international experiences as part of their degree courses. In addition to any discipline specific knowledge or skills learnt, such international programs provide students with the opportunity to develop graduate attributes such as intercultural communication skills and professional readiness for careers in globalised workplaces. To facilitate their transition to graduate employment, it is important that students are able to articulate the learning outcomes of international programs and apply them to professional contexts. However, this is a complex task for students that has not been adequately addressed in university learning programs. To address this gap, this paper reports on a study of the
experiences of 55 undergraduate students from a range of disciplines who had completed a learning abroad program. It analyses interview data on the challenges students faced to connect their international experience with their future professions.
Results indicate a complex range of potential challenges for individual students relating
to their career management skills, developing professional identity, task-related performance issues, and perceptions of the relevance of international programs for employability. The paper establishes the necessity for universities to maximise the affordances of learning abroad programs by adequately supporting students to realise global graduate career opportunities.
Oguro, S & Jackson, J 2018, 'Introduction: enhancing and extending study abroad learning through intercultural interventions' in Oguro, S & Jackson, J (eds), Intercultural Interventions in Study Abroad, Routledge, New York, pp. 1-1.
Giovanangeli, A, Oguro, SG & Harbon, L 2018, 'Mentoring students' intercultural learning during study abroad' in Jackson, J & Oguro, S (eds), Intercultural Interventions in Study Abroad, Routledge, UK, pp. 88-102.
Globally, study abroad programmes in the university sector have grown markedly over the last two decades, alongside the increased mobility of capital, goods, and people across the world (Block, Gray, and Holborow 2012, Duchêne and Heller 2012). The higher education sector has introduced various initiatives in order to address these 'new times' (New London Group 1996), including internationalised curricula with an intercultural dimension, and the option to study abroad for a component of a degree. Indeed, the opportunity to incorporate study abroad experiences into degree programmes is attractive for individuals seeking professional qualifications to work in internationally connected spaces
Oguro, SG 2017, 'Facilitating intercultural competences through international student internships: Making links to future professional selves' in Deardorff, D & Arasaratnam-Smith, L (eds), Intercultural Competence in Higher Education International Approaches, Assessment and Application, Routledge, UK, pp. 224-228.
This text provides the latest thinking and research within the context of internationalization, presents practical case studies on how to integrate this into the preparation of global-ready students and will be of interest to postgraduate ...
Moloney, R & Oguro, S 2016, 'Transforming pre-service language teachers' understanding of teaching critically' in The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice, pp. 180-196.View/Download from: Publisher's site
Oguro, SG 2016, 'Facilitating Students' Interaction and Engagement with the Local Societyduring Study Abroad' in Kürsteiner, B, Bleichenbacher, L, Frehner, R & Kolde, A (eds), Teacher Education in the 21st Century: A Focus on Convergence, Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 247-262.
One of the results of internationalisation within the university sector is the increasing numbers of students participating in exchange study at a partner institution abroad, with the development of students' intercultural awareness a commonly stated goal of such international programs. This chapter examines a unique academic program for undergraduate students of a large urban Australian university designed to support students' intercultural development beyond the typical model of student exchange programs. In this alternative model, students still undertook courses at study at partner universities in Switzerland. However, their intercultural understandings were challenged and developed more substantially as a result of additional supports from their home university to facilitate their independent engagement with and in-depth investigation of an aspect of contemporary Swiss society.
Moloney, R & Oguro, SG 2015, 'Identities and languages: Two stories of multilingual development' in Chan, W, Bhatt, SK, Nagami, M & Walker, I (eds), Culture and Foreign Language Education: Insights from Research and Implications for the Practice, De Gruyter Mouton, Germany, pp. 179-194.View/Download from: Publisher's site
Oguro, SG & Moloney, R 2015, '"To Know What It's Like to be Japanese": A Case Study of the Experiences of Heritage Learners of Japanese in Australia' in Nakane, I, Otsuji, E & Armour, W (eds), Languages and Identities in a Transitional Japan: From Internationalization to Globalization, Routledge, Abingdon, UK, pp. 121-140.View/Download from: Publisher's site
Oguro, S & Jackson, J 2019, 'Plenary: Fostering global-mindedness and inclusivity through intercultural mentoring', Internationalisation: Optimising Student Experience, Chinese University of Hong Kong.
As internationalisation efforts intensify in the Asia-Pacific region and beyond, institutions of higher education are becoming more and more diverse. Increases in the number of international students on campus, however, does not automatically lead to meaningful intercultural engagement among students. After identifying some of the many elements that can hinder the development of constructive multicultural relationships, this presentation focuses on various ways that intercultural mentoring may be employed to foster global-mindedness, interculturality, and inclusivity. Examples of research-inspired pedagogical interventions (face-to-face, blended, fully online) are reviewed. This session encourages reflection on how intercultural mentorship may inspire both mobile and non-mobile students to initiate intercultural dialogue and more fully benefit from internationalisation.
Oguro, SG 2016, 'Fostering children's Japanese language development within bilingual Australian families: exploring the role of parents without Japanese language background', Research Network Conference: Social and Affective Factors in Home Language Maintenance and Development (HOLM), Berlin, Centre for General Linguistics (ZAS).
Oguro, SG 2016, 'Incorporating intercultural and human rights perspectives in Languages Teaching and Teacher Education', The International Education for Sustainable Development Alliance, Globalisation of Second Language Acquisition and Teacher Education, Fukuoka, Japan.
Giovanangeli, A & Oguro, S 2015, 'Moving Beyond Intercultural Competence: A Cultural Responsiveness Approach to Study Abroad', Intercultural Competence in Communication and Education (ICCEd2015), University Putra Malaysia.
Oguro, SG 2013, 'Intercultural reflective narrative as a learning task in pre-service language teacher education', Australian Association for Research in Education (AARE), Australian Association for Research in Education (AARE), Adelaide, Australia.
Co-authored with Robyn Moloney Language and Literacy Special Interest Group
Oguro, SG 2013, 'Supporting university students' intercultural development during international exchange experiences: the case of Australian students in Switzerland', International Week 2013, International Week 2013, Universities of Teacher Education Lucerne (PHLU), St.Gallen (PHSG), and Vaud (HEPVD), Luzern, Switzerland.
The goals of many university international exchange programs commonly include the development of students intercultural awareness and skills. However, students may not always receive explicit instruction in concepts of intercultural communication and/or the strategies they could utilise in developing their intercultural competence while on exchange. This paper reports on a research project investigating the pedagogical programs offered to students at the University of Technology, Sydney, prior to and during their exchange experience at partner universities in Switzerland. Interview and survey data were collected from students both prior to their departure to Switzerland and upon their return `home and are examined in light of how effectively students were supported to develop and reflect on their intercultural knowledge and skills. The paper evaluates approaches for integrating intercultural learning strategies into pre-departure preparations programs and problematises the assessment of intercultural knowledge.
Oguro, SG 2011, '`To Know What it's like to be Japanese': A Sociocultural Analysis of the Experiences of Heritage Learners of Japanese in Australia', The 17th Biennial Conference of the Japanese Studies Association of Australia, Japanese Studies Association of Australia, University of Melbourne.
One of the results of an increasingly globalised world is the increasing number of Japanese citizens (including any child dependents) living outside Japan. Typically, these children grow up multilingually, as users of Japanese as well as the language used in the local community. Research has shown that the maintenance of a heritage or family minority language has positive effects on the students view of self, educational attainment, and career opportunities (Cho, 2000; Wright & Taylor, 1995). Heritage language proficiency is said to produce, at the individual level, strong ethnic identification, confidence and social elationships (Cho, 2000) and, at the national level, is said to strengthen community cultural and religious values (Fishman, 2001). However, the reality for many heritage learners is less clear-cut. Many variables including familial, national,spatial and institutional, may influence learner identity construction and language proficiency. While there have been a number of studies of Japanese heritage learners (eg Kondo-Brown, 2006 and Oriyama, 2001) there has been only limited in-depth case study research attention to Australian heritage learner development. Extending our previous work on senior secondary school curriculum provision for Japanese heritage learners in New South Wales, Australia, (Oguro & Moloney, 2010) this paper explores a closer focus on learner development as expressed in two case studies investigating the experience of heritage learners of Japanese. One of the findings of our previous research was that as Australian heritage learners of Japanese are most commonly life-long Australian residents, their identification and locus is frequently grounded in Australia. He (2006) positions learner identity as the centrepiece rather than the background of heritage language development and calls for heritage language research to take a social constructivist approach, which attends to sociocultural complexities (He, 2010). The study reported...
Oguro, SG 2010, 'Heritage Learners of Japanese in Australia: Profile and Curriculum Provision', Waseda University Graduate School of Japanese Applied Linguistics.
Oguro, SG 2010, 'Options for Learners of Japanese as a Heritage Language in Australian Schools', First International Conference on Heritage/Community Languages, University of California, Los Angeles (UCLA).
This paper reports on an ongoing research project investigating the curriculum provision for heritage learners of Japanese in the secondary school system in the state of New South Wales, Australia. The study has been prompted by the dramatic increase in the population of school-aged heritage learners of Japanese in the last two decades in New South Wales (NSW). This paper will present findings from investigations into the range of Japanese language courses on offer in schools, including courses for learners of Japanese as a âforeignâ language and courses for so-called "background speakers" of Japanese. In light of current research literature, the paper critiques the methods employed to classify learners of Japanese, and the lack of appropriate course provision for heritage learners of Japanese, particularly in their final years of study in NSW schools. The paper also presents preliminary findings from an analysis of interview and survey data collected from heritage learners of Japanese, and their teachers. The analysis raises issues of the limited understanding of these studentsâ linguistic profile, and needs, and questions the extent to which their learning needs have been provided for within the school system. The paper suggests a number of challenges which lie ahead in teaching newly proposed courses for heritage language learners.
Oguro, SG 2009, 'Defining the heritage language learner: what the research says', National Forum on the Project to develop languages courses in Chinese, Indonesian, Japanese and Korean, State Library of NSW.
Oguro, SG 2009, 'First and second languages in the foreign-language classroom: exploring the relationship with beginner-level learners at an Australian University', First and second languages: Exploring the relationship in pedagogy-related contexts, University of Oxford, UK.
Classroom-based research over the past two decades has found that foreign language teachers commonly use both the first and target languages (âL1â and âTLâ) at different stages throughout their lessons (eg: Polio and Duff 1994; Cook 2001; Macaro 2005). Specifically, some teachers have been found to adjust their use of the TL in response to learnersâ anxiety towards its extensive use in the classroom (particularly when learners have limited proficiency in the TL). This paper reports on a study of the use of two languages, English and the TL, by teachers of beginner-level language programs at an Australian University. Using a combination of surveys, classroom observations and interviews, data was collected on how teachers sought to allay their learnersâ concerns by explicitly addressing the relationship of classroom L1 and TL use with their learners. Findings will be discussed for their significance for foreign language teaching methodology
Oguro, SG 2009, 'Japanese-Australian children learning Japanese: an exploration of identities and learning needs', JCS Keisho Nihongo Forum / JCS, University of Technology, Sydney.
Oguro, SG 2009, 'New Courses of Study for Heritage Language Learners in Australia: Why the need?', Australian Federation of Modern Language Teachers Association National Languages Conference, Sydney.
Oguro, SG 2008, 'Falling Through the Gap: An Analysis of the Provision for Heritage Learners of Japanese at Senior Secondary Level', Freelinguistics Conference, The University of Sydney.
Heritage language learners have been identified as an emerging area of investigation within the field of language education (Brinton, Kagan and Baukus, 2008). Within the state of New South Wales, the numbers of school-aged heritage Japanese learners has dramatically increased in the last two decades. This paper investigates the extent to which the needs of this group of learners are provided for within the New South Wales secondary school system. The paper explores definitions of heritage learners and how, as a distinct group with particular common patterns of development, they differ from foreign or second language learners. The paper canvasses the range of Japanese language course options available at senior secondary level, including courses for learners of Japanese as a 'foreign' language and courses for so-called "background speakers" of Japanese. In light of current research literature, this paper critiques the methods employed to classify Japanese learners, and the lack of appropriate course provision for heritage Japanese learners in their final years of study in NSW schools. This paper will contribute to broader discussions of the need for the development of language education curriculum for heritage learners to be informed by existing research.
Oguro, SG 2007, 'Negotiating a Third Space in the Language Classroom: Highs and Lows', Multiliteracies Forum, University of Technology, Sydney.
Oguro, SG 2007, 'Scaffolding Learners' Comprehension of the Target Language Used in the Classroom: Examples from an Indonesian Language Classroom in Australia', Social and Cognitive Aspects of Second Language Learning and Teaching Conference, Auckland University, Auckland University.
This paper reports on a case-study of the interactions of a teacher of Indonesian with beginner-level language learners at an Australian tertiary institution. The study focused on the teaching strategies to support learners in the task of comprehending the Indonesian used in the classroom and also how the teacher sought to optimise her use of the target language (TL) with learners who have limited proficiency in Indonesian. Theoretically, the study draws on sociocultural approaches to learning and specifically the concept of âScaffoldingâ. The âScaffoldingâ notion has been productively used in language education research to describe teaching strategies which support learnersâ production of the TL or to describe how learners utilise their L1 as a scaffold in collaborative TL tasks. The six Functions of Scaffolding (Wood, Bruner & Ross, 1976) will be examined for their applicability as a framework for describing the strategies the teacher of Indonesian uses when communicating with her learners. Samples of data collected in a series of classroom observations and interviews with the teacher will be presented to explore to what extent the teacher âscaffoldsâ the learners to comprehend the Indonesian she uses with learners in the classroom.
Oguro, SG 2006, 'Monolingual Assumptions in Language Acquisition Research', Cultural Literacies and Multi-lingual Literacy Workshop, University of Technology, Sydney Australia.
Oguro, SG 2006, 'Scaffolding as a Framework for Optimising Teachers' Classroom Target Language Use', TESOL Colloquium, University of Sydney.
Oguro, SG 2006, 'Using learners' first language(s) in foreign language classrooms: re-thinking the terminology', First Forays into Sensory Realms (Institute for International Studies Workshop), Graduate School of Business, UTS.
Oguro, SG 2005, 'Labelling the language(s): Monolingual Bias in the Terminology of Languages Education Research', Queer Agencies and Social Change in International Perspectives (Institute for International Studies Workshop), Wiseman's Ferry, NSW.
Oguro, SG 2005, 'Teachers' Uses of the Target Language in the Classroom: Attitudes and Practice', Australian Applied Linguistics Association of Australia (ALAA) Conference, University of Melbourne.
Human Rights Education centres; Professional Teachers Associations; Australian Human Rights Commission