scholarly journals Toward Exhilarating Classrooms: Representation vs. Inclusion in Japanese Language Education

2020 ◽  
Vol 54 (2) ◽  
pp. 373-381
Author(s):  
Arthur M. Mitchell
Keyword(s):  
Native Speaker ◽  
Language Education ◽  
Language Teachers ◽  
Japanese Language ◽  
Diversity And Inclusion ◽  
Identity Representation ◽  
Inclusive Teaching ◽  
The Way

This article responds to the important effort, regarding diversity and inclusion, to draw attention to the imbalance in identity representation amongst the ranks of Japanese language teachers and to interrogate whether this is a symptom of native speaker supremacy bias. While recognizing the presence of this bias, I argue that addressing it through frameworks of representation (e.g. increasing the number of non-L1 female-identifying teachers) could inadvertently serve to support larger frameworks of oppression. Promoting, instead, a method of inclusive teaching that prompts us to look inward and actually transform the way we teach by having the courage to draw attention to our gendered, racial, national, and class identities within the classroom and connecting them to the content we teach, I offer a tactic for more directly addressing native speaker bias, as well as other structures of exclusion, that can be practiced by any instructor, no matter what their identities.

scholarly journals Pedagogical Linguistics Training for Graduate Students

2020 ◽  
Vol 54 (2) ◽  
pp. 337-346
Author(s):  
Etsuyo Yuasa
Keyword(s):  
Graduate Students ◽  
Language Education ◽  
Ohio State University ◽  
Japanese Language ◽  
State University ◽  
Diversity And Inclusion ◽  
Language Instructors ◽  
The Ohio State University ◽  
Prior Experiences

This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.

scholarly journals The AJE Summit 2020 Report: The Past, Present and Future of Japanese Language Education in Europe

2021 ◽  
Author(s):  
Takuya Kojima ◽  
Marcella Mariotti
Keyword(s):  
Language Education ◽  
Reference Points ◽  
Language Teachers ◽  
Japanese Language ◽  
Postgraduate Students ◽  
Future Studies ◽  
The Past ◽  
The Impact ◽  
Current Report

Associations of teachers of Japanese play an indispensable role in assisting not only teachers but also learners and impacting society by offering resources and opportunities for the growth of in-service teachers and pre-service teachers such as postgraduate students. Enhancing the quality of the resources and opportunities is expected to become effective when they know each other, learn from each other and work together. For this purpose, the Association of Japanese Language Teachers in Europe hosted a summit where the representatives of 22 European countries gathered to discuss the current and the future of Japanese language education in Europe. The aim of the current report is to present general but up-to-date information about the teachers, learners, institutions, associations, and features and challenges of each country. Furthermore, this report will illustrate the key discussions of the summit on the challenges and the possible actions for the viable future of Japanese language education in Europe. The Authors hope to contribute to creating the reference points for larger future studies on such associations while reflecting on the impact the summit possibly had.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals Is Enjoyment Still Important in University Second Language Education?

2017 ◽  
Vol 3 (2) ◽  
pp. 51 ◽  
Author(s):  
Junko Winch
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Language Education ◽  
Leisure Activity ◽  
General Assumption ◽  
Language Teachers ◽  
Japanese Language ◽  
Second Language Education ◽  
Science Technology ◽  
Academic Year

This study investigates if undergraduate students majoring in Science, Technology, Engineering and Medicine (STEM) who have studied Japanese in the Institution-Wide Language Provision (IWLP) context experienced enjoyment in Japanese language learning. This research was held at a British STEM university in London. Questionnaires were used to generate the quantitative and qualitative data. The participants were STEM undergraduate students who were studying Japanese in the 2015/16 academic year. The results showed that the majority of students experienced enjoyment and flow in Japanese language learning. These results show that the general assumption that all learning is grim and unpleasant is not necessarily true and that the assumption may be changed. Furthermore, language learning may be considered as the same as a leisure activity such as games, shopping or hobbies. As an implication for professional practices, language teachers are encouraged to be familiar with the concept of enjoyment and flow so that they are able to manipulate to invoke students’ enjoyment and flow.

scholarly journals PENELITIAN DASAR TERHADAP MOTIVASI MAHASISWA YANG MEMILIH KEAHLIAN PENDIDIKAN BAHASA JEPANG

2014 ◽  
Vol 14 (2) ◽  
pp. 117 ◽  
Author(s):  
Natsumi Kobari
Keyword(s):  
High School ◽  
Language Education ◽  
Senior High School ◽  
Language Teachers ◽  
Japanese Language ◽  
Japanese Education ◽  
Study Program ◽  
Language Teacher ◽  
Significant Difference ◽  
Education Study

Indonesia University of Education (UPI) takes an important role and responsibility in teachers' training of Japanese language education which is popular at senior high school in Indonesia. UPI is supposed to provide with training regularly to generate qualified Japanese language teachers. Even so, it is seen a significant difference among students in terms of the motivation toward learning Japanese language education and the effort to acquire title for being Japanese language teachers. This research aims to know the motivation of Japanese Education Study Program's students through analysis of the open-ended questionnaire survey result. From the coding result acquired, it was discovered that the majority of the students who were motivated to choose Japanese Education Study Program were influenced by their interest in Japanese language itself, and this interest is affected by the presence of an interest in pop culture and their learning experience in senior high school. In addition, 33% of all the students are considering becoming a Japanese language teacher as one option, which is less than the ones who are considering finding a job as not Japanese language teacher. Also, more than 50% of all the students want to continue their study to the higher level, i.e. master degree.

scholarly journals AATJ’s Role in Diversity and Inclusion: An Opportunity to Transform into a Well-Integrated Organization

2020 ◽  
Vol 54 (2) ◽  
pp. 423-434
Author(s):  
Suwako Watanabe
Keyword(s):  
Language Education ◽  
Professional Organization ◽  
Professional Organizations ◽  
Japanese Language ◽  
Common Goal ◽  
Language Background ◽  
Diversity And Inclusion ◽  
Instructional Level ◽  
Professional Field ◽  
Survey Results

The survey results (Mori et al., this volume) show that there are divisions among subgroups based on instructional level and language background in the field of Japanese language education. This commentary discusses various kinds of divide or disparity in our professional field based on the author’s experience of involvement in three national professional organizations (ATJ, NCJLT, AATJ). In order for AATJ to become a well-integrated professional organization, the following three recommendations are made: (1) Reevaluate the AATJ’s current mission and bylaws to have a common goal, (2) incorporate the spirit of diversity and inclusion to foster a collegial culture in the organization, and (3) articulate what AATJ wants students to attain through the study of Japanese.

scholarly journals An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Mutia Kusumawati
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Language Learners ◽  
Language Education ◽  
Language Teachers ◽  
Japanese Language ◽  
School Students ◽  
Learning Abilities ◽  
Japan Foundation

The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curriculum that was being used. The results showed that most of Japanese language learners in Indonesia are at the secondary education level and mostly are high school students. However, the purpose of the Japanese language teaching curriculum in high schools in Indonesia does not require students to master Japanese to the upper level. Therefore, even though the number of Japanese language learners in Indonesia is large, but because the target of language acquisition is low, the Japanese language ability also tends to be low.

scholarly journals The Generalist’s Dilemma: How Accidental Language Teachers Are at the Center of Japanese Pedagogy

2020 ◽  
Vol 54 (2) ◽  
pp. 383-389
Author(s):  
Brian C. Dowdle
Keyword(s):  
English Language ◽  
Academic Identity ◽  
Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Japanese Language ◽  
Interdisciplinary Learning ◽  
Teaching Language ◽  
Language Courses ◽  
Language Competency

This article introduces the role and issues of generalist in Japanese-language education. Generalists teach both Japanese- and English-language courses, across the curriculum. They may be “accidental” Japanese teachers, who were trained in other fields but find themselves teaching language due to the nature of the job market. Hence, unlike specialist Japanese language educators, generalists may lack an academic identity of language teacher. This article shows how the generalist’s dilemma provides a window into larger problems of diversity in Japanese language instruction and its relationship to Japan studies, more broadly. It shows how the place generalists may help us: reconsider the divided between “content courses” and Japanese-language courses; understand the structural disincentives for generalists to identify as language teachers; and appreciate the modes of interdisciplinary learning and language competency modeled by generalsits.

scholarly journals Diversity, Inclusivity, and the Importance of L2 Speaker Legitimacy

2020 ◽  
Vol 54 (2) ◽  
pp. 317-325
Author(s):  
Jae DiBello Takeuchi
Keyword(s):  
Native Speaker ◽  
Language Education ◽  
Japanese Language ◽  
Linguistic Ideologies ◽  
Research Findings

This commentary builds on the work presented in Mori et al. (this volume) and considers diversity and inclusivity in the context of L2 speaker legitimacy in Japanese-language education. A discussion of linguistic ideologies, native speaker bias, language ownership, and speaker legitimacy is followed by a brief introduction of key research findings which demonstrate the persistence of native speaker bias for L2 speakers of Japanese. I argue that as Japanese-language educators, we must make a commitment to overcoming native speaker bias with regard to each other and especially with regard to our students. I conclude with some suggestions of steps we can take to become models for our students and demonstrate the legitimation of speakers regardless of linguistic background, so that we may begin to eliminate native speaker bias in our profession and in our classrooms. 

scholarly journals Diversity, Inclusion, and Professionalism in Japanese Language Education: Introduction to the Special Section

2020 ◽  
Vol 54 (2) ◽  
pp. 253-266
Author(s):  
Junko Mori ◽  
Atsushi Hasegawa
Keyword(s):  
North America ◽  
Online Survey ◽  
Special Section ◽  
Language Education ◽  
Professional Community ◽  
Japanese Language ◽  
Diverse Population ◽  
Educational Mission ◽  
Diversity And Inclusion

Diversity and inclusion have become a major concern in academic and professional institutions in recent years. As educators, we are responsible for creating environments where a diverse population of students can communicate beyond differences and learn from each other. While this educational mission is widely recognized, we have not sufficiently examined the extent to which a culture of diversity and inclusion has been fostered and actually practiced within our professional community. The current special section aims to facilitate dialogs on this topic among Japanese-language educators by sharing the results of an online survey conducted in 2018 and featuring commentaries prepared by twelve individuals who have contributed to Japanese language education in North America in different capacities. This introductory articleprovides a brief overview of the backgrounds and motivations for this special section and outlines its organization.

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