Japanese Language Education from the Perspective of “Coexistence”

Abstract

This paper examines the potentialities and challenges of Japanese language education by considering issues from the perspective of “coexistence.” First, (1) a study is made of the reports produced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) regarding the MEXT concept of “coexistence.” Next, (2) the positioning of Japanese language education in the government curriculum guidelines is reviewed, with a particular focus on “Japanese language aims” in the elementary school stage. On that basis, (3) suggestions are made regarding the direction of Japanese language classes in terms of inclusion and re-inclusion as a potentiality for Japanese language education as seen from the perspective of “coexistence.” Suggestions are also made regarding the direction of Japanese language classes in terms of “traditional language culture” under the heading of “matters relating to the linguistic culture of Japan.” Finally, (4) the need to incorporate the perspective of nurturing “the capacity to critically interpret society and culture” within the elementary school Japanese language curriculum is discussed.