Abstract
This study examines the effectiveness of a native and a non-native Japanese instructor co-teaching a course designed to introduce Japanese culture. A questionnaire survey was conducted among the course participants, and the results suggest that this method contributes to smooth and interactive course delivery, enhancing the understanding of both language and culture. Explanations and examples provided by the non-native teacher, who is familiar with both Japanese and Hungarian cultural contexts, greatly supported language comprehension. The study also indicates that such a teaching model can increase learners’ motivation across varying proficiency levels and can offer multifaceted educational benefits.
