2021 Volume 178 Pages 215-229
This paper reports on practice of project work in a training program for Japanese language teachers in Japan which strives to enhance competence in intercultural understanding. First, this paper refers to the relationship between deep culture and competence in intercultural understanding and the role of teachers, and then gives an overview of previous practical reports on project work.
Based on teachersʼ Japanese proficiency and the issues pointed out in previous practical reports, the procedure and progress of project work are described by means of a phased approach focusing on three points: 1） Creating an environment where collaborative activities are likely to occur, 2） broadening their perspectives for observing culture through discussion, and 3） language support. An analysis of questionnaire responses, self-evaluations of competence in intercultural understanding, and presentation products reveals that teachers evaluate the project work highly and that there were changes in self-evaluation. Awareness of intercultural understanding was especially observed through the presentation. Thus, it can be concluded that the design of project work based on a staged approach worked effectively.
