This paper introduces the theory of Conviviality as the way of living together with others who have different values. And this paper reports the case of language education based on this principle. The purpose of this paper is to discuss the possibility of applying the theory of Conviviality in the context of language education and to find viable answers to live together with others who have different values. Firstly, KIM Taemyeong discusses the theory of Conviviality referring to Modern philosophy such as Kant, Hegal, Hobbes and Husserl. KIM focuses on the principles of mutual recognition of freedom and common understanding. Secondly, INAGAKI whose area is language education reports on the “eidetic seeing” workshop which was held with Japanese parents who raise children in a multilingual situation in Ireland. Inagaki discusses the workshop from the point of view of creating meaning and value in language education. Finally this paper discusses the theory of Conviviality in the context of the creation of values as the goal of language education.

In this paper, we report on the development of the pan-European level discussions about the relationship between fostering citizenship and second/foreign language teaching. Even though the term “citizenship” is not new in Europe, it acquired new significance in the process of certain replacement of functions of nation by pan-European political organizations, such as the European Union and Council of Europe, and from encountering“others” from inside and outside of Europe becoming an everyday affair. More recently, terrorism practiced in Europe turned social inclusion and social cohesion into new challenges. Democratic citizenship, together with these concepts, became one of the keywords in education fields, including second/foreign language teaching, in Europe, and theoretical tools intended to foster it are conceived, developed and diffused.

This study is to analyse the change of awareness about Japanese language and citizenship of a Japanese language learner “Ali” (pseudonym) from pre-conflict era to post-conflict era, who had moved to Sweden as a refugee, through interview data. The researcher conducted the interviews from March 2011 to January 2017, before and after the start of the Syrian crisis. During the interviews, “Ali” indicated that Japanese language would (1) enhance his future job opportunity, (2) achieve the development of his cross-border relationship, (3) gain recognition as one human being, and (4) change the society and his surroundings. In addition, “Ali” was strategically planning to establish the new relationship which surpass the nation state framework, while utilise the nation state framework to broaden prospect of his future career. He also flexibly implicated boundaries of language, nationality, and ethnicity to seek improvement of his surroundings, and develop citizenship. This finding leads to the conclusion that the foreign language would play an important role in individual＇s life and became an effective tool to develop their sense of citizenship.

The community-based Japanese language education conducted by organizations such as the international association aims not only at foreign citizens’ Japanese language learning, but also at the cultivation of communication skills and multicultural symbiosis perspectives for all participants, including Japanese citizens. What kind of utterances are effective for facilitators in dialogue-centred learning activities when aiming to balance the formation of citizenship and foreigners’ learning of Japanese? In this study, in order to reveal the effects of a facilitator＇s utterances on the interactions between participants of learning activities, I conducted conversation analysis using discourse data from learning activities in which foreigners and Japanese citizens participated. The analysis revealed that the membership categories of the discourse participants were not fixed to “Japanese learners” and “Japanese learning supporters” but changed from time to time. The fluidity of membership category has also been recognized by the fact that the Japanese learners themselves, as well as the facilitator or Japanese learning supporters, were taking initiative in the repair process of discourse problems that arose from difficulties in reception or production of Japanese language.

Bauman depicted the late modern society as “individualized society,” in which individuals are losing social supports to address their issues. This individualization is also in progress in the conceptualization of communication in language education. However, it is communication as a collaborative endeavor that is critical in a complex society where issues are often beyond the reach of individual efforts. Therefore, this study analyzes the Tojisha Kenkyu, a community-based communication therapy in psychiatric care, to reinvent the concept of communication. It employed the Relational Cultural Theory as the framework to focus on the features of relationships rather than the traits of individuals. We found that communication in Tojisha Kenkyu can turn vulnerability into collaborative power because it has incorporated a particular relationship as part of their culture.

Recently, “Learning reflection” in Japanese language education, has come to draw attention. However, there are no studies that have analyzed the relationship between the content of reflection and awareness of reflection in detail. In this paper, from the point of view of “action research,” we analyzed how Japanese language learners reflected their studying, focusing on two learners who viewed “Learning Reflections” as positive. As a result, it was found that two learners reflected their past beyond the teachers’ instruction of “reflecting their study for a week.” It was also found that they reflected their studying based on “their own keywords.” The results and the consciousness of the two learners＇ reflections suggest that it is necessary to support multi-layered reflections using “my own keywords.”

The present research examines how non-native learners interpret classical Japanese literature via a case study that highlights a method for learning support. Ten researchers who specialized in Japanese studies were requested to elucidate the process of interpreting classical Japanese literature while thinking aloud. Utterance protocol data and follow-up interview transcripts were quantitatively and qualitatively analyzed. The results revealed that the cognitive process primarily operates on modern Japanese language and the recognition that modern Japanese knowledge is important for understanding sentence construction and meaning. As a result, this study proposes a learning support method that utilizes such modern Japanese knowledge.

This study is an interview survey on the Association for the Promotion of Japanese Language Education＇s First Japanese Language Education Seminar, held in 1997, commonly called the Hakone Meeting. Based on the stories of 11 survey participants who attended the Hakone Meeting, this paper describes the meeting＇s significance for Japanese language schools. Life-story interviews with survey participants revealed that the Hakone Meeting created “collaboration among Japanese language schools” and aimed for Japanese language schools to “establish a social identity” together. To this end, they prepared a foundation for working jointly toward “improving the quality of Japanese language education.” The Hakone Meeting was a symbolic event for overcoming the “manager/managed” relationship between the Association for the Promotion of Japanese Language Education and Japanese language schools so that Japanese language schools (the “managed”) could independently orient themselves and engage with society. It offered Japanese language schools the opportunity to begin taking steps toward building a social identity as educational institutions at the forefront of international exchange.

In this article, the author insists the importance of “self-critical attitude” which language learners take. Based on Critical theory of Frankfurt school, “self-critical attitude” means that language learners try to explain why they study that language to the others on the purpose of mutual understanding. In addition, a case example in a class of Japanese language which the author had practiced is analyzed.

The present study has defined care-work as emotional labour and has explored how an EPA care-worker candidate Mr. Al-Fadhil constructed his view of nursing care through the meanings of particular words. A story was written based on year-long longitudinal interview data, and I read deeply what these words meant to him through the story. “Language play” which he did with nursing-care service users and the word “okâsan” constituted his view of nursing care that it is his role to build a relationship with users, while the word “ flexible” did his view to put himself in users shoes and to act accordingly. On the other hand, the word “kankei,” a relationship with users such as “ningen kankei,” “kokoro no kankei” and “shinrai kankei” represented his enthusiasm for relating with others, which had been kept holding before he started care-work. What underlies his view of nursing care seems adhering to the values based on his personal history, finding his role between others and acting up to it.

In Taiwanese private adult education institutions, classes may continue over several years. For that reason, it is not possible to design the class based on the curriculum of the school education institutions. In this study, we use the Trajectory Equifinality Approach, and, focusing on adult Japanese language classes that continue for a long period, analyze in what ways a mid-career teacher has transformed the design of classes. The result of the analysis was that the growth of a teacher involves moving from a teacher to student relationship to a relationship of equal participants in the class. Additionally, it is suggested that, as part of this relationship, teacher carry out class design in collaboration with students, and create original value for that class.

This paper adopts a social constructionist approach to the analysis of account data in interviews conducted between Japanese teachers. It uses Membership Categorization Analysis to examine how the interviewer and the interviewee accomplished their accounts using various categories in question-and-answer sequences. The analysis revealed that they used the categories of “craftsman” and “researcher,” and that a generalization of the features of these categories were used to accomplish their accounts. Additionally, the results also revealed that both interviewer and interviewee constructed stereotypes about Japanese teachers, which were tied to the places Japanese teachers work, and they even generated the divisions between Japanese teachers throughout the interview. The stereotypes were constructed unintentionally and unconsciously in the course of the interview accounts, which provides some reflections on daily conversations between teachers.

This research employs narrative inquiry using dialogic storytelling to make sense of the life of a Korean female immigrant, J, who has acquired linguistic citizenship in Japan. This dialogue was facilitated by Trajectory Equifinality Modeling (TEM), which led both J and the researcher to re-evaluate their understanding of their lives and place in society. Through J＇s experience of suffering after a big earthquake and subsequent evacuation from her home, along with her interaction with oppressed fellow female immigrants from Korea, she changed her perception of language and self-image of herself as a citizen of Japan. Through this self-transformation, she learned that education should enrich students’ lives unconditionally. Now she is engaged in teaching overseas students as a non-native Japanese language teacher. Through this dialogue with J, the researcher has also become more aware of the necessity to reflect on the native speakerism which is deeply rooted in Japanese society, and come to understand that language education should support learners to develop resilience and exercise agency in their lives outside the classroom.

This study is based on a question whether teachers’ reflection of their practices lead them to reflect their educational beliefs or not. And it aims to clarify whether Mr. Saito’s beliefs of Japanese Language education has changed or not while he was working at a high school in Thailand, and to consider why it has changed or not. In order to do so, a life story interview to Mr. Saito was conducted. As a result of this research, it found some part of his educational beliefs has changed but some part has not changed. The cause of the change was that he realized something from the differences between Thai students, teachers and himself, on the other hand, the similar attitude of them could not make changes to his educational beliefs. However, the differences cannot always cause awareness leading to alteration of educational beliefs. We need to reflect our own practices critically, furthermore, we must doubt the obvious, and keep asking it ourselves.

The purpose of this study was to clarify how university students who had no transboundary movement experience perceived the problems and thoughts of people who had grown up with plural languages by participating in workshop-type classes on the theme of “children growing up with plural languages.” In order to visualize how each student＇s “surprise/attention” was triggered and was updated, we analyzed their comment sheets and reports. The findings revealed that the students＇ own “questions” and “viewpoints” emerged from the “surprise/attention” triggered by talking to others and listening to their narratives, and developed in relation to challenges outside the classroom.

According to Hiroki Azuma＇s Genron 0: A philosophy of the tourist (2017), the modern world has become a “two-layered structure” like a dichotomy in various aspects such as nationalism and globalism. The present study aims to at bring back the story of plurilingualism/pluriculturalism, which is now a factor that creates a “two-layered structure” with being simplified into only the context of internationality, to its original context. The present study criticizes the research of “the children crossing borders” as an example of a simplified plurilanguage/pluricultural story. And focusing on the two-terms confrontation of "the children crossing borders" and “the children non-crossing borders” that be implied by the research of “the children crossing borders,” the author tries to create an intermediate context in between these two. By doing so, the author hopes to redefine the concept of “moving” mentioned in the research of “the children crossing borders” in an extended way. As a narrative approach for these purposes, the present study conducts on a life story survey of people called “Hāfu” who was born between a Japanese parent and a French parent. In addition, the author of the present study writes my own “Hikikomori” experience as auto-ethnography and crosses it with the stories of people of “Hāfu.” Then, by creating a context of “partial connections” between “Hāfu” (the children crossing borders) and “Hikikomori” (the children non-crossing borders), the story of plurilingualism and pluriculturalism is revived to be as the multi-line story.

Native-speakerism is still prevalent in second language education fields, despite efforts to eradicate its presence in the sphere of academic research. However, exploring and elucidating NON-Native-speakerism oriented language learning is the aim of this paper, qualitatively analyzing an extended example of one English language learner’s life story. This learner has always maintained a consistent attitude of being an “appropriate speaker as a non-native speaker.” Chronicling the subject’s learning environment and socio-cultural development from early childhood to the present, we explore how this environment and development affected and formed his character. “Character” is a conceptual term as defined below: any verbal or behavioral expression to show “what kind of person you are.” The results of the qualitative analysis and following reflections are summarized and described in four discernible features: (1) intentional performance and reflection of “character” in the second language; (2) respect for second language culture and emphasis placed upon formality and politeness in the language studied; (3) correct and thoughtful use of structure of the language, regardless of whether it is the first or the second language; and (4) emphasis on clarity of message.

The authors conducted a Forum Theater (FT), which is a kind of drama workshop in which participants enact an improvisational scenario. The main participants of the FT were Japanese language teachers. After the workshop, the authors interviewed three of the FT participants and analyzed what kind of value-transformation occurred in the process of participating in the FT. It was observed that the first participant, Yuki, who had had several experiences of participating in other FTs, deepened her negative capability (ability to think continuously about very complicated problems, not seeking the easy solution) by repeated participation in FTs, while another participant, Eri, showed an attitude where she sought a clear effect in FT, and any value-transformation was not observed. As for the third participant, Kimiko, clear value-transformation in communicating with others was observed. In the FT, she displayed typical first-person approach, a way for understanding others supposing that her own way of thinking can also be applicable to others. After the FT, however, she clearly grew out of this kind of attitude (first-person approach.) Her transformation was interpreted as a result of being addressed by others using second-person approach, where an effort is made to respond to a counterpart＇s request and imploration by accepting the counterpart＇s feeling. Based on the findings shown above, the authors discussed the considerations needed for administrators who facilitate these kinds of workshops.

This paper describes the developmental process and significance of teaching materials that utilize the narratives of immigrants as a resource. In addition, we can also see and recognize the issues related to “meeting the needs of people who are learning to survive.” Our purpose in crafting the narratives of immigrants into teaching materials can be summarized by the following 3 objectives: First, to take individual student narratives and introduce them into society. Second, to change the way of thinking currently revolving around Japanese language education. Third, to connect the education process to the futures of learners. As a result of creating and implementing these teaching materials, we found that immigrants can be empowered, and are able to share their experiences through lesson worksheets and interviews. In addition, we found that holding instructor training courses encourages greater awareness of student concerns and leads instructors to have expectations for changes in their students’ futures.

This paper is a book review of Past, present, and future of language education from anthropological and sociological points of view: Ideologies on language and language education (Ed. Shinji Sato and Akiko Murata). This book has been written to encourage people involved in language education to reconsider their own activities and take a step forward. This book is made of three parts. The book starts with a summary of the discussion about the theoretical significance of anthropological and sociological approaches in language education. The second part concerns questions around what has been taken for granted in language education from anthropological and sociological points of view. The final part of the book shows some practical examples of language communication education from anthropological and sociological points of view. Thirteen authors question various assumptions that have been taken for granted and argue the need to rethink what language education is. In this paper, I summarize the content of each chapter and explain my vision for language education.