American Council on the Teaching of Foreign Languages (ACTFL), after which JACTFL modeled, has been playing a key role in promoting and improving foreign language education in the United States. This paper will take a look at its vivacious activities in the formative years.
The Study Group for the Promotion of Multilingual Education (chaired by Professor Atsuko Koishi) of the Japan Association of Language Policy (Professor Mamoru Morizumi, President) has been undergoing a project to develop curriculum guidelines for teaching foreign languages other than English (i.e., Arabic, Chinese, French, German, Korean, Russian, and Spanish). This paper describes an endeavor to develop the curriculum guidelines for teaching German as a foreign language in this project.
This article describes the history and problems of teaching and learning of Japanese as a foreign language. Specifically, the author addresses the following four questions:
(1) How has Japanese language teaching been developed to date?
(2) How does the teaching of Japanese differ from the teaching of foreign languages in Japan?
(3) What are the common misunderstandings about Japanese language
(4) What are the current problems with the teaching of the Japanese language?
This paper 1) describes the current status of and problems with Russian language education in Japanese secondary educational institutions and 2) discusses the future prospect of Russian education and the possibility of cooperation between secondary and post-secondary educational institutions. Our goal is to develop plurilingual education in Japan through the cooperation and collaboration among high schools and universities.
This paper studies a feasible linkage of education of foreign languages other than English between secondary and post-secondary schools in the current public educational system in Japan. The term linkage of education of foreign languages refers to the articulation of the instructional goals and contents from lower school level to higher school level of foreign language educaiton. This paper examines several conditions required for creating an effective linkage, and suggests that the current system of teaching foreign languages in public education is posing an obstacle for establishing the linkage and achieving the ideal state of foreign language education.
”Proposal on Foreign Language Education Policy to Foster Global-Mindedness” by the JALP Study Group for the Promotion of Multilingual Education would have a significant meaning for Japanese education, but we would be faced with various problems in order to implement this proposal.
In this paper, I claim that, based on the present condition of secondary and post-secondary education, the implementation of the proposal would require that the following conditions be met: the expansion of university-level teacher preparation programs, the training of university-level teacher trainers and textbook writers, and so on. In addition, universities must be ready to accept students who studied foreign languages at high schools into their language courses.
Esperanto is a language that enables us to easily communicate with people with different linguistic backgrounds, and provides students with opportunities to open their mind to diverse people and cultures. In addition, it is proven to help students learn other new languages with ease. In spite of these advantages, however, Esperanto is not a language commonly taught in Japanese schools. This paper, based on the author’s personal experiences of teaching Esperanto at schools and in communities for a number of years, discusses the significance and potential of teaching Esperanto as a second language in Japanese schools.
At the Imizu Campus of Toyama National College of Technology, the studens are required to study one of the Japan Sea Rim Languages – Chinese, Korean, or Russian, in addition to English. This paper describes the Russian Language Program offered at the campus and discusses several issues the program are faced with.