The problem of linguistic isolation often coincides with cultural isolation. And wars in the Twentieth Century have taught us that cultural isolation is a luxury we can no longer afford.
This paper is to examine the history and status of our cultural awareness frequently overlooked among us. This leads to a reconsideration of popularly held beliefs about language education in this country.
This study provides a detailed analysis of the process of developing a Japanese model of global human resources at the age of our rapidly globalizing society. Global human resources are defined as individuals with strong human and social skills, who have mastered creative problem solving skills and gained ability of overcoming difficulties. Such individuals will engage in activities aimed at achievement of sustainable prosperity and growth. In addition, the importance of foreign language education in the process of fostering global human resources is discussed, with the focus on strengthening creativity and respecting human and cultural diversity.
In this article, we investigated variations in the motivation and autonomy of university students learning a second foreign language, and the influence of learning environment factors on such variations. We assigned a questionnaire based on Self-determination theory to obtain measures of motivation and autonomy over time. We then divided students into groups and statistically analysed changes in the levels of student motivation and autonomy between semesters in the context of the contents, goals, and teaching methods of their classes, or in terms of the frequency of several activities (task, pronunciation, conversation, pair/group work), and interpreted our results. We found no definitive difference between the groups. Although their less self-determined motivation generally increased, their avarage of autonomy increased: in some cases, however, we found differnces in the degree of increase for average autonomy. In conclusion, although learning environment did not significantly affect learners’ motivation and autonomy on the whole, some factors merit further investigation.
This 2-year-long qualitative study examines how two teachers of Russian locally negotiate the top-down FL education policy and recreate the Russian as a foreign language (RFL) education policy in their classrooms at two high schools in Japan. Data collected in this study include participant observations and audio -recordings of Russian classes and two professional development workshops that the teachers attended, interviews, as well as textbooks and teaching materials used at the schools, and any documents related to the RFL education policy in Japan.
The content and micro-discourse analysis of the data reveals how top-down policies including the Course of Study and high-stakes testing such as college entrance exams may impact the local policy processes in individual classrooms. The analysis also highlights moments in which the two teachers locally negotiated and recreated the RFL education policy to meet their students’ needs within their individual school contexts. In such moments, the teachers often reflected on their practice and/or took risks to try what they had learned in their professional development workshops in their own classes. Thus, the present study broadly argues that professional development may play a significant role in language education policy processes, giving opportunities and tools for teachers to practice their agency, challenge and recreate the given policy through their daily practices.
In the midst of globalization especially in Japan with the Tokyo Olympics expected in 2020, the importance of learning foreign languages, other than English, has been heightened. Under these circumstances, for the learning of German, various attempts have been made to encourage students to study the language by the German Foreign Ministry. Kitazono High School has developed an edu cation system that promotes the learning of many foreign languages and currently plays an important role in multiple language education at a secondary school level. Herein, this report focuses on the actual practice for teaching the German language that h as recently been made at Kitazono High School and discusses the future prospects for education in regards to foreign languages in view of the Tokyo Olympics.
Most Japanese who have been educated English by Listening/Reading(Input) for examinations are passive not only in business situation but also in conversation for fun at overseas. I put the hypothesis that senior high school students who learn neighboring countries’ language from their interests to communicate at overseas and with inbounds situation have possibility to break through this situation. The hypothesis was verified with using English speaking test ‘OPIc’ based on ACTFL.
The purpose of this paper is to report the workshops Kanto International Senior High School held in 2015. The report is made mainly focusing on the APU & KANTO English + Asian Language Workshop where students interviewed APU students and gave presentations using both English and Asian languages. In this paper, effects of this interview & presentation approach on foreign language learners are presented from the viewpoint of the education of globally minded leaders of the future. This consideration is made from the standpoints of EIAL, or English as an International Auxiliary Language as well as plurilingualism.
Kanto International Senior High School and Board of Education of Shibuya Ward is jointly organizing a community-based international understanding educational program. In this paper, I introduce the program targeting the junior high school
students of Shibuya Ward, Tokyo.