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Relevant bibliographies by topics / Japanese Language schools

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Academic literature on the topic 'Japanese Language schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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Journal articles on the topic "Japanese Language schools"

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Nadiah Zubbir, Noor Aizah Abas, and Haida Umiera Hashim. "Unlocking Fluency: Evaluating The Japanese Language Mastery Program." International Journal of Modern Languages and Applied Linguistics 9, no. 2 (2025): 1–12. https://doi.org/10.24191/ijmal.v9i2.4603.

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The Japanese language and culture were first introduced into Malaysian education through the Look East Policy (DPT), initiated by Tun Dr. Mahathir Mohamad in 1982, aiming to emulate successful East Asian practices for Malaysia's development, particularly Japan and South Korea. Initially, Japanese was taught primarily at higher education institutions and selected secondary schools, but not at the elementary level. The Japanese Language Mastery Program (JLMP) at Universiti Teknologi MARA (UiTM) Shah Alam has been introduced in two foster schools in the Klang Valley as part of the university’s co

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Douglas, Masako. "Pedagogical Theories and Approaches to Teach Young Learners of Japanese as a Heritage Language." Heritage Language Journal 3, no. 1 (2005): 60–82. http://dx.doi.org/10.46538/hlj.3.1.3.

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This paper proposes a theoretical framework for the development of curricula for Japanese heritage language schools. Although these schools provide most of the Japanese heritage language (JHL) instruction available to elementary and secondary school pupils, they have received little attention or support from the academic community. Specifically, they are in need research-based knowledge as well as models for teaching methodology, developing curricula and instructional materials, and providing teacher training. This paper examines recent theories and approaches in the fields of heritage languag

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Morse, Zac, and Sen Nakahara. "English language education in Japanese dental schools." European Journal of Dental Education 5, no. 4 (2001): 168–72. http://dx.doi.org/10.1034/j.1600-0579.2001.50405.x.

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Oguro, Susan, and Robyn Moloney. "Misplaced Heritage Language Learners of Japanese in Secondary Schools." Heritage Language Journal 9, no. 2 (2012): 207–21. http://dx.doi.org/10.46538/hlj.9.2.5.

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While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior

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Rahayu, Ely Triasih, Slamet Riyadi, Hartati Hartati, Anggita Stovia, Nisa Roiyasa, and Weksa Fradita Asriyama. "Language Politeness Education through Language Behaviour Habits: Concerning the Indonesian and Japanese Viewpoints." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2173–81. http://dx.doi.org/10.35445/alishlah.v15i2.3267.

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Language politeness has universal characteristics. It means that speech communities from any country have their own language politeness based on the applicable norms. Language politeness education starts from family. Meanwhile, outside family communities, such as schools or society, language politeness education is greatly needed to create positive interactions between language users and certain communities. This research discussed language politeness education in two languages (Indonesian and Japanese) using a comparative qualitative case study in library research. The results of the study in

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Pieper, Daniel. "The Making of a Foreign National Language: Language Politics and the Impasse between Assimilationists and Language Nationalists in Colonial Korea." Journal of Korean Studies 24, no. 1 (2019): 63–95. http://dx.doi.org/10.1215/21581665-7258055.

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AbstractThis article examines the process by which Japanese came to be solidified as the national language of instruction in public schools during the first decade of colonial rule (1911–22). First, I analyze Government-General of Korea language policy and the recollections in 1917 by the policy insider Oda Shogō, which reveal a confidence in the efficiency of administration but also a tension between the official discourse on Japanese language nationalization and the perceived proficiency of Korean instructors and students. The March First Movement less than two years later exploded the misco

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Asato, Noriko. "Mandating Americanization: Japanese Language Schools and the Federal Survey of Education in Hawai'i, 1916–1920." History of Education Quarterly 43, no. 1 (2003): 10–38. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00113.x.

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Under the policies of the United States, it will be very difficult to prohibit schools of this kind unless it were definitely proven that they were teaching treasonable things.—P. P. Claxton, U. S. Commissioner of EducationThis article critically examines how the 1919 Federal Survey of Education in Hawai'i, under the guise of a scientific study to guide educational reform, was used as the means to implement colonial policies over the territory's largest ethnic group, the Nikkei, people of Japanese ancestry. Furthermore, the survey was also used by various other political and religious parties

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Dougill, John. "Japan and English as an alien language." English Today 24, no. 1 (2008): 18–22. http://dx.doi.org/10.1017/s0266078408000059.

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ABSTRACTStarts with excerpt from John Dougill, English as a decorative language (ET12, 1987). Twenty years on English still decorates Japan. At the end of the 1980s, Japan's bubble economy burst and the country has been rectifying the ills of the past ever since. The drive to improve is a marked feature of the culture, and much has changed in the past twenty years. The number of ‘international Japanese’ has grown, as has the number of competent English speakers. Education has been freed up, English introduced into primary schools, and listening tests established in national exams. Yet the pecu

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Motobayashi, Kyoko. "Language teacher subjectivities in Japan’s diaspora strategies: Teaching my language as someone’s heritage language." Multilingua 35, no. 4 (2016): 441–68. http://dx.doi.org/10.1515/multi-2015-8011.

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Abstract This study demonstrates the ways in which discourses in a state-sponsored volunteer program incited transformations of individual subjectivities, focusing on a group of Japanese language teacher volunteers training in Japan to become teachers of Japanese as a heritage language for the country’s diaspora (Nikkei) population in South America. As teachers of heritage Japanese at Japanese language schools in these Nikkei communities, their work was central to Japan’s diaspora strategies, which reframe the Nikkei population as Japan’s “diplomatic assets” connected to Japan through their Ni

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Hashimoto, Kayoko. "Compulsory ‘foreign language activities’ in Japanese primary schools." Current Issues in Language Planning 12, no. 2 (2011): 167–84. http://dx.doi.org/10.1080/14664208.2011.585958.

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Dissertations / Theses on the topic "Japanese Language schools"

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Davies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.

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Watanabe, Ken. "Curricular integration between teaching English and Christian education at Japanese Christian schools." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Ito, Genji. "Teaching EFL reading in Japanese High Schools : an exploratory study." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390756.

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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceive

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Uematsu, Shigeo. "THE LONG-TERM EFFECTIVENESS OF ENGLISH LANGUAGE INSTRUCTION AT JAPANESE ELEMENTARY SCHOOLS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/60100.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of the effect of English Learning in the Elementary School (ELES) on both English language skills and affective variables. The participants were 145 public junior high school students in Grades 7 and 8; 72 participants received English language instruction once a week in the local public elementary schools in tokku (special educational district), while the remaining 73 participants had not received any English language instruction in their local public elementary schools. Three research questions were investigated: (a) To wha

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Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.

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Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entranc

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Hamada, Hideki. "Japanese families' educational challenges in the US| Strategies and attitudes for language and cultural maintenance while in American and hosuko schools." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613192.

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<p> Many Japanese families come to the US because the fathers are dispatched to work at Japanese companies in the US, and they return to Japan after a 3-4 year stay. Many children attend an American local school as well as a supplementary Saturday school, hosh&umacr;k&omacr;, in order to keep up academically after they return to Japan. However, balancing an American and a Japanese education while in a foreign country is a challenge for both Japanese parents and children. Children who plan to permanently live in the US also spend a lot of time to maintain their Japanese at the hosh&umacr;k&o

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Davies, Roger J. "The academic writing of Japanese students of English : contrastive rhetoric and its implications for an integrated approach to composition pedagogy." Thesis, Bangor University, 2000. https://research.bangor.ac.uk/portal/en/theses/the-academic-writing-of-japanese-students-of-english--contrastive-rhetoric-and-its-implications-for-an-integrated-approach-to-composition-pedagogy(bc114cb9-af5b-4b89-b4f6-77fa1b69ab73).html.

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This thesis begins with the assertion that there are serious inadequacies in the academic writing of Japanese students of English studying at the post-secondary level in Japan. To substantiate this claim, Chapter 1 presents a preliminary profile of student writing, based on a survey of the literature, the testimony of established authorities, and representative samples of student compositions, establishing baseline parameters of infelicity in their written work and identifying key features that characterize such writing. This survey also reveals numerous problems inherent in the research carri

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Sugiue, Keiko. "Current Situations and Roles of the Portland hoshuukoo: From the Perspective of Heritage Japanese Education." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/1710.

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The Portland Japanese School (hoshuukoo) was established as a supplementary Saturday school by a Japanese business group of Portland (Shokookai). The mission of this school is to provide Japanese education to Japanese students who eventually go back to Japan and continue to study in the Japanese school system. My previous project found that Japanese parents, who are long term U.S. residents, want to send their children to the Portland hoshuukoo for the purpose of giving a heritage Japanese education. Utilizing a case study qualitative approach, the current study administered a questionnaire to

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Yoneda, Fusako. "The Sociocultural Contexts of Being/Becoming Japanese within a Japanese Supplementary Culture/Language School: A Practitioner Researcher’s Un/Learning of Culture and Teaching." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245416649.

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Books on the topic "Japanese Language schools"

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Morimoto, Toyotomi. Japanese Americans and cultural continuity: Maintaining language and heritage. Garland Pub., 1997.

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T, Harries Phillip, University of London. School of Oriental and African Studies. External Services Division., and Japanese Language Seminar (1987 : London), eds. Japanese for all: The teaching of Japanese language in secondary schools and adult education classes. External Services Division, School of Oriental and African Studies, University of London, 1988.

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Moore, George. Translate or communicate?: English as a foreign language in Japanese high schools. Nova Science Publishers, 1996.

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Kitagawa, Mary M. Making connections with writing: Anexpressive writing model in Japanese schools. Heinemann, 1987.

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Kimi, Kondo-Brown, and Brown James Dean, eds. Teaching Chinese, Japanese, and Korean heritage language students: Curriculum needs, materials, and assessment. Lawrence Erlbaum Associates, 2008.

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Kitagawa, Mary M. Making connections with writing: An expressive writing model in Japanese schools. Heinemann, 1987.

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Marshall, Unger J., Lorish Fred C, Noda Mari, and Wada Yasuko, eds. A Framework for introductory Japanese language curricula in American high schools and colleges. National Foreign Language Center, 1993.

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Hōchisha, Hawai. Nihongo Gakkō shōso jisshūnen kinenshi: Commemorative issue for tenth anniversary of the victory of the Japanese Language School litigation. Bunsei Shoin, 2018.

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Negawa, Sachio. Senzenki Burajiru imin Nihongo tokuhon. Fuji Shuppan, 2016.

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Little, Jean. Yoko writes her name. Hyperion Books for Children, 2008.

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Book chapters on the topic "Japanese Language schools"

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Soipov, Jasur. "Choice of Japanese Language Schools." In The Grass is Always Greener? Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2570-1_7.

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Horii, Sachiko Yokoi. "Russian as foreign language in Japanese high schools." In The Soft Power of the Russian Language. Routledge, 2019. http://dx.doi.org/10.4324/9780429061110-21.

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Kadowaki, Kaoru. "“Native” Japanese Speaker Teachers in Japanese Language Education at Primary and Secondary Schools in Australia." In Native-Speakerism. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5671-5_8.

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Kadowaki, Kaoru. "The Roles of Native Japanese Speaker Teachers in Japanese Language Programmes at High Schools in South Korea, Indonesia and Thailand." In Japanese Language and Soft Power in Asia. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5086-2_7.

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Ikeda, Maiko, Hiroyuki Imai, and Osamu Takeuchi. "An Innovative Approach to In-Service Teacher Training for Teaching English at Japanese Public Elementary Schools." In Innovation in Language Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12567-7_13.

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Adnyani, Kadek Eva Krishna, Desak Made Sri Mardani, Ni Nengah Suartini, and Yeni. "Japanese Language E-Learning Readiness During the Covid-19 Pandemic at High Schools in Buleleng Regency." In Proceedings of the 2nd International Conference on Languages and Arts across Cultures (ICLAAC 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-29-9_9.

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Santos Fermin, Tricia Abigail, and Johanna O. Zulueta. "The Impact of Japanese Schools' Policy Responses to COVID-19 on Filipino Women Assistant Language Teachers." In Women and COVID-19. Routledge, 2023. http://dx.doi.org/10.4324/9781003267133-16.

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Nagamine, Toshinobu. "Preservice and Inservice English as a Foreign Language Teachers’ Perceptions of the New Language Education Policy Regarding the Teaching of Classes in English at Japanese Senior High Schools." In Multiculturalism and Conflict Reconciliation in the Asia-Pacific. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-137-40360-5_6.

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Machida, Tomohisa. "Foreign Language Anxiety and Japanese Elementary-School Teachers’ Characteristics." In Teacher Education and Professional Development in TESOL. Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-11.

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Yamazaki, Keiichi, and Mauricio Bugarin. "Brazilian Workers in Japan and Public Policies for Promoting Their Social Integration with a Focus on Basic Education for Children." In Brazil—Japan Cooperation: From Complementarity to Shared Value. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4029-3_6.

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AbstractThe main objective of this research is to find an efficient way to improve the educational environment for the children of Brazilian residents in Japan. The secondary objective is to identify a better way to improve the social and economic positions of these residents through further integration into Japanese society. We believe that the potential for them to become a vital bridge between the two countries in the near future is significant, but that potential is not yet being tapped sufficiently. Therefore, the goal of this analysis is more than simply improving working and living cond

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Conference papers on the topic "Japanese Language schools"

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Itagaki, Shizuka, and Kazunori Yoshiizumi. "The Challenges Faced by Teachers in English Activities at Japanese Elementary Schools." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31246.

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Mardani, Desak Made Sri, I. Wayan Sadyana, and Luh Diah Surya Adnyani. "Learning Japanese Language Based on 2013 Curriculum at Elementary Schools in Bali." In Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200115.040.

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Kusrini, Dewi, Via Luviana Dewanty, Amalia Putri, and Renindra Atsilah Putri. "Development of Comic Books as Teaching Media for Japanese Language Learners in Indonesian High Schools." In Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211119.031.

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Lloyd, John R., and Ronald C. Rosenberg. "Creating Global Mechanical Engineers Through New Education-Industry Partnerships." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-046.

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A new language-based global undergraduate mechanical engineering education program is being developed to produce “globally educated” mechanical engineers ready for practice in the 21st century. The Global Education Program is accomplished through partnerships established with middle and high schools, companies, a network of international engineering schools and Michigan State University. Typically the incoming students have studied French, Spanish, or German, but we also find students in increasing numbers who have had Japanese and Chinese. The MSU Mechanical Engineering Global Education Progr

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Imelda, Imelda, and Margariet M. Lappia. "Perspectives and Implications of Japanese Language Teachers on the Cooperative Learning Implemented in The Classrooms Conducted at Senior High Schools in Makassar." In Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-1-2018.2281901.

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Chapple, Julian. "A TENTATIVE PROPOSAL FOR INCLUSIVITY EDUCATION TRAINING FOR JAPANESE SCHOOL TEACHERS BASED ON THE NEEDS OF MIGRANTS AND RETURNEES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end074.

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"Although Japan has not traditionally been considered a multicultural nation or possesses anything resembling an open immigration policy, it is rapidly becoming more and more diverse. Events like modifications to the nation’s immigration regulations in April 2019 and the recent proposed scrapping of the 5-year term limits on accepted “temporary” foreign workers (Category 1 Specified Skilled Workers) have ostensibly led to a quiet opening to unskilled foreign workers for the first time in the nation’s modern history. While Japan’s hand may have been reluctantly forced by serious labour force sh

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Zhang, Larry, and Yu Sun. "An Application that Combines Learning and Games to Make Learners Keep Interested in Learning." In 12th International Conference on Advanced Information Technologies and Applications. Academy and Industry Research Collaboration Center (AIRCC), 2023. http://dx.doi.org/10.5121/csit.2023.130611.

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Learning a new language and a new culture is always fun and interesting at the beginning. However, when learners get deeper into the learning process, they find that whether it is memorizing vocabulary, learning dif erent types of grammar, or learning a new culture that is completely dif erent from the learner's country, it becomes very dif icult and learners gradually lose their enthusiasm for learning. Also, some of the textbooks right now are published a long time ago. Teaching some 20 or 30 years ago’s culture won't help the learner and may make them misunderstand the modern culture of tha

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Okumura, Shinji. "TEACHERS’ INSIGHTS ON THE JAPAN-AUSTRALIA PRIMARY SCHOOL VIRTUAL EXCHANGE PROJECT." In EduCon Rome – International Conference on Education, 10-11 September 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.215216.

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Research Objectives In 2022, an intercultural virtual exchange (VE) project between Japanese and Australian primary schools was conducted. Students engaged in activities such as exchanging self-introduction video clips and commenting on counterparts’ clips through Padlet. This study aimed to evaluate teachers’ perspectives on the VE project, uncovering successful aspects and pedagogical issues from the viewpoints of language teachers. The research highlights the transformative potential of technology in promoting intercultural education and underscores the need for teacher collaboration in edu

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Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), p

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O'Toole, Jane, Monica Ward, Jacqueline Żammit, and Oneil Nathaniel Madden. "Designing, optimising and reflecting on CALL-informed technologies, pedagogies and practices: Case studies in Less Commonly Taught Languages (LCTL) and Endangered Languages (EL) contexts." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19075.

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This paper outlines the design, optimization and implementation of CALL-informed technologies, pedagogies, and practices in the context of Less Commonly Taught Languages (LCTL) and Endangered Languages (EL) by exploring four specific cases globally. CALL practice in LCTL and EL contexts is initially discussed concerning the theme of CALL for humanity. An overview of the role of technology more broadly in the LCTL context in supporting the multimodal teaching of LCTLs is subsequently outlined. The case studies are then introduced. The first case study investigates a participatory approach that

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