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Dissertations / Theses on the topic 'Japanese Language schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Leyland, Christopher Patrick. "The English 'native speaker' teacher as a language resource : conversation analytic examinations of backstage interactions in Japanese high schools." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2423.

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Faced with fewer employment opportunities at home, more British and American university graduates are moving abroad to teach English as ‘native speakers’. In 2013 Japan’s JET Programme employed over 4000 ‘native speaker’ ‘Assistant Language Teachers’ (ALTs)1. While ALT’s primary professional responsibility is widely considered to be teaching English to elementary, junior high and high school students, this study reveals they frequently provide their Japanese co-workers with English language help. After collecting around 80 hours of audio-recordings from two Japanese high school staffrooms, thi

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12

Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustu

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13

Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.

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This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Frame

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14

Hall, James M. "A linguistic ethnography of learning to teach English at Japanese junior high schools." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26002.

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The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teac

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15

Ogawa, Harumi. "Investigating the effect of incorporating cultural elements in English Language teaching to enhance Japanese college students' L2 vision as intercultural speakers." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8446/.

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This thesis concerns an exploratory practice (EP) project conducted at a two-year college in north east Japan, which was severely affected by the earthquake of March 2011. The focus of research is a 13-week EFL course for 25 first-year college students, specifically designed to enhance their future visions of themselves as L2 users (Dörnyei & Kubanyiova, 2014). This study examined opportunities that the course created for the students’ vision development in the classroom and the factors that may have contributed to these opportunities. The data came from 1) students’ written narratives, 2) se

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Yoshimitsu, Kuniko 1944. "Language maintenance efforts of Japanese school children in Melbourne." Monash University, School of Asian Languages and Studies, 1999. http://arrow.monash.edu.au/hdl/1959.1/8560.

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17

Ho, Wing-sze Caterina. "A study of the use of language learning strategies by Hong Kong junior secondary students in learning Japanese as a third language." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36734111.

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18

Price, Anne V. "From school subject to global tool: Language learning experiences of Japanese undergraduate economics students." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/227736/1/Anne_Price_Thesis.pdf.

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This thesis analyses essay, online discussion and interview data from undergraduate students in a national public university in Japan to explore their foreign language learning experiences during the course of their education. It is discovered that experiences and reasons to learn English and other languages change from regarding English as a subject to pass examinations in high school, to a tool used for communication and achieve other goals after entering university.

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19

McMahill, Cheiron S. "Valuing minority children and their languages in Japan : discourses and identities in a Portuguese, English and Japanese community language school." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442729.

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20

Martin, Ron Reuel. "The Foreign Language Learning Value Beliefs of Japanese Elementary School Students." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/232554.

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CITE/Language Arts<br>Ph.D.<br>This study was an investigation of student beliefs about their EFL education, and it was based upon the subjective task value component of the expectancy-value theory, a prominent theory of achievement motivation. The participants were three cohorts of Japanese public elementary school students (Cohort 1 from 2008; Cohort 2 from 2009; and Cohort 3 from 2010); each cohort consisted of third through sixth graders (N = 1,478; N = 3,693; and N = 1,336, respectively). Three research questions with associated hypotheses were posited in order to determine: (a) if studen

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21

Shima, Hiroshi. "Japanese Sojourners Learning English: Language Ideologies and Identity among Middle School Students." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308231429.

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22

Kiyosue, Teppei. "Teaching Japanese in an American high school how Japanese teachers make sense of their American students' communication styles /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=476.

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23

Shirahata, Tomohiko 1957. "The learning of English grammatical morphemes by Japanese high school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276802.

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This thesis is a study of the learning of English grammatical morphemes (copula, possessive, ING, plural, progressive auxiliary, irregular-past, regular-past, definite article, indefinite article, and the third-person-singular-present) by 31 Japanese high school students. The data were based on the results of the subjects' spoken language, which were tape-recorded and carefully investigated. The results indicated some similarities and differences between the present study and the previous L1 and L2 studies. The present study showed more similarities to the studies which dealt with Japanese sub

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24

Kanda, Makiko. "DEVELOPMENT OF ENGLISH ORAL PROFICIENCY AMONG JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/355716.

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Language Arts<br>Ed.D.<br>This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked

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Butto, Louis. "THE EFFECTS OF EMPLOYING MINDFULNESS ACTIVITIES WITH JAPANESE HIGH SCHOOL STUDENTS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/484377.

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Teaching & Learning<br>Ed.D.<br>Learning a foreign language can be challenging. If the learning environment is compulsory, motivation can also contribute to the struggles. Mindfulness, a psychological construct, is a robust topic in the academic literature. Mindfulness is a mindset that views the world from multiple perspectives, reorganizing what is perceived, focusing on the present moment and keeping open to new ideas (Langer, 1997). Moreover, mindfulness is claimed to increase interest and academic outcomes. Therefore, the construct was employed in this research to validate these claims an

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26

Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.

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CITE/Language Arts<br>Ed.D.<br>The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analy

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27

Mawbey, Angela, and n/a. "The implementation of the Japanese language program at Macquarie Primary School : an evaluation." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.131034.

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The need for an increase in the learning of foreign languages in primary schools in Australia was noted by the Senate Standing Committee on Education and the Arts (Report on a National Language Policy, 1984, Recommendation 78, p230). The introduction of the Japanese language program at Macquarie Primary School, ACT, in 1984, was a response to this need, combined with the expressed wish of the local community. Within this program it was decided that an unpublished curriculum developed and used in the ACT by a native speaker of Japanese, would be trialled. The purpose of this study, within a Mas

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28

Okada, Hanako. "Somewhere "In Between": Languages and Identities of Three Japanese International School Students." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/35794.

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CITE/Language Arts<br>Ed.D.<br>This study is a situated qualitative investigation of the multiple languages and identities of three Japanese international school students in Japan. These students had no foreign heritage or experience living outside Japan, but had been educated completely in English-medium international schools since kindergarten. In effect, they had been socialized into another culture and language without leaving Japan--a relatively monolingual and monocultural country. The participants' complex linguistic situations and identities were investigated using narrative inquiry

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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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30

Ho, Wing-sze Caterina, and 何穎斯. "A study of the use of language learning strategies by Hong Kong juniorsecondary students in learning Japanese as a third language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36734111.

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31

Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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32

Hersey, Stewart Matthew. "From Dewey to Bruner : overcoming structural deficiencies in Japan's English language conversation programs for high school students :." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69561.

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This thesis examines several possible contributions and limitations of John Dewey's Progressive educational theory towards creating an effective program for improving the teaching of oral English courses in Japanese high schools.<br>In particular, the study attempts a critical examination of Dewey's theory of Instrumentalism as a standpoint from which it continues to contribute to the retrogressive state of contemporary Japanese pedagogical orientation. In so doing, the thesis attempts to elicit, find speculative guidance in, and occasionally utilize in the clarification process, critical eval

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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).

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34

Saternus, Julie A. "Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563811516613295.

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35

Monoi-Yamaga, Naoko. "English Activities in International Understanding Lessons in a Japanese Public Elementary School." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/84985.

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CITE/Language Arts<br>Ed.D.<br>This study was an investigation of public elementary school students' affective changes through English Activities of international understanding lessons at Japanese public elementary school. The learners' expected affective changes were regarded as International Posture, Self-esteem, Collective Self-esteem, and Interest in Foreign Affairs based on theoretical perspectives and the goals specified by Ministry of Education.<br>Temple University--Theses

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36

Sasajima, Shigeru. "Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan : an exploratory study." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/12359.

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Japanese non-native English-speaking EFL (English as a foreign language) teachers in secondary education (JEFL teachers) work in a different educational context from language teachers in Europe. The purpose of this exploratory research is to identify the distinctive ways in which JEFL teachers think, know, believe and do. These concepts are subsumed under the general heading of JEFL teacher cognition, particularly as this applies to teaching and teacher education in Eigo Kyoiku (English education in Japan). The overall purpose of exploring JEFL teachers’ cognitions is reflected in four researc

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37

Koga, Nari. "Growing Student Identities and School Competences in Sojourning: Japanese Children's Lived Experiences across Japan and the United States." Thesis, Boston College, 2009. http://hdl.handle.net/2345/732.

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Thesis advisor: María Estela Brisk<br>This study was conducted to understand student identities of five Japanese children (the second through sixth grade) and the processes of identity negotiation within their sojourning experiences between Japan and the United States. An increasing number of Japanese elementary students internationally sojourn in today's globalized societies, and consequently shape their identities in multiple school contexts. Previous research has suggested the reciprocal relations between linguistic minority learners' identities and their diverse school experiences, and rep

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38

Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the J

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39

Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.

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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four

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40

Fukukawa, Misa. "Multilingual literacy practices of students aged 6-14 at a Japanese school in Catalonia: language, writing systems and technology." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667103.

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Recently, multiliteracy has received lots of attention. Due to increased migration, globalisation and intermarriage, as of 2017, there are 203 Hoshukos (Japanese school located outside of Japan) spread across 56 different countries, all of which are supported by the Ministry of Education in Japan. This study analysed writing samples written by 11 Spanish-Japanese children who attend Hoshuko in Barcelona. Also, interviews with their mothers and teachers were conducted. The collected writing samples were written in Spanish, Catalan, English, French and Japanese, and were drawn from their lit

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Watanabe, Michinobu. "Motivation, Self-determination, and Willingness to Communicate by English Learners at a Japanese High School." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207090.

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CITE/Language Arts<br>Ed.D.<br>In this longitudinal study, I investigate changes in Japanese high school English learners' motivation over time, and whether the initial individual differences and the changes in those differences over time predict their final English achievement and overall academic achievement in high school. A questionnaire, which was developed by drawing on the Attitude/Motivation Test Battery (Gardner, 1985b), the self-determination-theory scale (e.g., Noels, Pelletier, Clément, & Vallerand, 2000), and the willingness-to-communicate scale (e.g., McCroskey, 1992), was admini

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42

Bolick, Jonathan. "Over there: a preparation course for Japanese high school students embarking on a student exchange year abroad /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/8/.

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43

Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.

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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan. First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in

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Mertin, Patricia Anne. "The role of culture in second language learning with special reference to the Japanese students at the International School of DuÃŒ?sseldorf." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433299.

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45

Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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46

Bouchard, Jeremie. "Interrogating the presence and importance of the Nihonjinron discourse in Japanese Junior High School EFL classrooms." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6633/.

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This Modular PhD research project investigates the relationship between \(nihonjinron\) and EFL classroom practices in Japanese junior high schools. Its overarching concerns are Can traces of \(nihonjinron\) be found in the body of data gathered for this module? and How important are these traces to observed EFL practices? By adopting a social realist approach to critical social research, attention is brought to agentive processes – as revealed through ethnographic means of inquiry – in the study of ideological discourse. In the process, the gaps and contradictions between what people say and

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47

Morales, Leiko Matsubara. "Cem anos de imigração japonesa no Brasil: o japonês como ensino de língua estrangeira." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-28052010-140321/.

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O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos des

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Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.

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Chang, Chun-Min, and 常純敏. "A Research on Second Foreign Language Education at Japanese High Schools: Focus on Chinese-language Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17063985424875999147.

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Abstract:

碩士<br>淡江大學<br>日本研究所碩士班<br>93<br>Since year 1990’s, more and more Japanese high schools incorporate “Chinese” into one of their foreign language courses. There are four reasons: (1) The increasing close tie in economics and cultural exchanges between Japan and China/Taiwan. (2) High schools of researchers commissioned by the Education Ministry since 1991, 32 of them started feasibility studies about Chinese language education. (3) Due to the sharp decline in the number of births, Japanese high schools started to develop their own school specialties to satisfy the higher needs of new generation

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Kawaguchi, Mayo. "Reframing Heritage Language Education from an Intercultural Perspective: The Case of Japanese Language Schools in Greater Vancouver." Thesis, 2014. http://hdl.handle.net/1828/5775.

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This thesis examines how Japanese language schools in the Greater Vancouver area function in the diversification of their pupils’ backgrounds. The schools provide curricula which mainly consist of practices of Japanese language and cultural learning. Applying the content analysis of qualitative data derived from interviews with the school principals, the thesis investigates what emphasis the schools put on their educational policies and practices of the curricula. The maintenance of the learners’ heritage language and culture have been argued as a primary function of heritage language schools

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