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Journal articles on the topic 'Japanese Language schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

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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DRAGAN, Angela. "Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania." Acta Linguistica Asiatica 8, no. 1 (2018): 91–99. http://dx.doi.org/10.4312/ala.8.1.91-99.

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In Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It al

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Yuniarti, Yuniarti. "An Article Review on Teaching English in English, ‘in principle’: The National Language Curriculum for Japanese Senior High Schools." ACCENTIA: Journal of English Language and Education 1, no. 2 (2021): 87–93. http://dx.doi.org/10.37598/accentia.v1i2.970.

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This paper reviews the article written by Gregory Paul Glasgow entitled “Teaching English in English, ‘in principle’: The national language curriculum for Japanese senior high schools” published in 2014. This paper aims to examine the author’ findings on teachers’ perception of new course of study by proposing some theoretical frameworks of communicative language teaching and the planned behavior analysis perspective to support the discussion. The article author raised the issue of Japanese English teachers’ perceptions towards the recently launched national foreign language curriculum for Jap

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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of t

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Sagara, Keiko, and Nick Palfreyman. "Variation in the numeral system of Japanese Sign Language and Taiwan Sign Language." Asia-Pacific Language Variation 6, no. 1 (2020): 119–50. http://dx.doi.org/10.1075/aplv.00009.sag.

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Abstract Abstract (Japanese Sign Language) The numerals 10, 100 and 1,000 are expressed variably in Japanese Sign Language (JSL) and Taiwan Sign Language (TSL), two languages that also have historic links. JSL was used in deaf schools that were established in Taiwan during the Japanese colonial era, leaving a lasting impression on TSL, but complex sociolinguistic situations have led to different outcomes in each case (Fischer, 2014; Sagara, 2014). This comparative sociolinguistic analysis is based on two datasets comprising a total of 1,100 tokens produced by 72 signers from the Kanto and Kans

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Rosandi, Chandra. "INDONESIAN TRANSLATOR - JAPANESE USING WEB-BASED SPEECH." JELTec (Journal of Learning Technology) 1, no. 1 (2023): 11–17. https://doi.org/10.56327/jeltec.v1i1.5.

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Japanese language is a foreign language as well as English, studied English language difference from elementary through high school. For the Japanese language itself is only a few schools implement it because of the lack of teachers who can speak Japanese. Therefore this program is designed to address the problem. With this program do not have to worry about someone can speak Japanese because the program is equipped with a voice that means someone who wants to speak Japanese need only speak Indonesian to be converted or translated into the Japanese language in sentences and sound the Japanese

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Oriyama, Kaya. "Heritage Language Maintenance and Japanese Identity Formation: What Role Can Schooling and Ethnic Community Contact Play?" Heritage Language Journal 7, no. 2 (2010): 237–72. http://dx.doi.org/10.46538/hlj.7.2.5.

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This study examines the role of schooling and ethnic community contact in ethnolinguistic and cultural identity construction and heritage language maintenance through the surveys and narratives of three groups of Japanese-English bilingual youths and their parents in Sydney, Australia, as a part of a larger longitudinal study from childhood. The bilingual youths were either born in Australia or immigrated there at a young age, and one or both of their parents are Japanese. All youths attended local Japanese community (heritage) language schools on weekends for varying periods of time while rec

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Yoshimi, Ishikawa, and Kono Michikazu. "Healing Old Wounds with Manga Diplomacy: Japan's Wartime Manga Displayed at China's Nanjing Massacre Memorial Museum." Asia-Pacific Journal 10, S3 (2012): 22–31. https://doi.org/10.1017/s1557466012024795.

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In 2009 China became Japan's biggest trading partner, taking over the top spot from the United States. Japan is a popular destination for big-spending Chinese tourists, cited by some Japanese retailers as “salvation” in a time of economic downturn. On the flipside, the continent has only increased its allure for Japanese travellers, with tourists now more likely to hit Hong Kong than Hawaii. The number of Japanese and Chinese studying at universities and language schools in the other country continues to rise unabated.

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Oeinada, I. Gede, Ida Ayu Laksmita Sari, Anak Agung Anom Bintang Bayu Putra, and I. Komang Rama Kusuma. "Permasalahan yang dihadapi oleh Pendidikan Bahasa Jepang pada SMA/SMK di Bali." Humanis 27, no. 1 (2023): 90. http://dx.doi.org/10.24843/jh.2023.v27.i01.p09.

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Following the implementation of the Merdeka Curriculum, Japanese language education at the high school / vocational level (SMA / SMK) in Bali faces a significant challenge. The lack of thorough understanding and communication caused the teachers to feel that the Merdeka Curriculum was less friendly to the Japanese language class hours in their schools. This article aims to describe the problems encountered in SMA / SMK in Bali related to Japanese language education not only in terms of policies in the form of the curriculum but also from the side of schools, teachers, and students. The data co

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Sawada, Hiroko, and Rizu Inoue. "Network for Supporting Education of Foreign Children During Covid-19: Language Assessments as a Tool for Promoting Community Integration." Acta Linguistica Asiatica 11, no. 2 (2021): 33–50. http://dx.doi.org/10.4312/ala.11.2.33-50.

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The rising number of foreign residents in Japan has caused the number of children with foreign backgrounds in Japanese schools to increase. The present Japanese education system does not adequately support children whose mother language is not Japanese, and their educational problems have turned into social issues. We have conducted an action research project in collaboration with several schools and one university to determine how to develop a support system through online media that would soften the impact of the COVID-19 pandemic. We argue that language assessment is the key to driving the

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WALTON, A. RONALD. "Japanese Language in US High Schools: A New Initiative." Modern Language Journal 77, no. 4 (1993): 522–23. http://dx.doi.org/10.1111/j.1540-4781.1993.tb02002.x.

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Tan Danh, Nguyen. "Sustainable Education: Teaching and Learning Primary Japanese Language." E3S Web of Conferences 295 (2021): 05030. http://dx.doi.org/10.1051/e3sconf/202129505030.

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Information technology is a great achievement of the scientific and technical revolution and is developing extremely strongly in this era. In the era of IT boom, the positive effects it brings in the educational environment are very clear. IT-supported foreign language training has been taking place in almost all schools across the country. Applying IT in class time will help learners remember, understand and promote their creativity, and at the same time create a simpler and more active environment for learners to actively explore knowledge. Especially with Japanese subjects currently being t

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Kusumawati, Mutia. "An Inquiry on Japanese Language Education in Indonesia: A focus on the curriculum and its’ implementation." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 4, no. 1 (2019): 1. http://dx.doi.org/10.17509/japanedu.v4i1.16658.

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The number of Japanese language learners in Indonesia has reached second place in the world (The Japan Foundation, 2015). However, Japanese language skills of learners in Indonesia are still very far behind from other countries, especially China and South Korea. Therefore, this study aims to discuss the causes of the lack of development on Japanese language learning abilities in Indonesia with the curriculum approach used. To answer these problems, author analysed data by The Japan Foundation, interviewed Japanese language teachers at one national high school in Bandung, and reviewed the curri

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한선희. "A Study on Japanese Words by Japanese Language Textbooks in Chines Middle Schools." Journal of the society of Japanese Language and Literature, Japanology ll, no. 64 (2014): 169–90. http://dx.doi.org/10.21792/trijpn.2014..64.010.

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Jeszenszky, Péter, Yoshinobu Hikosaka, and Keiji Yano. "Lexical variation in Japanese dialects revisited: Geostatistic and dialectometric analysis." Abstracts of the ICA 1 (July 15, 2019): 1–9. http://dx.doi.org/10.5194/ica-abs-1-148-2019.

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<p><strong>Abstract.</strong> Since the end of the 19th century in Japan, the official language policy enforced using Standard Japanese, based on the variety spoken in Tokyo (formerly Edo), in all official situations and in schools. Since then, Japanese dialects have been dwindling and ‘flattening’ (i.e., they retain less regional variation). Nevertheless, differences of language varieties keep being important topics and they reinforce the feeling of belonging and group formation in Japan, similarly to most languages with dialects. This study explores the spatial patterns in

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Firmansyah, Dian Bayu, Riska Sri Rahmawati, and Andini Qodriya Tanzil. "Instructional Media Development for Teaching Japanese Language." Journal of Education Research and Evaluation 2, no. 2 (2018): 89. http://dx.doi.org/10.23887/jere.v2i2.14453.

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This research aims to develop multimedia teaching materials for teaching Japanese language at the senior high school. Using Adobe Flash CS5 software, this interactive media was technology based and provided some features found in the source book, such as vocabularies or sentence patterns introduction, etc. In addition this media also equipped by Japanese words pronounciation practice using Online Japanese Accent Dictionary (OJAD). This research was conducted with pre-experimental method, survey questionnaire and a short interview. Research subjects were teachers and students of senior high sch

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Xavier, Aquino Velasco. "Perspectives on working conditions in japanese commercial language schools: The views of foreign Eikaiwa teachers." i-manager's Journal on Humanities & Social Sciences 3, no. 2 (2023): 1. http://dx.doi.org/10.26634/jhss.3.2.19432.

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This study aims to examine the perspectives of foreign Eikaiwa teachers on working conditions in Japanese commercial language schools. Eikaiwa schools are prevalent in Japan, offering English language instruction to Japanese learners. By exploring their perspectives, this study contributes to a better understanding of the challenges and opportunities faced by foreign teachers in the Japanese Eikaiwa industry, specifically examining the relationship between working conditions and employee satisfaction and retention. A qualitative data analysis approach was employed, allowing for an in-depth ana

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Moriyama, Mikihiro. "SEJARAH PERKEMBANGAN PEMBELAJARAN BAHASA MELAYU DI JEPUN." International Journal of East Asian Studies 12, no. 2 (2023): 3–22. http://dx.doi.org/10.22452/ijeas.vol12no2.2.

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The Japanese started learning Malay at the end of the 19th century. The first Malay primer was published in the 1900s. A number of books and dictionaries of Malay were published thereafter exceeding 200 titles. The Japanese began to sail to the Southeast Asian region, especially the Malay peninsula and the Dutch East Indies’ islands after the Tokugwa Shogunate administration ended and Meiji period began in 1868. The Japanese moved to Nanyo (the southern regions) of Japan to seek their fortune as small shopkeepers, peddlers and some even became prostitutes. Japanese enterprises were stimulated

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Restoeningroem, Restoeningroem. "Peningkatan Kompetensi Pragmatik Bahasa Jepang melalui Metode Role Play di SMKN 13 Jakarta." Educatio Indonesiae 18, June 2010 (2018): 40–61. https://doi.org/10.5281/zenodo.1251574.

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In the Japanese Language learning in schools, there is a problem that is often discussed or complained by teachers and students. The problem is the inability of students in speaking, pronouncing intonation, mastering vocabulary, and developing ideas to speak Japanese well and correctly. That ability is called a pragmatic competence. Previously, Japanese Language teaching in schools used role play; however, it just focused on repeating the conversation. Therefore, this further study which modifies the role play does not only focus on  repeating the conversation, but also on the mastery of

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TORIKAI, Kumiko. "Monolingual Approach in English Language Teaching in Japanese High Schools." TRENDS IN THE SCIENCES 22, no. 11 (2017): 11_78–11_82. http://dx.doi.org/10.5363/tits.22.11_78.

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Cho, Moon-Gi. "‘Gymnastics Subject’ Management of Government Japanese Language Schools, 1895-1910." Journal of the Korean society for Wellness 13, no. 1 (2018): 205–11. http://dx.doi.org/10.21097/ksw.2018.02.13.1.205.

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Mardani, Desak Made Sri, I. Wayan Sadyana, Ni Nengah Sukni, Ni Kadek Ayu Adrianti, and Putri Ayu Wulandari. "The development of japanese language learning for elementary school students based on collaborative learning." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 12, no. 1 (2022): 26. http://dx.doi.org/10.25273/pe.v12i1.12064.

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<div><p>Japanese learning is not popular in Indonesia but has important value. In Bali, ten elementary schools have introduced Japanese as an additional skill for students to master Japanese from a young age. Therefore it is necessary to develop learning that follows the characteristics of children and can improve 21st-century skills. This study aims to develop Japanese language learning set for elementary students according to student characteristics, requiring students to collaborate and think critically. This study uses a mixed-method approach paradigm, namely Exploratory Mixed

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Hall, Andrew. "Japan’s Education Policies in Korea in the 1910s: “Thankful and Obedient”." Journal of Korean Studies 25, no. 1 (2020): 115–45. http://dx.doi.org/10.1215/07311613-7932272.

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Abstract In the 1910s, Japanese colonial officials worked to legitimize their recently acquired rule of Korea by providing public elementary education, gradually expanding from an initially limited offering. Their public schools existed in tension with Korean-run private schools, which the Japanese barely tolerated. There was also a tension within the Japanese camp over the proper curriculum for the public elementary schools. The Korean Education Ordinance of August 1911 was a compromise between Japanese officials in Korea, who generally favored a gradual approach to colonial rule, and Japanes

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Alpatov, V. M. "Destruction of the Ainu Language." Yearbook Japan 51 (December 7, 2022): 322–30. https://doi.org/10.55105/2687-1440-2022-51-322-330.

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Ainu is the only native minority language in Japan during the historical period. Its genetic relations are not known, its grammatical system differs from the systems of the languages of the surrounding peoples. The ethnical origin of Ainu is not well-known either. In the 19th century, native speakers of the Ainu language lived in Hokkaido, south Sakhalin, the Kuril Islands, and south Kamchatka. They were not numerous, but their linguistic situation was stable, and their contacts with other peoples were not significant. Their occupations were hunting and fishing. Since the 19th century, the Sak

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Yeung, Choi-Kit. "Global Modernism: The Literary Language of the Japanese, Shanghainese, and Taiwanese New Sensationalist Schools." Comparative Literature Studies 60, no. 4 (2023): 673–718. http://dx.doi.org/10.5325/complitstudies.60.4.0673.

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ABSTRACT This article investigates the thought on literary language that arose from the circulation of the New Sensationalist School in Japan, Shanghai, and Taiwan. Divided into three sections, it first examines Yokomitsu Riichi’s modernist formal renovation, which was based on a rediscovery of the Chinese ideogram’s physical and visual features. Situating this formal renovation in the literary Sinitic context (Kanbunmyaku 漢文脈) sheds light on Yokomitsu’s ambition to build a modernist nationalist literary language. Second, this article analyzes the characteristics of the multilingual fragments

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Maysarah, D., and S. M. Setiana. "A Needs Analysis Regarding the Development of Interactive Multimedia for Learning Japanese in High Schools." Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities 1 (December 1, 2020): 625–28. http://dx.doi.org/10.34010/icobest.v1i.103.

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This study aims to analyze what indicators are needed in developing interactive multimedia for Japanese language subjects to provide solutions to one of the problems in learning Japanese at the high school level. This research uses descriptive research method. Respondents were students and teachers in one of private schools in Bandung. Data collection was carried out through questionnaires and interviews. The results showed that the use of information technology in learning Japanese at the high school level is still not optimal, so the use of interactive multimedia is expected by students in l

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Cook, Haruko Minegishi. "Language socialization in Japanese elementary schools: Attentive listening and reaction turns." Journal of Pragmatics 31, no. 11 (1999): 1443–65. http://dx.doi.org/10.1016/s0378-2166(98)00110-6.

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Katsuyama, Hitomi, Chikako Nishigaki, and Jinfang Wang. "The Effectiveness of English Teaching in Japanese Elementary Schools." RELC Journal 39, no. 3 (2008): 359–80. http://dx.doi.org/10.1177/0033688208096846.

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Ito, Hideaki. "Correlations Between Proposed Orthoepic Competence Descriptors and Japanese Language Ability." Acta Linguistica Asiatica 12, no. 1 (2022): 19–35. http://dx.doi.org/10.4312/ala.12.1.19-35.

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In this paper, three types of Japanese online tests, and self-assessment questionnaires comprised of 13 descriptor categories, including one category on Japanese orthoepic competence, were issued to 15 Japanese language learners attending language schools in Japan. As a result, we confirmed a more than moderate positive correlation between the orthoepic competence descriptors and test scores, both concerning the individual scores on the three tests and the aggregate total of those scores. Based on these test results, learners were categorized into different skill levels, such as novice, interm

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Okamura, Ryoko, and Hosok O. "Building Connections to Protect Ethnic Education: The Chōsen Schools’ Intercultural Network." Seoul Journal of Korean Studies 36, no. 1 (2023): 49–86. http://dx.doi.org/10.1353/seo.2023.a902134.

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Abstract: Prompted by the desire to return to their homeland and reclaim their ethnic identity after the end of Japan’s colonial rule, Zainichi Koreans taught their children the Korean language and educated them about their cultural heritage at what later became known as Chōsen schools. While neither the Japanese nor the South Korean government supported the Chōsen schools, the North Korean government provided them with financial support through an organization called Chongryun. Despite enduring suppression and discriminatory treatment by the Japanese government, Chōsen schools have managed to

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Hall, Andrew. "The Word Is Mightier than the Throne: Bucking Colonial Education Trends in Manchukuo." Journal of Asian Studies 68, no. 3 (2009): 895–925. http://dx.doi.org/10.1017/s002191180999009x.

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Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an

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Matsuda, Aya. "The Ownership of English in Japanese Secondary Schools." World Englishes 22, no. 4 (2003): 483–96. http://dx.doi.org/10.1111/j.1467-971x.2003.00314.x.

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Frolova, Evgenia L. "On the Way to Multiculturalism in Japan – Popularization of “Plain Japanese Language”." Oriental Studies 18, no. 10 (2019): 66–77. http://dx.doi.org/10.25205/1818-7919-2019-18-10-66-77.

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Modern Japan is resolutely turning towards creating a full-fledged multicultural society. Becoming aware of the depopulation crisis, many municipalities are actively working to attract foreigners. In combination with other measures of the Japanese government, teaching Japanese to foreigners of all levels ensures mutual understanding. The concept of “Plain Japanese” (PJL) implies the use of a simplified language with limited vocabulary and a set of elementary grammar. “Plain Japanese” was created as a means of providing information to foreigners, firstly for emergency situations, and secondly f

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明香, 伊澤. "外国人児童が在籍する日本の公立学校での管理職の役割". Estudos Japoneses, № 36 (7 березня 2016): 162–81. http://dx.doi.org/10.11606/issn.2447-7125.v0i36p162-181.

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It has started that Japanese language instruction for Foreign school-children became special curriculum officially since 2014.They say that the role of school leaders would be more important. The study herein aims to investigate the role of school leaders in Japanese public school to have system of Japanese language instruction for foreign school-children by interview of a former school principal. The study has proved that it is important that school leaders have attitudes to support foreigner in school, comply with the request of language educator and promote the system of team with classroom

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Pearce, Daniel. "Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (2021): 3. http://dx.doi.org/10.37546/jalttlt45.3-1.

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As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than E

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Delakorda Kawashima, Tinka. "Changing Attitudes Toward Diversity in Japanese Public Schools." Asian Studies 13, suppl. (2025): 343–67. https://doi.org/10.4312/as.2025.13.sup.343-367.

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Researchers have identified certain shortcomings in multicultural education in Japanese public schools, particularly in relation to children with diverse cultural and linguistic backgrounds. While there is an emphasis on supporting Japanese language instruction and equal treatment with mainstream students, there is a lack of attention to the cultural and religious differences and needs that may hinder children’s integration into the school environment. Despite this observation, there is limited research on practical strategies to address these issues. This paper evaluates multicultural educati

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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.

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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:16

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Widianti, Susi, Dewi Kusrini, Via Luviana Dewanty, Dedi Sutedi, and Novia Hayati. "Exploration of Japanese Language Learning Models In The Implementation of The Independent Curriculum In SMA/SMK." Dimasatra 4, no. 1 (2024): 49–54. http://dx.doi.org/10.17509/dm.v4i1.72598.

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The purpose of this study is to provide opportunities for teachers to gain, strengthen and increase knowledge and experience about online-based Japanese language learning models, explore online-based Japanese language learning models that can be used in their classroom contexts and apply learning models Japanese in their respective classes effectively. The target of this activity is Japanese language teachers at the SMA/SMK/MA level throughout Indonesia. This activity was carried out online through three webinars which were mapped into three stages. The first stage is the distribution of quest

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Saki, Michi. "Stakeholders’ Experiences and Perceptions of the Provision and Practice of Language Support for Ethnic Minority School Children in Japan." Societies 13, no. 9 (2023): 197. http://dx.doi.org/10.3390/soc13090197.

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This study examines experiences and perceptions concerning the provision of Japanese language support for ethnic minority school children between the ages of 6 and 12 enrolled in public elementary schools in a city located in the Kansai region of Japan (hereinafter referred to as “City M”). This paper will focus in particular on interpreting the experiences and perspectives of language support teachers, volunteer interpreters, mother-tongue language supporters (hereafter referred to as MTLS) as well as three principals of three public elementary schools located in particularly different areas

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Spence, Lucy K., and Yuriko Kite. "Beliefs and practices of writing instruction in Japanese elementary schools." Language, Culture and Curriculum 31, no. 1 (2017): 56–69. http://dx.doi.org/10.1080/07908318.2017.1338296.

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Puzhaev, V. V., and V. B. Romanovskaya. "Private law schools in Japan during the Meiji period." Japanese Studies in Russia, no. 1 (April 21, 2025): 28–46. https://doi.org/10.55105/2500-2872-2025-1-28-46.

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The article examines the history of the formation and institutionalization of private legal education in Japan during the Meiji era. The chronological framework of the study is determined by the fact that, before the Meiji Revolution, there was no system of professional legal education in Japan, and there was no separate stratum of lawyers in the social structure of Japanese society.The first private law schools were established in Japan in the 1880s. According to a widely accepted opinion, their appearance was a form of resistance of the Japanese liberal public to the ideology and principles

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