Task

1. Notation
It is Japanese notation that Japanese learners find particularly difficult. Regarding notation reform, since Maejima Hisoka built a “Abolition of Kanji debate” for Shogun Tokugawa Yoshinobu , Roman alphabets and kana letter associations were formed and discussions have been developed. Proposals for Romanization were made between the occupation forces and the Japanese even shortly after the war. Summarize what kind of debate was held until settling on the current notation.

2. Acceptance of international students: 1950-60s
Accepting international students after the war began in 1952 with Indonesian international students. The government-sponsored study abroad system was established in 1954, in the same year, Japan started accepting trainees based on the Colombo Plan. In 1960, Indonesian scholarship students were accepted as part of war compensation. What was the background to the international student acceptance system implemented in the 1950s and 1960s? Summarize how Japanese language education for international students was conducted.

3. Overseas spread of Japanese: 1970s
In 1972, the Japan Foundation Law was enacted in the Diet, and “Japanese dissemination overseas” was subsequently implemented under the Japan Foundation. Many other organizations, including the Japan Overseas Cooperation Volunteers dispatch teachers to overseas Japanese language institutions currently. Summarize the idea and business contents of “Japanese Overseas Spread” by the Japan Foundation.

4. Acceptance of international students: 1980s ~
Under the Nakasone Cabinet, the “Proposal on International Student Policy for the 21st Century” was submitted, indicating a long-term, comprehensive international student acceptance policy. This is the “100,000 plan for accepting international students”. Summarize the discussions from the formulation of this “100,000 people plan” to its achievement with reference to the primary sources.

5. Japanese teachers training
When the “100,000 Plan” was launched, various measures that necessary for acceptance were implemented. One of the measures was the training of Japanese language teachers. Japanese language teacher training courses were established at universities and graduate schools. Prior to that, teachers were also trained in the private. In the 1980s, students were gathering for training courses, while the profession of Japanese language teachers was groping. Summarize the paper trends related to Japanese language teachers and training courses, and discussions on the qualities required of Japanese language teachers.

6. “Local Japanese language education ”
In 1990, the “Immigration and Refugee Recognition Act” was amended to create a new “resident” status of residence. As a result, the number of people who came to Japan seeking work with their families increased rapidly, and the “local Japanese language education” was booming. It was around this time that the idea of “multicultural coexistence” began to be admired. Summarize the development of “local Japanese language education” along with Japanese language education for Indochinese refugees and Chinese returnees who came to Japan in the 1980s.

7. Parliament deliberations on new resident status and Japanese language education
In April 2019, a new status of residence “specific skills” was created. Until then, policies related to “local Japanese language education” were deliberated by the Agency for Cultural Affairs but the establishment of this status of residence related to the way of the Japanese society was deliberated by the Diet, and discussions about Japanese language education were also held there. Summarize the contents of the deliberation on Japanese language education based on the Diet proceedings and the Agency for Cultural Affairs reports.

8. Japanese language education for religious organizations
Among the Christian missionaries who came to Japan during the 16th century Sengoku period and during Meiji period, there were some who eagerly studied Japanese and made achievements that would become a milestone in Japanese language research. On the other hand, since the Meiji Era, Japanese Buddhist denominations and Christians have advanced from Japan to Hawaii, Korea, Taiwan, and other areas where Japanese have settled and were under Japanese rule, there are still people who come to Japan for missionary purposes and those who travel from Japan to overseas. Among Japanese religious organizations that conduct missions overseas, Tenrikyo（天理教） has been conducting missionary activities mainly in Taiwan and elsewhere since before the war. Summarize language learning promoted by Tenrikyo.

©2014 Yoshimi OGAWA