Task

1. China
Soon after the founding of New China in 1949, a Japanese language major at a university was established under a policy that emphasized foreign language education. Although it stagnated during the period of cultural reform, the Japanese language boom came after normalization of diplomatic relations between Japan and China. Since the 1990s, graduate master's courses in Japanese language and Japanese literature have been established, reaching 90 institutions. One of the characteristics of Japanese language education in China is that the percentage of learners studying at higher education institutions is high, and the total number of learners is the highest in the world. Summarize the changes in Japanese language education in China.

2. China “Ohira School”
With the conclusion of the Japan-China Peace and Friendship Treaty, the Japan Training Center (commonly known as the Ohira School, now the Beijing Center for Japanese Studies) was established by an agreement between Prime Minister Ohira and President of China. The school has sent 600 graduates over five years since 1981 for the purpose of retraining Japanese teachers, mainly teachers at current universities. Graduates have played a central role in the development of Japanese language courses at the university, and have been involved in training Japanese language personnel. Summarize the history of the establishment of Ohira School, the contents of education, and the activities of graduates.

3. Chinese Korean
Chinese Koreans living in the three provinces of Northeast China began to emphasize Japanese language in foreign language education around 1980, accounting for about 30% of Chinese learners in 1990. Korean has grammatical similarities with Japanese, such as word order and particle, and Chinese Koreans also have knowledge of Chinese. Summarize the purpose of Japanese language education for Korean / Chinese bilingual learners, the purpose and reality of Japanese language education for Korean people, and the transition to the present.

4. Inner Mongolia (China)
China's Inner Mongolia Autonomous Region, along with the three provinces of North-East, is a region where Japanese language education is thriving. Mongolian, like Korean, has many grammatical similarities to Japanese, and Chinese Mongolians also have knowledge of Chinese. Summarize how Japanese language education has been conducted for Mongolian / Chinese bilingual learners with such characteristics, and their transitions till now.

5. Japanese language education in Korea
In Korea, after the liberation of the colonies, through the era of the “Korean language purification movement”, with the normalization of diplomatic relations between Korea and Japan in 1965, economic exchange and Japanese tourists increased. This lead to a start teaching Japanese as one of the second foreign language subjects in high school. Korean language education is characterized by the fact that the number of learners at the time was the world's highest, and 80% of the learners were junior and senior high school students. Summarize how the Japanese language education in Korea has changed, exploring the Korean curriculum, entrance examination system, and other factors.

6. Japanese Studies in Korea
Japanese language education and Japanese studies become very effective with the establishment of an academic society. In Korea, it started with the establishment of the Korean Society of Japanese Studies in 1973, and continued with the Japanese Language Education Society and Japanese Society in various locations. Summarize the history of the academic societies that support Japanese language education and research in Korea, with a focus on the founding purpose and activities.

7. Taiwan
Taiwan was liberated from Japanese colonial rule in 1945, and when the National Party was greeted, the official language was set to Chinese (Mandarin) and the use of Japanese in public was prohibited. In the 1960s, a Japanese language department was set up at the university, but the disconnection between Japan and Taiwan and the appointment of President Lee Teng-hui (李登輝) has had an impact on native language education and Japanese language education. In Taiwan, it is a multilingual society where you can learn Taiwanese and Hakka Chinese(客家語) as a required subject from elementary school. Summarize how Japanese language education in Taiwan developed along with language policy and English education.

8. Taiwan “Japanese Generation”
Among those who were educated in Taiwan during it was under Japanese rule, there are those who have maintained a high level of Japanese even after the war. They are called the “Japanese generation”, and they are known by Japanese media very well. Several points have been made about the meaning of maintaining and using Japanese. Summarize the meaning of the activities of the “Japanese generation” in Japanese.

9 .Hong Kong
Hong Kong was occupied by the Japanese army from 1941 to 1945, and Japanese language education was provided in school education. Hong Kong people now speaking their native languages which are Cantonese, Mandarin, English, and learn other foreign languages. Japanese tourists visiting Hong Kong and Japanese products and Japanese popular culture penetrating Hong Kong started from an early period. Summarize the development of post-war Japanese language education in Hong Kong.

10. Mongolia
The first Japanese language course in Mongolia was established in the 1970s in the socialist era. As democratization progressed in the 1990s, aid from Japan became active, and Japanese was taught at school education and at institutions outside of school. Among them, there is a private integrated school (from elementary school to university) established by a former Japanese student and this school has sent many international students to Japan. Summarize how Japanese language education has been developed in Mongolia, where the number of Japanese learners and study abroad in Japan is at the top level in the world(In population ratio).

©2014 Yoshimi OGAWA