Task

1 USA: Japanese Studies and Japanese Language Education

A large-scale survey was conducted by Allied language soldiers in occupied Japan. These were used as materials for Japanese studies in the United States, and led the development of sociology and anthropology. In 1968, Japanese studies diversified as Japan achieved economic growth to the world's second largest GDP after the United States. Summarize how Japanese studies in the United States and Japanese language education at universities took over pre-war and pre-war activities and developed.

2 USA: Foreign language education policy and Japanese language education

Among foreign language subjects studied in the United States, Japanese is the fifth most learner. There are 170,000 learners, more than half of which are primary and secondary school learners (2017 Japan Foundation survey). There are 35 state-level Japanese language teacher associations, and the National Japanese Language Teacher Association develops guidelines and tests (JLPTN5) for primary and secondary learners based on the standards of the Foreign Language Education Association (ACTFL). Summarize changes in American language education in the US, focusing on the social situation (foreign language education policy, relations with Japan) and the situation in the field of education (teachers, learners, teaching materials, etc.).

3 Canada

Migration from Japan to Canada began in the 1870s, and British Columbia, where the immigrants crossed, is still a region with many Japanese learners. In Canada, a multicultural policy was launched in 1971, and financial assistance for heritage language education other than the official languages (French and English) was started. Currently, half of Japanese learners are studying in primary and secondary education. Summarize the changes in Canadian heritage language education and Japanese language education as foreign language education.

4 Brazil

It was last in 1971 that a South American route immigrant ship left Yokohama Port with people migrating to Brazil. Currently, the world's largest Japanese society with an estimated 1.9 million people is formed around Sao Paulo. Japanese language education conducted in overseas Japanese-affiliated society is shifting from heritage language education to foreign language education. Summarize how the Brazilian Japanese people's view of Japanese language after the war went along with their identities.

5 Mexico

Migration to Mexico began in the late 19th century with the “Enomoto Colonization Plan” funded by former Foreign Minister Takeaki Enomoto. Since then, many Japanese workers have moved to Mexico, and in 1906 the Aurora Elementary School was established. Japanese language education for Japanese children continued during the war, and in the 1970s, Japanese-language courses were set up at universities as Japanese companies advanced. In 1975, the Japan-Mexico Academy (Nichiboku Institute) was established with funding from both governments. Summarize the development of Japanese language education in Mexico, including the characteristics of this school.

6 Paraguay

Paraguay first accepted Japanese immigrants in 1936. With the outbreak of World War II, the activities of Japanese language schools and youth groups were suspended from movement, and immigration from Japan resumed shortly after the war. In the 1990s, several Japanese and Spanish bilingual schools were established, including Japanese gakkou (integrated education from elementary school to university) established by a former Japanese student (Yokohama National University). Some schools offer Japanese-style education for Paraguayans. Summarize the changes and characteristics of Japanese language education in post-war Paraguay.

7 Peru

In 1899, starting with 790 immigrants contract, many Japanese went to Peru as workers. Japanese elementary schools have been established since 1908, and in many cases 36 schools were counted. The Japanese language institution was closed during World War II, but when the diplomatic relations with Peru were restored in 1952, it was revived and a new Nikkei school was opened. In Peru, Nikkeis who received higher education played an active role in society, and in the 1980s, Peru got a Nikkei president. Summarize the development of Japanese language education in Peru.

8 Brazilian Colonian language

“Hayo,Merkado(market)itte peche(fish)wo konpura(buy)sena.”This kind of Japanese mixed Portuguese that is heard in Brazilian Japanese society is called Colonian. Summarize the actual situation of the Colonian language and the transition of the treatment in Japanese language education, focusing on the situation from the 1950s to the 1980s.

9 JICA report: Latin America

Information on the field of Japanese language education is also published in JICA's “Business / Professional” (formerly knowledge site). If you follow the Japanese teacher dispatch results and assignment information, you will find that the target people, Japanese learners, learning objectives are diverse, local issues, and dispatched teacher duties are also diverse. Latin America contains information on 18 countries, including Mexico, Brazil, and Jamaica. Based on a series of data, select a region, add information on the Japan Overseas Cooperation Volunteers Report, the Japan Foundation, CINII, etc., and summarize the issues and initiatives in each region.

10 Australia 

Australia advocated White Australiaism, and foreign language education was centered on European languages. Changing policy to multiculturalism that accepts non-white immigrants in the 1970s also greatly changed language policy. With regard to Japanese language education, it became 380,000 learners in the 1990s, and Australia is still known as one of the major Japanese language education countries. Summarize the characteristics of the learning environment, along with changes in Australian language and Japanese language education policies.

11 Micronesia

 In the former Japanese territory before the war in the Asia-Pacific region, there are areas where traces of Japanese language education still exist. Currently, research on “remaining Japanese” is underway to determine what kind of Japanese is used by those who maintain and operate Japanese. In particular, Micronesia is known as an area where Japanese remains in the local language. Summarize the features.

12 Japanese variants

There are many Pidgins that supply vocabulary in Japanese, such as the 16th-century port Pidgin, Kyowa in the former Manchuria, and Bamboo English used between US soldiers and Japanese stationed in occupied Japan. “Peke” and “Ponkotsu” are examples of what was used as Yokohama Pidgin as a Japanese vocabulary. On the other hand, in recent years, the existence of “Giran Creole” used in Giran region in eastern Taiwan has been reported as a Japanese creole. Summarize the background and current status of Giran Creole.

13 JICA report: Oceania

Information on the field of Japanese language education is also published in JICA's “Business / Professional” (formerly knowledge site). If you follow the Japanese teacher dispatch results and assignment information, you will find that the target people, Japanese learners, learning objectives are diverse, local issues, and dispatched teacher duties are also diverse. Oceania has information on eight countries including Fiji, Papua New Guinea and Palau. Select a region, and based on a series of data, add information from the Japan Overseas Cooperation Volunteers, information about the Japan Foundation, CINII, etc., and summarize issues and initiatives in each region.

©2014 Yoshimi OGAWA