Paper short abstract:

This report outlines the attempt to conduct another case-based approach to Japanese language classes in Europe. We focus on the activities to a blended class of Japanese language learners and Japanese (exchange) students and discuss their understanding on cases and language behaviors.

Paper long abstract:

We will present another report of the application of the 'case-based approach' (Kondoh and Kim 2010) as a part of 'Business Communication Education' conducted by those teachers and a business related trainer, who took part in the training in Alsace in July 2016. This report stands as an extended application of 'report 1', where we discuss the observations we had found in applying the 'case based approach' to Japanese courses in some universities in Europe. In this presentation, we focus on the activities to the blended group of Japanese language learners and Japanese (exchange) students. The main purpose of making a blended class was derived from the following situation that we had faced; when a teacher, who was, in our situation, the native speaker, invited opinions from Japanese learners about the case, the trouble that a foreigner had faced in the Japanese work environment, the learners expected us to offer 'correct answers' or 'clear solutions' at the end. Moreover, this 'teacher-learners' diagram seemed to have prevented learners from thinking of a variety of solutions or answers on the case. Therefore we decided to invite Japanese (exchange) students of universities, whose work experiences may be as little as those students of our courses. Then, we observed the different behaviors of students and its effects, and compared the findings between only Japanese learners classes and blended classes. In this report, we would like to verify the following points;

By inviting Japanese (exchange) students: (1) What was the impact on the interpretation and solution of the case?; (2) how did the discussion or volume of their opinions differ?; (3) what kind of new findings have learners had?;

At the end, we will address the further improvement of this application.

Paper short abstract:

This report is intended to provide the results and insights obtained from the use of the Case-based approach for the training of Japanese business culture and diversity mindset, outside its original purpose of the Japanese language education for business communication in Japan.

Paper long abstract:

The "Case-based approach" has originally been developed as a method of education of business communication in Japanese and was the theme of the "Alsace training" (July 2016). This report is intended to provide the results and insights obtained from the use of the Case-based approach for the training of Japanese business culture and diversity mindset, outside its original purpose of the Japanese language education for business communication in Japan.

The Case-based approach originally developed by Kondoh, Kim, et al. presents important issues in the cross section between the cross-cultural communications and the studies of Japanese business language. Being a specialist of cross-cultural management and diversity, the reporter has thought this approach useful other than its original purpose of Japanese language education.

We have tested the Case-based approach in three different categories of opportunities to validate its usefulness:

1. A private workshop held in Switzerland on Japanese business culture for a Swiss company doing business with Japan. No Japanese speaker or learner. Training language was English.

2. An open workshop held in Tokyo for business people on "Diversity mindset". All the participants were Japanese.

3. A class on Japanese business culture for international students of management studies major in a University in Kyoto. No Japanese language learner. The class language was English.

4. An in-house training held in Portugal on Japanese culture for a hotel. Multi-national staff. No Japanese speaker or learner. Training language was English.

The results were good, regardless of differences between objectives, participants' profiles, course languages and countries involved in the three opportunities above. The trainings and seminars achieved the purpose by the Case-based approach to enhance competence needed for cross cultural co-working and understanding.

Some useful insights were also obtained to improve the Case-based approach to make it applicable for wider purposes going beyond the language education. Such purposes would include diversity training and development of cultural competence in schools and companies.

We wish to share our experience and insights with the symposium participants and seek their inputs to further develop the Case-based approach so that we could contribute to improve the cross-cultural competence of the wide public.

Paper short abstract:

This is a report on Case-based approach adopted in Japanese language classes and Japanese Business communication classes in Europe. Our report will examine the difficulties that the teachers encountered during the class and provide suggestions to improve the practice.

Paper long abstract:

This is a report on teaching methods that Japanese language teachers have adopted to their language classes at six universities in France, The Netherlands, Germany and The UK after taking part in a 3 day Alsace Training held in July, 2016. The theme of the training was "Case-based approach" used to teach business communication. Based on their reflective logs recorded by the teachers, such as difficulties that they encountered during class, our report will examine the issues and provide suggestions to improve the practice. Following the Case-based approach introduced during their training, the teachers have adopted it into their classes from September 2016. The students were either undergraduate (UG) students or postgraduate (PG) students, but the backgrounds of the students were diverse, such as nationality, experience of studying abroad and internships with Japanese firms. This resulted in inconsistencies of cultural knowledge and of Japanese society amongst the students, therefore teachers set different aims to suit their own individual students. However, they had the same common direction in their teaching, which was to help the students to improve their Japanese language skills by encouraging them to discuss corporate and business culture, individual perception of work and personal values as part of Japanese language education. The Japanese language level of the students was intermediate-advanced and above, except for one class. The students were required to prepare for the seminar, however some additional support was given depending on the level and needs of the students. The main class activity was discussion on the case mainly chosen from a collection of cases written by the participants of the training. The reflective logs recorded by the teachers have revealed the following issues. 1) Imbalance in student contributions to the class discussion 2) Lack of diversity in the students' interpretation of the case due to their similar cultural backgrounds 3 ) Difficulties in assessing students purely on the basis of Japanese language, eliminating factors such as experiences of study abroad / internships. Therefore, we will discuss ways to overcome these difficulties and make suggestions how we incorporate these ideas into our teaching in future.