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- Convenor:
-
Yoko Matsumoto-Sturt
(University of Edinburgh)
Send message to Convenor
- Discussants:
-
Isao Iori
(Hitotsubashi University)
Ann Robertson
Makoto Netsu (The Japan Foundation, London)
- Stream:
- Japanese Language Education
- Location:
- Torre B, Piso 3, T13
- Sessions:
- Saturday 2 September, -
Time zone: Europe/Lisbon
Short Abstract:
This panel discusses Japanese language provision in Scottish primary education, including (1) the "1+2 Approach", (2) Curriculum for Excellence and its impact on curriculum design, and (3) implications of research findings on Yasashii Nihongo to young learners in Scotland and beyond.
Long Abstract:
Background:
A Scottish framework for language learning called 'Language Learning in Scotland: A 1+2 Approach', was launched in 2012, based on the European Union model. The rationale behind this language policy is to give every child the opportunity to learn two other languages in addition to their mother tongue.
The Scottish Government Languages Working Group recommended "enhanced partnership working between primary and secondary schools, closer collaboration across all sectors of education, more extensive and more effective use of technology and regular access to native and fluent speakers to stimulate young people's interest in language learning and other cultures" (p.3). Local Authorities in Scotland have been implementing the 1+2 language initiative to all publicly funded schools across Scotland. From 2020, every child in Scotland will be entitled to learn an additional language (L2) from primary one (4-5 years old) onwards, and a second additional language (L3) by primary five (8-9 years old). This entitlement continues until the end of S3 (13-14 years old) in their six years of secondary school.
Panel:
The first paper (Isao Iori) will argue for "Yasashii Nihongo" (Easy Japanese) as a key concept for a sustainable multicultural society in Japan. The speaker leads a research group on Yasashii Nihongo, currently working on the development of comprehensive grammatical syllabus for JSL (Japanese as a second language) children in Japan.
The second speaker (Ann Robertson), who has worked as an education and quality improvement officer in a Scottish local authority, will aim to give an overview of Scottish Education, focusing on Languages policy, qualifications and development, and national priorities, and will discuss approaches to developing Japanese as a second additional language (L3).
The third paper (Yoko Matsumoto-Sturt) will focus on Scotland's Curriculum for Excellence (CfE), and we will pay particular attention to its impact on curriculum design and accompanying learning and teaching package development. Drawing on the framework of Yasashii Nihongo for JSL children, we will consider how far this is possible for JFL (Japanese as a foreign language) children in Scotland and beyond.
Accepted papers:
Session 1 Saturday 2 September, 2017, -Paper short abstract:
This presentation will discuss the role of "Easy Japanese" as a tool for teaching young learners of Japanese as a second language. We will discuss its current use within Japan, among the children of immigrants, and also its possible use in the context of Japanese teaching in Scotland.
Paper long abstract:
Japan is aiming for a sustainable multicultural society through its immigration policy. The most important thing in aiming for this is to provide support for language learning of the children of immigrants. The main reason for this is that, through studying, these children will be able to find employment and become members of Japanese society, just as Japanese children will (cf. Iori, 2016). "Easy Japanese" is regarded as a tool to help achieve this.
It was originally designed as a system that would enable the transfer of essential information for foreign residents without using difficult language. Easy Japanese may also help to achieve BICS and CALP, for young learners in the context of JSL (Japanese as a second language). In other words, this is a comprehensive grammatical syllabus (cf. Iori, 2015a, b) covering all levels from absolute beginners to advanced learners. It is most important for these children to be able to enter high school, and in order to do so, they need to be able to understand the textbooks of junior high school. Therefore, we are developing materials that are aimed at allowing young JSL learners to achieve this goal. This presentation will discuss the role of Easy Japanese in the Japanese language education of young JSL learners in Japan, and we will also consider the possible role of Easy Japanese within the context of Japanese teaching in Scotland and beyond.
References
庵功雄（2015a）「日本語学的知見から見た初級シラバス」（2015b）「日本語学的知見から見た中上級シラバス」庵功雄・山内博之編『データに基づく文法シラバス』くろしお出版
庵功雄（2016）『やさしい日本語―多文化共生社会へ』岩波新書
Paper short abstract:
How do we develop Japanese as an L3 or L4 language in Scottish primary schools? This presentation will share feedback from Scottish practitioners, officers and education leaders and explore the challenges and opportunities in the development of Japanese learning for young Scottish learners.
Paper long abstract:
The Scottish Government 1+2 Languages policy has seen the integration of 1, 2 and increasingly 3 additional languages into and across Scottish primary schools from the Early years upwards. This transformational change has seen extensive teacher training, resource development, partnership collaborations and is still ongoing as teachers develop their skills and schools grow and adapt to deliver the policy. Now, at the mid-way point of the policy implementation, what unique role can Japanese have as schools seek to raise attainment across learning, improve literacy, numeracy and health and well-being, close the poverty gap and develop employability? How do we develop Japanese as an L3 or L4 language in schools and support staff to develop their skills? This presentation will share feedback from practitioners, officers and education leaders in Scotland and explore the challenges and opportunities which lie ahead in the development of Japanese learning for young Scottish learners.
Paper short abstract:
We describe Scotland's new Curriculum for Excellence (CfE) with a focus on the 1+2 Languages Policy. We will discuss cross-curricular approaches to the development of two streamlined Japanese packages, with an emphasis on the development of Japanese teaching within the Scottish primary context.
Paper long abstract:
This paper aims to give an overview of Scotland's new Curriculum for Excellence (CfE) with a focus on the 1+2 Languages Policy. The Curriculum for Excellence is the name given to a new curriculum that was introduced in Scotland in 2010. The framework includes 1) Levels and structure, 2) Assessment and progression between levels, 3) Exams and qualifications and 4) Subjects and approaches to teaching. There is an increasing emphasis on cross curricular approaches to teaching and learning in the development of CfE framework. In other words, this interdisciplinary approach involves teaching and learning moving away from traditional subject divides. This paper will address the impact of cross curricular approaches to the development of two streamlined Japanese packages - teacher training materials and accompanying learning and teaching resources - both for 1+2 practitioners, and also linking to the wider curriculum. Approaches to developing Japanese in the Scottish primary school context will be highlighted and explored.