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Paper short abstract:

Central Asia countries are "isolated Japanese language learning environments" with little economic personnel exchanges with Japan. But the number of educational institutions and learners have expanded in these countries. It is said that Japanese education in Central Asia is in a time of change.

Paper long abstract:

Central Asia countries are "isolated Japanese language learning environments" with little economic personnel exchanges with Japan. There are also only a few Japanese language institutions therefore this can make it difficult to study Japanese even if you are interested in Japanese. However, in 2015 and 2016, there were many major changes in Japanese language education:

Turkmenistan; Japanese education for secondary education was started.

Tajikistan; Japanese Teachers Association was established.

Uzbekistan; Teachers Association joined JF Sakura-Network.

Kyrgyzstan; Teachers Association launched the Bulletin.

Kazakhstan; Teachers Association launched the Newsletter.

The number of educational institutions and learners have expanded in these countries. It is said that Japanese education in Central Asia is in a time of change.

On the other hand, due to policy changes such as the elimination of Japanese language education in secondary education by the government (Kazakhstan), restrictions imposed by Japanese degree of employment (Kazakhstan, Uzbekistan, etc.), and requirements of a Ph.D. in order to higher education faculty teachers (Kazakhstan, Uzbekistan), Japanese education is becoming limited and harder to acquire within these countries. It has caused serious problem that have even forced some teachers to resign. In Turkmenistan, due to lack of teachers, university students who are majoring in Japanese are required to teach in secondary education institutions after their graduation. Teachers who take a leading role are scarce and are becoming uncommon in Central Asia.

In recent years, the internet environment has improved, and youth who are interested in Japanese, through the pop-culture, has also increased throughout the years. In order to raise interest in Japanese language and culture, outreach projects need to be expanded. Also, Japanese language educational institutions are concentrated in metropolitan areas, this has made it difficult for local residents to gain learning opportunities. Although it is expected that Japanese language education by ICT is effective for self-learning, but local languages are required rather than English as a mediator of ICT usage.

In conclusion, it is urgent to expand secondary education, teacher training, self-learning support, and the cooperation between the five Central Asian countries and the CIS region will be more important in the future.

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Paper short abstract:

In this presentation, I introduce the current situations of Japanese education in Bosnia and Hercegovina (BiH). I then introduce the current issues and “Blog project by Japanese language course in Sarajevo” which has started as one of the solution of this issues. Lastly, I mention what is expected to the network of AJE.

Paper long abstract:

In this presentation, I introduce the current situations of Japanese education in Bosnia and Hercegovina (BiH). I then introduce the current issues and “Blog project by Japanese language course in Sarajevo” which has started as one of the solution of this issues. Lastly, I mention what is expected to the network of AJE.

(1) The current situation of Japanese education in Bosnia and Hercegovina and other ex-Yugoslavian countries

　I brief the situations of Japanese language course in Sarajevo and also other surrounding countries’ situation of Japanese education.

(2) Detailed introduction of Japanese Language Course in Faculty of Philosophy, University of Sarajevo

(2)-1　Overview of the course

　This course is the only organization which provides Japanese language lesson in Sarajevo. I show the circumstance, number and type of students and learning contents etc. of this course.

(2)-2　Students’ motivation of Japanese study

　This course is an open course, which means it is not a major of the faculty and anyone can enroll. Moreover, it is under circumstance that there are less than 50 Japanese people living nor there is no Japanese company in BiH. Here I show what kind of students are enrolling this course and what is the motivation they are studying Japanese under this circumstance.

(2)-3　Other activities inside and outside of the course

　 I introduce several outstanding activities related to Japanese and Japanese culture held by the cooperation of Japan Embassy in BiH, Japanese people living in Sarajevo, and students of the course.

(3) What is the meaning of studying/teaching Japanese in BiH?

　 Consider the meaning of Japanese study/education in BiH, where has the lack of connection with Japan.

(4) Current issues and “Blog project by Japanese language course in Sarajevo”

　 “How can we make lively communication in Japanese?” is one of the significant issue under this circumstance. I introduce project of making Japanese blog with students as one example of its solution.

(5) Future expectation to the network of AJE

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Paper short abstract:

Brief history of Japan Studies in Denmark as well as the status quo of Japanese language education in other Scandinavian countries will be introduced. Furthermore, the newly implemented program called Aarhus Model will be introduced and the analysis on its effectiveness will be discussed.

Paper long abstract:

2017 is a commemorative year between Japan and Denmark. It is the year to celebrate 150 years of diplomatic relations with the conclusion of the "Treaty of Friendship, Commerce and Navigation between Japan and Denmark" in 1867. It is time, therefore, to re-think the Japanese language education in Denmark.

In this workshop, brief history of Japan Studies in Denmark as well as the status quo of Japanese language education in other Scandinavian countries will be introduced.

Currently, Copenhagen University and Aarhus University are the only institutions in Danish higher education where the Japanese language is offered. Course differentiation, enhanced efficiency, and a more engaged real-life learning experience must be provided to attract students as well as to develop human resources that can become bridges between Japan and Denmark. With this objective in mind, some unique programs that have been offered at Aarhus University will be explained in this panel discussion. For real-life learning experience, collaboration between Japanese community in town and the local university is inevitable as is often the case.

In our new program, Danish students in Japan Studies at Aarhus University have an opportunity to work as volunteer staff at Japanese Supplementary School in town every Sunday. Japanese language can be learned in real-life situation, application of in-class learning can be made, and most importantly, appropriate behaviors, customs, and manners can be acquired by engaging in all the activities.

This program, which is named "Aarhus Model", has been implemented for two years now. How it has been organized and managed will briefly be explained. Furthermore, the results of the survey on its effectiveness will be introduced. Its sustainability, expansion, and further development will hopefully be discussed with the other panels and the participants.

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Paper short abstract:

This presentation argues that to increase the current state of Japanese language teaching in Portugal one needs to fostering capacity building of Japanese language teachers and stresses the importance of constructing a collaboration system among European countries teaching Japanese language.

Paper long abstract:

This presentation reports the present situation of Japanese language teaching in Portugal from three points of view: education type, teachers and learners. Based on the interviews with teachers of Japanese language in Portugal, it was found the need to fostering capacity building of teachers in Portugal and to build a collaboration system among European countries teaching Japanese. Other findings are as follows: There is no specialized Japanese research center or institution in Portugal. Universities, institutions, or organizations hold most of Japanese language teaching. There are few at private language schools. The Japanese language classes over 10 years are held in five cities and their surroundings, but in recent years other regional organizations are also opening Japanese class. There is no C level class in any institution. Although individual teachers outside of institution do exist with the learners levels of vary from A1 to C. Given the lack of Japanese language teacher's many teachers teach in more than one institution. Another finding is that teachers of Japanese are mostly native Japanese speakers whose teaching experience varies from less than 1 year to more than 20 years; most of them started teaching Japanese in Portugal without specific teaching skills. Although there is no Japanese Teacher Association, there is a community that holds seminars and speech contests for learners. Further, the largest number of Japanese language learners belongs to universities or their institutions, and the number of learner who is learning Japanese with individual teachers is at least one third of institutions' learners. All the Japanese classes are opened for the learners with more than 15 years old. There is no Japanese language education as a foreign language for young people and children growing in multiple languages environments. Therefore, it can be said that gradually Japanese education for adults is taking root in Portugal. Unfortunately, there is no place for teacher training and teacher development with limited places available where teachers can discuss about existing teaching problems. Hence, the necessity of collaboration between Portugal and other European countries in Japanese language education.