Paper short abstract:

Heritage language learning is not only aimed at language ability but also developing communications through an understanding of culture as well as their identities. What does it mean to learn culture? This presentation focuses on cultural knowledge and teaching in a heritage language program.

Paper long abstract:

What is culture? What does it mean to learn culture? How do you come to recognize culture as your own or other's culture? Is there a difference between the cultural knowledge that foreign language learners acquire through the media and various forms of experience, and the culture that heritage language learners ​​learn both from their families and from their heritage language learning? What process do learners go through to "learn" their heritage culture in heritage language learning? Is the culture taught or learned?

Do the learners of Japanese heritage languages see the Japanese culture as an insider or an outsider? And the biggest question that is focused in this presentation is how educators of heritage languages can teach culture.

As a field report of a Japanese heritage language program which is a community program in the United States, this presentation focuses on examining these questions about cultural knowledge in heritage language education. The presenter shares the analysis of differences between The big C Culture and the little c culture that are observed in the classrooms. This presentation shares some classroom ideas on how to facilitate the cultural learning of heritage language learners that educators can provide.

Paper short abstract:

This presentation is a report on the practice of heritage Japanese language education at a Japanese language supplementary school in Europe. It reports on the practice of capacity building for an intercultural democratic citizenship.

Paper long abstract:

The European Council (2018) suggests the direction for foreign language education in terms of "Plurilingual and Pluricultural Competence".

It explains that language education through plurilingual and pluricultural education aims to embrace the diversity and differences of the learner as a social agent, enhance the learner's ability to understand the different aspects of others and foster a respect for them through individual dialogue.

As a guideline for realizing language education from the viewpoint of multilingualism and multiculturalism, CDC (Competences for Democratic Culture 2016) suggests language education objectives in four linguistic ability categories: "Value, Attitude, Skills, Knowledge and critical understanding". More specifically, it presents 20 target levels for language learning.

Using those generic descriptions of language acquisition levels, this language education method transmits the knowledge needed to participate in civil society, elevating it above just language learning. Furthermore, these descriptions promote abilities such as dialogue, problem solving, communication, interaction. It is also likely to promote awareness of community values, codes of conduct, and moral issues.

This presentation is a report on the practice of heritage Japanese language education at a Japanese language supplementary school in Europe. It reports on the practice of capacity building for an intercultural democratic citizenship.

The presenter is from a heritage Japanese Language class of 9-11-year-old Japanese and French international children. Her teaching methods are based on multilingual and multicultural language education.

Her teaching is underpinned by the theory of "activity-based education", advocated by Jun

Watabe (Watabe 2015, etc…), and that of "Personalization-Contextualization", as discussed by

Yoshikazu Kawaguchi (Kawaguchi 2016).

We are exploring learning that connects the inside and the outside of the classroom (learning

language that enables learners to communicate with society).

The example of practical study reported here was designed for a classroom discussion and for creating and executing a questionnaire. Lastly, including feedback from key persons in the school (the children's parents), this report considers possible improvement points and mentions issues and potential developments.

Paper short abstract:

This presentation is based on Hegel's principle of mutual recognition of freedom and Husserl's phenomenology principle of establishing a common understanding. And will present the practice of eidetic seeing in Japanese language class as a part of practice of the dialogue.

Paper long abstract:

This presentation is based on Hegel's principle of mutual recognition of freedom and　Husserl's phenomenology principle of establishing a common understanding.　And　will　present　the　practice　of eidetic　seeing in Japanese language class as a part of practice of the dialogue.

Hegel, the philosopher who laid the foundations of modern civil society, developed the principle of mutual recognition in "The Phenomenology of Spirit" There, the process of changing and developing one's consciousness is developed in parallel with the process of human history development.

It states that human beings have a form of community(generality), which forms the rules of modern civil society, and guarantees the freedom of mutual recognition of each other.

On the other hand, Husserl's phenomenology re-examines the framework of human world perception through epochs(pending judgment) and phenomenological reduction.゛eidetic seeing゛is a method of Husserl's　phenomenology. It is a way of discussion. Pick the topics—for example, "freedom" or "child-rearing", students will think about the meanings of that words with reflecting on their own experience and share their idea, and try to establish the common understanding of meaning to that word.

The presenter had been holding the interview survey and workshops based on the concept of "Plurilingual Child-Raring", with the parents who raise their children in the multilingual situation.

At the moment, the presenter is teaching Japanese language to foreign students who has multicultural background and using the method of the eidetic seeing sometimes.

In this presentation, the presenter will report the workshops and Japanese classes which the presenter is doing right now with using the method of the eidetic seeing.

How the people whose background is different and having totally different sense of value cooperate with each other?

How the people will be able to establish the democratic rules as a citizen on the basis of the feeling of "Mutual recognition of freedom"?

The practice of "Eidetic seeing"　is a very meaningful example of democratic way of the Japanese language education that enables people with different values to overcome conflicts of faith and live together.