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Paper short abstract

As an extension of the debate on innovative pedagogical designs in JFL education within Japan, this study reflects on an alternative approach to JFL instruction by critically examining it from the perspective of 'literature.'

Paper long abstract

In recent years, various pedagogical approaches have been suggested for adapting JFL instruction to meet the learning needs of students from different backgrounds and reevaluating the foundations of JFL instruction is one research domain within Japan that continues to gain prominence amongst contemporary scholars. As an extension of this debate, this study reflects on an alternative approach to JFL instruction by critically examining JFL education from the perspective of 'literature.' While previous research suggests that using literary texts can enhance JFL students' learning of language and culture, knowing which methods and texts can be useful is a problematic issue for JFL instructors, especially if their background is not in linguistics, cultural studies, or literature. In this presentation, I firstly situate the discussion by examining collected domestic views and assumptions regarding the use of literary texts in the teaching of Japanese as a foreign language. I then suggest concrete approaches to using literary texts. These approaches have proven effective in cultivating learners' language skills and cultural understanding and can easily be adapted to various instructional environments.

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Paper short abstract

The present study investigated the effects of translating modern Japanese literature into English by non-native English speakers. The results of the above experiment reveal that utilization of such texts contributed to building students’ knowledge and critical understanding of the Japanese language.

Paper long abstract

The present study investigated the effects of translating modern Japanese unabridged literature (short stories) in Japanese language classes into English by non-native English speakers (Bulgarian and Russian). The results of the above experiment revealed that utilization and translation of such texts into the English language contributed to building students’ knowledge and critical understanding of the Japanese language.

Bulgarian university students are given Japanese texts (unabridged short stories) to read and asked to translate those texts into English. The above task is an essential part of their Japanese language classes and they are referring to it as ‘normal’ Japanese language learning process. The students are not native speakers of English, although most of them have passed English language (CEFR level - C2) entrance exams in order to be enrolled in the University of Sofia, neither are they doing this in their specialized ‘Translation’ classes. Textbooks used offer both translation of the texts into English and grammar explanation as well as glossaries but only glossaries (explanations of unknown words) are given to the students for reference until their final translations are ready.

Meaningful discussions arise in the process and those give the students the answers and build invaluable skills when it comes to plurilingualism. Furthermore, we have an exchange student, whose first language is Russian and have to happily cope with this complex linguistic and cultural situation in every single class.

Since most of the students at Sofia University study abroad in Japan after their third year, they are encouraged to meet the authors of the texts (stories) in Japan and interview them (in Japanese or English). Thus, gaining Japanese language ability leads not only to a fulfilling and exciting understanding of the self competence but also to definite deepening of the openness to cultural otherness and respect.

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Paper short abstract

The Japanese reading ability is important for JSL learners in terms of plurilingual and pluricultural competences. The aim of this presentation is to provide suggestions for the further development of a teaching model for independent reading, to be used for European JSL learners.

Paper long abstract

The Council of Europe (2018) includes illustrative descriptors for plurilingual and pluricultural competencies and stresses their importance by stating that "The plurilingual vision associated with the CEFR gives value to cultural and linguistic diversity at the level of the individual. It promotes the need for learners as 'social agents' to draw upon all of their linguistic and cultural resources and experiences in order to fully participate in social and educational contexts [...] and in turn further developing their linguistic and cultural repertoire. (pp.157-162)". This view corresponds with the task of foreign language teachers as defined by Byram (2008), which is to stimulate the development of plurilingual competences where each language ability complements the others as needed.

From this point of view, the act of learning Japanese is a process through which learners' plurilingual competences are enriched. The results of surveys taken by Japanese-language learners in Europe have shown that they mainly obtain information about Japan through their reading activities. Therefore, the ability to interpret Japanese texts accurately as well as with a critical reading ability is considered to be of particular importance.

The aim of this presentation is to attempt to provide suggestions for the further development of a teaching model for independent reading, to be used for JSL learners whose first language is a European language. The learners participated in 'Think-aloud experiments' and semi-structured interviews. They did so after having gone through a one year course taught with the prototype teaching model and learning materials developed for this purpose. These collected protocol data were analyzed according to the "Competition Model" theory to evaluate the effects of this teaching model on their way of reading and their level of comprehension. Finally, points of improvement that are required for the future development of the first version of teaching methods will be discussed.

Council of Europe (2018).CEFR-Companion volume. Council of Europe.

Byram, M.(2008). From Foreign Language Education to Education for Intercultural Citizenship. translated by Yamada et al. (2015), Taishukan Publishing co.