Paper short abstract:

This presentation deals with the effects of the forum on the coexistence of East Asian countries. The students gradually changed their attitudes more actively through the forum, which shows the positive effects of the forum as intercultural citizenship education.

Paper long abstract:

This presentation deals with the effects of the forum on the coexistence of East Asia. Students from Poland introduced their history where they have deprived their homeland during the world wars, as well as were put under control of the Soviet Union after World War II. They emphasized that, even though they suffered from various hardships in the past, we should look at the future without clinging to the past. Students from New Zealand talked about the success of their multiculturalism. A student from the United States, from the standpoint of the leading country in the world, reviewed his country critically, what they should do for world peace to establish.

Students from East Asian countries provided their proposals not from nationalistic but from an international perspective. And then in the general session, based on these presentations, they discussed what people and the governments should do to overcome their conflicts and to live together harmoniously.

After the forum, participants were asked to submit a report to reflect on the effects of international exchange, of using and learning languages, and of academic learning, as well as the evaluation of the forum and proposal for the coexistence of East Asia. The reports were qualitatively analyzed.

As a result, students performed dialogue and interaction from transnational and perspectives, overcoming their nationalism using the plurilingual and pluricultural skills. According to the reports, they reaped various benefits from the forum:

All the participants not only had a chance to use learning languages but also managed to conclude East Asian coexistence from multilateral perspectives.

Students from East Asian countries, in particular, successfully gained an answer on how to live together harmoniously using three-language-policy from EU, multiculturalism from New Zealand, and leadership from the U. S. as references.

Students from outside of East Asia gradually changed their attitudes more actively through introducing their information to East Asian students as well as considering with them about issues that seemed unrelated to them in the beginning.

These outcomes show the positive effects as intercultural citizenship education.