Poster short abstract:

This study reports on a Japanese-language class practice on the theme of 'coexistence' for intermediate and upper-intermediate Japanese students. The accumulation of such practical examples will enable future Japanese-language classes to foster people having the ability to coexist with others.

Poster long abstract:

This study reports on a Japanese-language class practice on the theme of 'coexistence' for intermediate and upper-intermediate Japanese students. The practice aimed to enable students to: 1) consider the problems of coexisting with different people, how to solve these problems, and what one can do by oneself; 2) be able to think in Japanese; and 3) be able to communicate their ideas in an easy-to-understand manner. In this practice, students read cartoons and articles on coexistence written in Japanese and engaged in discussions. Further, they visited a learning support class for children of different ethnicities living in Japan to consider the problems of coexistence from a vulnerable perspective, what support and methods are needed to solve vulnerable people, and what one can do for oneself, as settled foreigners in Japan are vulnerable parties when it comes to coexistence. In addition, students worked in groups to select a problem and give a presentation, after which they conducted interviews to obtain other students' opinions. Data from 15 students who agreed to collaborate on the research were analysed to clarify the students' perspectives. Essays, comment sheets, and presentation materials were analysed to determine whether they included descriptions of understanding others in different positions, pointing out problems, noting how to solve problems, and describing what one can do by oneself. In the beginning of the semester, only six out of 15 students indicated problems or solutions pertaining to coexistence, while by the end of the semester, students referred to such topics in addition to demonstrating an understanding of different people. However, few students were able to develop any specific solutions. Hence, one countermeasure is to continue increasing students' awareness regarding the importance of considering different solutions and possible actions and providing problem-solving opportunities. Further, to clarify the aims of Japanese-language classes and methods used to realise these aims, it will be necessary to clarify the method of practice and students' responses and examine relevant issues. The accumulation of such practical examples will enable future Japanese-language classes to foster people having the ability to coexist with others.

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