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Paper short abstract:

From practicing Case-based Learning, we have come to various conclusions from both the instructors’ as well as learners' perspectives. Current [Case based learning] materials focus on conflicts amongst Asian nationalities are hard for European leaners to understand the situations.

Paper long abstract:

In this presentation we would like to display the process of our practices of Case-based Learning in Europe, mixing with instructors’ awareness and some comments from learners.

We participated in the training session of Cased-based Learning in CEEFJA in Alsace organized by the Japan cultural Institute in Paris in 2016. At the end of the training, all participants built their own cases with conflicts in a business scenario. They have been used at various institutions in Europe, and we have become convinced that this approach can promote learners more active participation in discussion, which contributes to the communication learning.

From practicing Case-based Learning, we have come to various conclusions from the instructors’ perspectives regarding dialogue, case examples, intercultural understanding, structure of lesson, standpoint of the teacher as a facilitator and so on. One of the examples of served is that the current case materials published focus on conflicts for Asian nationalities and so learners with European nationals sometimes find it difficult to put themselves into the simulated situation. At the same time, we realized that different types of conflicts occur among Europeans. Although we should not judge the personality or sense of value based on their nationalities, in Europe where various cultures are mingled in a society, we cannot avoid noticing the different cultural patterns in people. In this kind of multicultural society, to conduct more effective communication with others, we find it necessary to encourage them to understand their own culture and the other cultures consciously and develop mutual understanding beyond that. Furthermore, we would like to emphasize that Case-based Learning can actually match the ideology of plurilingualism and pluriculturalism proposed in CEFR. Simultaneously we feel the need to contextualize the case according to the environment in Europe so that we can continue the practical research and studies of Case-based Learning for the purpose of expanding the case materials in a European context and theoretical studies in intercultural understanding. In the panel discussion, we would like to exchange opinions on how we should apply Case-based Learning in Europe and cultivate the CDC through Japanese language education.