Paper short abstract:

The author's research group has been developing a downloadable textbook for Japanese and international students to interact with each other. In this presentation, I will introduce various ways to use the textbook in face-to-face and online situations.

Paper long abstract:

Online collaborative international learning (COIL) is not only an opportunity to improve students’ language proficiency, but it is also a valuable opportunity to learn about each other's countries and cultures, and to discuss global social issues such as the SDGs. However, simply creating a forum for discussion tends to end up with superficial exchanges(Helm 2013, Kramsch 2014, O'Dowd & Lewis 2016, O'Dowd 2019, Murata 2022), thus it is important to develop educational resources that provide various ways to collaborate using language and technology, and to deepen students’ discussions.

The author's research group has been developing a downloadable textbook for Japanese and international students to interact with each other outside the classroom (both face-to-face and online). In this presentation, I will report on the background and purpose of the textbook, and how it has been revised based on the analysis of students’ exchanges. I will also introduce various ways to use the textbook in face-to-face and online situations.

This report is unique in two respects: as a report on the development of teaching materials based on empirical analysis of collaboration, and in promoting collaborative learning through the dissemination of teaching materials.

Paper short abstract:

This research is a joint case study with Malaysia aiming to develop a Japanese language education program for peaceful coexistence. Through online collaborative learning, we will clarify difficulties, dilemmas, and coping methods for differences in language, culture, and historical perception.

Paper long abstract:

For Japanese language education aiming at peaceful coexistence, how to overcome memories of war and promote mutual cultural understanding is a major issue. In Europe and the United States, efforts are being made to Content and Language Integrated Learning, but in Japan, the "content" of learning for peace tends to lean toward themes such as the history of damage caused by war, human rights, and poverty. For this reason, Japanese language education aimed at peaceful coexistence lacks a means of resolving the discrepancies in historical perceptions that hinder mutual cultural understanding and the perspective of cross-cultural understanding. In addition, since the history of international collaborative learning is short in Japan, there is a need to accumulate analyzes of collaborative processes among students. In this study, we take Malaysia as a case study, where ethnic feuds remain over memories of the Japanese occupation during World War II. Through international joint learning between Japanese university students and Malaysian university students studying Japanese, we will examine what kind of conflicts and dilemmas Japanese students have in terms of language, culture, and historical awareness. And how Japanese students try to deal with them will be clarified by recording and reviewing collaborative learning among students. As a result of the analysis, the Malaysian and Japanese students brought together their knowledge of both Japanese and English, and by making efforts to eliminate the barriers between the two by using written materials and SNS, collaboration and mutual understanding progressed. However, in the fusion of history-related learning activities and Japanese-language learning activities, which are fraught with conflicts and dilemmas, there remain issues of how far the history-learning activities need to be explored and how they should be integrated.

Paper short abstract:

Kobanashi (short Rakugo style jokes) allow learners of various backgrounds and levels to enjoy creative learning of Japanese language and culture on an equal basis. An international non-competitive Kobanashi festival, its community building and the development of the involved teachers are presented.

Paper long abstract:

We will report on the development of Japanese language teachers through kobanashi - short jokes performed in the traditional rakugo style.

Kobanashi has become increasingly popular in Japanese language education in the last few years. Without any special equipment, it allows anyone to experience the Japanese language and culture creatively.

The collaborations started in October 2020, when approximately 20 Japanese language teachers from all over Europe met through the online 'Kobanashi workshop for Educators'. Most of the participants had never met before, but after the workshop, they not only practised kobanashi in their own educational settings, but also kept in touch, visited each other's classes and provided exchange opportunities for learners. Moreover, they jointly set up an international online kobanashi presentation festival for their learners.

In the first year, they collected videos of kobanashi performed by Japanese language learners and screened them in an online festival on Zoom. Family and friends of the performers were also invited as audience. The goal was to create a space where learners of various backgrounds and proficiency levels could participate on an equal basis and enjoy each other’s performance without competition. In 2022, they set up a monthly joint rehearsal space open to anyone and encouraged teachers to participate actively. Indeed, both teachers and learners participated at the second festival as performers.

The whole activity is becoming more fun.

Kobanashi contains elements common to all humans, such as laughter and non-verbal expression, which is why it can be enjoyed by everyone, regardless of the proficiency level, mother tongue or age.

Through the collaborative process, the teachers broadened their horizons and became aware of the variety of educational settings and approaches for learning or teaching Japanese. It allowed them to see themselves as partners in the process of learning Japanese and awakened the desire to continue creating collaborative learning environments for themselves and their learners.