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Paper short abstract:

This presentation explores issues in the "essential educational content (50 items)" that will be a requirement for the newly planned national certification of Japanese language teachers by comparing it with teacher training programs in their own languages in the UK and France.

Paper long abstract:

　Currently, Japan is in the process of establishing a national qualification for Japanese language teachers. Under this system, the conditions for obtaining the qualification will include attending training courses and passing examinations that include the 'essential educational content (50 items)' during the training as indicated by the Agency for Cultural Affairs’ (2019) 'On the state of development and training of Japanese language teaching personnel (report) revised version'. Therefore, universities and other Japanese language teacher training institutions are now required to cover the 'essential educational content'. The development of new standardised educational content for becoming a Japanese language teacher is of great significance for ensuring the quality of teachers and educational institutions. However, from the perspective of training teachers in their own language, how can the 'essential educational content' in Japan be positioned? In this study, cases of teacher training programmes in their own language at universities in the UK and France were investigated, the educational content was comparatively analysed, and issues in the 'essential educational content' were explored.

　First, interviews were conducted at University A in the UK (one course) and at Graduate School B in France (two courses) to clarify the characteristics and educational content of each course. Next, the educational content of the three programmes was analysed in comparison with the 'essential educational content', and issues surrounding the 'essential educational content' were examined.

　All three programmes were organised with a separate specific purpose, such as 'TESOL and Japanese', 'Educational Technology', and 'Education in English-speaking countries'. Only four items were included in all three programmes from the 'essential educational content'. In contrast, 7-13 items were excluded from the 50 items, indicating the uniqueness of each programme. Considering these three courses, 'essential educational content' is broader in scope; thus, it is difficult for each institution to show its uniqueness. Although the 'essential educational content' is highly necessary for the training of Japanese language teachers in Japan, it would be undeniably difficult for individual institutions to demonstrate their originality if covering this content becomes a requirement.

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