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Paper short abstract:

Based on records of class practice and questionnaires in Japanese language classes using a Case based approach, this presentation analyses how Japanese language teachers think about and devise ways to deal with various aspects of intercultural understanding in the classroom.

Paper long abstract:

In the Case based approach classes, the participants work together on factual work-related conflicts, come up with solutions by means of dialogue, and at the end of the class, they do their own reflection on what they have discussed. In this activity, the reasons for the conflicts are often related to intercultural issues. In the case of foreigner-Japanese conflict issues, the focus is also on the Japanese culture and the way of thinking and foreigner's understanding of what the Japanese say and do.

Now, in these lessons, the teacher let the students to consider the feelings and emotions of the characters and the causes of the conflict, and if the participants do not understand the situation well, the teachers supplemented with information to make them aware of the Japanese perspective and way of looking at things from different angles. As is often the case in Europe, if the teacher is the only person for the information resource, his/her information effects a lot to the participants’ way of thinking. The teacher, as a facilitator, tries to explain the different cultural issues from a neutral standpoint but not to lead the participant to his or her own ideas. At the end, the teachers are acting as mediators, as stated in the CEFR-CV, to help the participants understand what the conflict situation is about.

In this report, we will analyze the opinions and practices of teachers who have experienced Case based approach classes through questionnaires and by gathering feedback from practitioners of the study groups. We will focus on the concerns and doubts they felt when tackling intercultural issues in their classes. We would like to share our findings and analysis on this regard and suggest the points that will become the basis of the future Case based approach classes focusing on intercultural issues.

■References

近藤彩・金孝卿（2010）「ケース活動における学びの実態―ビジネス上のコンフリクトの教材化に向けて―」，『日本言語文化研究会論集』第6号．

Council of Europe 2020. Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion volume,

available at https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4