Paper short abstract:

In this study, we analyze the interactions between a Japanese language teacher who is oriented toward the re-inclusion of other discipline teachers in the conviviality and a teacher in other discipline who responds to Japanese language teacher who has posture, and shows the issues involved.

Paper long abstract:

In recent years, there have been several essays that problematizes expecting only non-native speakers of Japanese to learn by including them in a Japanese community, at the same time, advocates expecting native speakers to re-learn and executing teaching them Japanese. In this study, we use the concept of re-inclusion in the sense that we expect native speakers to change their consciousness and include them in a convivial society living with non-native speakers. The re-inclusion is a situation in which triggered by contact with the minority, international students who are included in a Japanese college community, a change in consciousness occurs in the majority, teachers in other disciplines than Japanese language education. The purpose of this presentation is, through interviews with the teachers in other disciplines, to clarify the stance of the interviewer, the Japanese language teacher, who encourages re-inclusion in the hope that they will understand cultural diversity within the community, and to clarify the aspect of their reaction to the re-inclusion encouragement. We intend to capture how Japanese language education, which aims to realize a convivial society, can be made meaningful in a social context through such interactions between Japanese language education specialists and non-specialists. Therefore, we analyzed the interactions between the Japanese language teacher and the teachers in other disciplines from the standpoint of dialogue constructivism. As a result of the analysis, we confirmed narratives of "acceptance" that the teachers in other disciplines recognize the new insights and changes in awareness from contact with international students and expect the relationship between the international and the Japanese students to lead to new learning of the Japanese students. On the other hand, we also confirm narratives of "resistant" to the re-inclusion-oriented stance shown by the Japanese language teacher that they themselves had not changed even after interacting with the international students, and that the Japanese students would not be aware of cross-cultural diversity. Based on these reactions of the teachers in other disciplines and the social background surrounding Japanese language education, we will present the challenges for Japanese language teachers in their re-inclusion-oriented stance.