Description

In Japan, policies related to Japanese language education have expanded significantly in recent years. Notable developments include the growing public provision of community-based Japanese language education, the national accreditation of Japanese language education institutions, and the establishment of a national qualification for Japanese language teachers. A common element underpinning these initiatives is the Framework of Reference for Japanese Language Education. The Framework is developed on the basis of the Common European Framework of Reference for Languages (CEFR) and is grounded in principles of plurilingualism and pluriculturalism. However, despite the formal adoption of these principles, their substantive reception in educational practice appears limited. In many cases, only surface-level elements—most notably the use of can-do statements for assessment—have been taken up, while the broader educational philosophy of the CEFR remains insufficiently reflected in practice. Against this background, this study examines how, and to what extent, those involved in Japanese language education in Japan attempt to incorporate the CEFR's principles of plurilingualism and pluriculturalism into educational practices. The study focuses on professionals engaged in community-based Japanese language education. In Japan, this field is characterized by a lack of alignment between policy intentions articulated at the national (macro) level and educational practices enacted in local classrooms. Positioned between these levels are intermediary professionals who play a crucial role in mediating between policy and practice. Although their employment conditions vary, these professionals are generally employed by prefectural or municipal governments. This study interviewed ten such professionals. The findings revealed considerable variation in their understanding of the CEFR and plurilingualism/pluriculturalism, and suggested that efforts to incorporate these principles into community-based Japanese language education remain limited. This research contributes to Japanese language education policy studies, a field largely focused on ideological analyses of national language policy or the positioning of Japanese as kokugo. Despite increasing policy emphasis on micro-level initiatives such as community-based Japanese language education, empirical policy research examining these sites remains limited. By addressing this gap, the study seeks to extend the scope of Japanese language education policy research and reconsider the meaning and value of Japanese language education within contemporary Japanese society.

Description

In recent years, Japanese language education has expanded its aims from the development of linguistic competence alone to the cultivation of “intercultural citizenship” (Byram, 2013). From this perspective, examining language practices in corporate settings provides important insights into how language education can bridge school learning and participation in society, particularly in increasingly globalized workplaces. Drawing on Bourdieu’s (1991) concept of capital, this study investigates how a plurilingual employee in a global corporation mobilizes linguistic resources to generate multiple, interrelated forms of capital in professional contexts.

The participant is a Bulgarian national employed at a Japanese company in Japan, who speaks Bulgarian, Russian, English, and Japanese. He was selected from the respondents to a web-based questionnaire survey (n = 115) of former international students working in Japan, as he reported high job satisfaction in multilingual work environments. The questionnaire included 50 items on career choices, workplace challenges, interpersonal relationships, and future prospects. Based on the responses, two researchers conducted a semi-structured interview (approximately one hour), focusing on his language use and workplace experiences.

The analysis segmented the interview transcript into meaningful units and identified utterances related to internal experiences, interpersonal relationships, and institutional evaluation. These were coded using four categories derived from Bourdieu’s theory, as defined in this study: functional, mediating, relational, and symbolic capital. Their interrelationships and processes of capital transformation were then systematically examined.

The findings show that the participant strategically deploys Japanese and English within a plurilingual repertoire according to situational demands. Through this process, linguistic resources are transformed into interrelated forms of capital: functional capital as professional skills, mediating capital as intercultural coordination, symbolic capital as trust and legitimacy, and relational capital as professional networks. These forms are mutually convertible and shape the participant’s positioning and recognition in the workplace.

These findings suggest that Japanese language teachers should go beyond linguistic training and design classroom practices, such as role-play and interactional tasks, that enable learners to gain social recognition and trust in real-world contexts, thereby supporting their transition from classroom learning to professional participation.

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References

Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education, (pp. 241–258). Greenwood Press.

Bourdieu, P. (1991). Language and symbolic power. J. B. Thompson (Ed) ; G. Raymond & M. Adamson (Trans). Polity Press.

Byram, M. (2013). From foreign language education to education for intercultural citizenship. In M. Byram (Ed.), Language and culture in multilingual contexts, (pp.1-23). Routledge.

Description

This presentation reports on a one-to-one advising practice conducted with an adult heritage Japanese learner who grew up in the United Kingdom. While English is the learner’s dominant language, Japanese, the mother’s first language, has been maintained and used as a heritage language within the family and community. Advising practice in Japanese language education remains limited, and few cases involving adult heritage Japanese learners have been reported. This practice aimed to promote autonomous learning by supporting reflection on Japanese language learning through advising sessions.

Although the learner possesses sufficient oral communicative ability in Japanese for everyday interactions, all formal education was in English, resulting in difficulties in reading and writing, particularly with kanji. The learner demonstrates strong motivation to use Japanese independently across all skills, including for future professional purposes. However, challenges were identified in using textbooks designed for second language learners, due to the limited availability of materials for adult heritage Japanese learners and the gap between listening and speaking skills and reading and writing skills.

In response to these challenges, advising sessions emphasizing reflection were conducted. These sessions supported the learner in articulating prior experiences and future goals, and in selecting learning content and learning methods autonomously. Through continued dialogue with the advisor, the learner was encouraged to reconsider learning priorities and to explore ways of reconstructing the learning process beyond a sole focus on kanji study. Recorded dialogues were analyzed for changes concerning learning goals, learning content, and learning methods.

The findings indicate that the learner, who initially focused on kanji study, reconceptualized Japanese learning in broader terms by including grammar, vocabulary, honorific expressions, and listening and speaking skills in addition to reading and writing, and began formulating learning plans more autonomously.

Although based on a single case, this practice provides an example of how adult heritage Japanese learners may approach learning in contexts where standard materials are not always suitable. This study offers pedagogical insights for Japanese language education and heritage language education, particularly regarding the role of advising in supporting reflection and learner autonomy among adult heritage language learners.

Description

Japanese Proficiency is understood as “actual ability”, a concept contrasting with “level of mastery” in terms of Japanese language competence, or “level of attainment” in the context of testing and assessment. Among these, Proficiency Tests such as the Japanese Language Proficiency Test measure this “actual ability”. However, the relationship between “language communication ability for task performance” and “actual ability” remains unclear, as does what “actual ability” entails and which aspects it measures. If we consider “actual ability” to be the capacity to use Japanese appropriately and successfully in real-world situations, it is clearly insufficient to view it merely as the ability to apply internalised linguistic knowledge. It should also encompass the ability to interpret the context in which an individual's body is situated, the capacity to demonstrate prepared abilities while enduring physical or mental discomfort and environmental factors, and the capability to respond flexibly and immediately according to the situation and the other person. In other words, to understand what constitutes “actual ability”, it is necessary to focus on elements such as “context”, “situation”, “individual”, and “performance”, and to examine it from multiple perspectives. This presentation employs Yujiro Nakamura's three constitutive principles of “Clinical Knowledge” – “Cosmos (wholeness/place)”, “Symbolism (polysemy/symbolicity)”, and “Performance (bodily action)” – as a theoretical framework for discussion. These principles are contrasted with the foundations of modern scientific knowledge, which are based on the principles of “objectivity”, “rationality”, and “universality”. Through discussion, it can be utilized as a framework for exploring the nature of knowledge generated through conversational exchanges and the classroom setting itself, as well as the backgrounds and social structures of learners and native Japanese speakers. This transcends traditional Japanese language education, which primarily focused on transferring knowledge prepared in advance by the teacher. Furthermore, it enables a flexible approach to interpreting learners' responses not merely as “errors” but as “meaningful symbols for the individual”, while also facilitating trust-building and understanding of cultural values within intercultural negotiations.

(Word count for the Body part: 320 words)

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References

中村雄二郎（1992）『臨床の知とは何か』岩波書店．

Description

The number of foreign workers in Japan is expected to reach approximately 2.57 million by 2025, reflecting diverse backgrounds. Among them are highly skilled professionals holding “Engineer/Specialist in Humanities/International Services” visas, including individuals from Europe. However, their employment remains concentrated in urban areas, while Japanese language support systems in regional areas are still developing. This study analyzes the awareness of regional companies and presents findings that may contribute to Japanese language education settings in Europe. A preliminary survey conducted between 2022 and 2023 targeted 30 companies in City A in the Kansai region, including firms employing highly skilled foreign workers. The results indicated that, besides Japanese language proficiency, companies expect a high level of professional expertise. They also pointed out the limited connections between foreign employees and local communities. Furthermore, many companies rely on local governments or external organizations for Japanese language support. In 2025, a large-scale survey targeting 1,000 companies within the prefecture was conducted, receiving responses from 241 companies. The results show that regional companies place importance on the long-term settlement of highly skilled foreign personnel and their integration into local life and communities. Influenced by the Act on the Promotion of Japanese Language Education (2019), companies increasingly recognize Japanese language education as part of employee welfare and support systems. The importance of understanding Japanese culture and customs and promoting interaction with local residents was also highlighted. This study proposes a “regional platform-based support” model that promotes collaboration among local governments, companies, and educational institutions. Such a model could guide a shift in Japanese language support—from employment-oriented assistance often provided by European educational institutions toward support aligned with the needs of regional companies in Japan. While previous studies on foreign workers have focused on language ability and educational systems for technical intern trainees, mainly on syllabi, teaching methods, and textbook development, the “dispersed regional model” discussed in this study emphasizes educational systems as infrastructure for social integration. It may contribute to addressing challenges such as migrants’ language acquisition, workplace adaptation, regional settlement in Europe’s peripheral areas, support for European learners seeking careers in Japan, and teacher education.

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References

布尾勝一郎（2018）「介護分野の外国人技能実習生に求められる日本語能力はいかに議論されたか：厚生労働省有識者検討会を題材に」『佐賀大学全学教育機構紀要』pp.71－83.

真嶋順子（編著）（2021）『技能実習生と日本語教育』大阪大学出版会.

Hattori, K.., Shinya, M., & Otachi, K. eds. (2023). Language Support for Immigrants in Japan: Perspectives from Multicultural Community Building. Lexington Books.