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- Convenors:
-
Uichi Kamiyoshi
(Musashino University)
Yukiko Okuno (Tokyo Metropolitan University)
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- Stream:
- Japanese Language Education
- Location:
- Torre B, Piso 3, T13
- Start time:
- 31 August, 2017 at
Time zone: Europe/Lisbon
- Session slots:
- 1
Short Abstract:
The panel emphasizes the core idea of CCBI (Sato et al.), which is creating a peaceful future through language education. It then introduces related theories, research, and teaching practices of CCBI in the field of Japanese language education.
Long Abstract:
What do you answer to the question "Is there peace in the world"? "Peace" is defined as "the absence of war, conflict, concern or trouble, and stable situation". It seems that language education promotes mutual understanding of different cultures and thus contributes to the global peace. But from the historical point of view, language education has been occasionally advanced to understand one's enemy, and colonial populations have been compelled to use the colonizers' official language, resulting in the opposite effect.
In our panel, we do not limit language education to language acquisition only, and emphasize the idea of making a peaceful future with the next generation through language education. This idea has been discussed in Critical Content-Based Instruction (CCBI) (2015 Sato etc.). We discuss the necessity of CCBI using two combined panels. First, we will show the background of this issue and theoretical framework including CCBI in Panel 1, and we will then introduce some research and teaching practices to achieve the objective of making a better society in Panel 1 and 2.
Presentation 1 focuses on the "Displaced people from Syria" which is one of the urgent topics in Europe, and makes a point of necessity of (Japanese) language education for peacebuilding by some stories of Japanese language learners who are displaced people from Syria. Presentation 2 summarizes recent social background and theories which have become the background of subsequent research. Presentation 3 reports on a practical class which has a peacebuilding approach through CCBI and includes not only Syrian students but also Japanese and other Asian and European students.
Our panel discusses language education, peacebuilding in the world, and creating better communities throughout Panel 1 and 2.
Accepted papers:
Session 1Noriko Ichishima (Akita University)
Paper short abstract:
In this presentation, focus will be upon Syrian Japanese language learners both in the Syrian boarders as well as those with refugee status outside the country clarifying their linguistic consciousness from their narratives claiming the need for Japanese language education as a peace-building tool.
Paper long abstract:
According to a survey by the Japan Foundation titled, "Current Status of Japanese-Language Education abroad 2013." Japanese language education is currently being conducted in 136 areas globally. This includes countries steeped in civil wars such as Afghanistan, Yemen and Syria. Yet the situation regarding Japanese language education is hardly elucidated.
As an example, there are language learners in war-torn Syria who-under a perpetuated civil war-continue their language studies, while those fleeing and becoming refugees do so as well under adverse conditions.
Problems have been reported in mass media circles with little follow up discussion of the plight of these language learners under severe civil war conditions. The necessity for offering support in the field of Japanese language education seems paramount.
In this presentation, focus will be upon those language learners both within the Syrian boarders as well as those with refugee status outside the country clarifying their linguistic consciousness from their narratives claiming the need for Japanese language education as a peace building tool.
The analyzed data are from about 28 hours of interviews with four Syrian Japanese language learners conducted on several occasions between 2014 and 2016 along with their notes. The analytical method used was in the framework of "Life Story Interview." Learner A reportedly said that while learning Japanese language in a severe civil war environment, such as in Syria is difficult, she wanted to aid the peace process using the Japanese language when the war would come to an end. Learner B expressed that although "refugee status" harbors a negative image, the civil war has reduced the country to its lowest point. It is his hope that his Japanese language will aid in the peace building to come. These narratives suggest that perhaps Japanese language can act as a kind of symbol for future hope and peace. Why these four narratives continued their language studies under these adverse conditions and why they view Japanese as a symbol for hope and peace will be the aim of my presentation as to how this might play a role in the peace-building process to come.
Uichi Kamiyoshi (Musashino University)
Paper short abstract:
When language education is considered as education, a critical perspective is required. In this presentation, through arguing about Critical Content-Based Instruction and peace, we will provide opportunities to think about the building of a peaceful society and community through language education.
Paper long abstract:
When (Japanese) language education is considered as "education", it is positioned as raising people who will be responsible for the next generation and improving society and community. A critical perspective is required (for educators.)
Initiatives that focus on critical viewpoints in (Japanese) language education have already been proposed as Critical Content-Based Instruction (CCBI) (Sato et al. 2015). This presentation considers the problem in the narrative of the Syrian learner of Panel A, discusses CCBI and peace paying attention to the current world situation, and sets the stage for practical application of Panel C.
CCBI is based on "Critical Approach" incorporating a critical viewpoint in Content-Based Instruction (CBI). According to Wallace (2003), the concept of "critical" is classified as "weakly critical" and "strongly critical". Weakly critical is represented by critical thinking or critical reading, and refers to a viewpoint with doubts about the present situation. On the other hand, strongly critical includes not only doubts about the current situation but also action and attitudes to change the current situation with a clear view of problems of power and the inherent ideology. CCBI has a particular emphasis on "strongly critical". In addition, CCBI includes not only learners but also the critical work of the teacher themselves, trying to rethink language education as "education".
According to peace studies, peace can be divided into the concept of "negative peace" and the concept of "positive peace". Whereas the concept of peaceful negotiation sets the definition of peace as "absence of war", the positive peace concept considers various inequalities and "structural violence" inherent in society. Because the concept of positive peace in peace studies and CCBI's way of thinking in language education have very high affinity. In this presentation, through arguing about CCBI and peace, we provide opportunities to think again about the method of language education.
Yukiko Okuno (Tokyo Metropolitan University)
Paper short abstract:
I would like to discuss what Japanese language education can do in order to build a peaceful world. I will report on the practice of "PEACE program" which promotes simultaneous understanding of content, ability to operate target languages, improvement of learning skills as the subject.
Paper long abstract:
In this presentation, the educational practices of the "Peace program in Japanese" aiming for human growth are reported with an understanding of the contents, and to improve students' abilities to operate in the target language, and improve learning skills.
The "PEACE program" is a concept advocated by Nuibe (2009), from the standpoint of a Holistic Approach. Thus Japanese language education will be used not only for learning Japanese but also for creating a peaceful world through language. Nuibe advocates the need to explore Global Education in the Japanese Language.
The presenters have implemented this program into actual Japanese language education and are engaged in peace building efforts through education of the language (Okuno et al. 2015). In this presentation, in the undergraduate education in Japan conducted in the latter half of 2016, we focused classes on "P: departure from poverty". We especially analyze and report on how critical thinking advocated by Sato et al. (2015) has changed student's deliveries, observations by TA ยท teachers, introspections, and interviews with students etc.
The learners were students from Syria which is currently in a civil war, as well as students in Japan, Asia and Europe. The major trends in the course are (1) knowing the background, current situation and mechanism of poverty through books and audiovisual teaching materials, (2) explaining and discussing in one's own words, (3) investigating efforts by social entrepreneurs and having discussions with critical viewpoints, (4) thinking about what can be done as a collective, supported by collaborative learning. As a result of the analysis, we found that the importance placed on knowing current events, on critical thinking, and on thinking as a collective increased.
Offering such classes to Japanese learners who have various kinds of expertise to bring to society in the future, nurtures critical thinking and leads to the spreading of the seeds of peace. In the end I discuss what Japanese language education can do in order to build a more peaceful world.