Teaching Controversial Issues in the JLL Classroom for Chinese Students
Saved in:
| Title: | Teaching Controversial Issues in the JLL Classroom for Chinese Students |
|---|---|
| Language: | English |
| Authors: | Shimojimai, Yasuko |
| Source: | International Journal of Progressive Education. 2017 13(3):129-139. |
| Availability: | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Foreign Countries, Controversial Issues (Course Content), Japanese, Second Language Instruction, Student Diversity, Cultural Differences, Political Attitudes, Foreign Students, High School Students, Evening Programs, Semi Structured Interviews, Observation, Student Needs, Global Approach, Cultural Awareness, Interdisciplinary Approach, Democracy, Social Systems, Participant Observation |
| Geographic Terms: | Japan, China |
| ISSN: | 1554-5210 |
| Abstract: | This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important especially in this globalized world. Students who spent several years in their home countries had missed the earlier part of the culture in the host countries, and they do not internalize host culture fully. Lack of cultural knowledge or literacy would lead to inequality of attainment. The research was conducted in a Japanese language classroom for Chinese from People's Republic of China (ROC) newcomer students in a commercial night public high school in Japan. This study examines how a Japanese teacher were aware of the cultural aspects of students, searched for appropriate methods to teach controversial issues. The research methods are participatory observations and semi-structured interviews with teachers. Through interaction with Chinese newcomer students, the Japanese teacher's cultural and political awareness and political correctness was induced as he observed what the students needed to know and experience. The teacher tried to infuse students with global awareness in his hybrid history embedded Japanese language class. The concept which were not relevant to the political status of the country of origin, neutrality between the country of origin and Japan, were explored during the lessons. |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2017 |
| Accession Number: | EJ1159917 |
| Database: | ERIC |
| Abstract: | This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important especially in this globalized world. Students who spent several years in their home countries had missed the earlier part of the culture in the host countries, and they do not internalize host culture fully. Lack of cultural knowledge or literacy would lead to inequality of attainment. The research was conducted in a Japanese language classroom for Chinese from People's Republic of China (ROC) newcomer students in a commercial night public high school in Japan. This study examines how a Japanese teacher were aware of the cultural aspects of students, searched for appropriate methods to teach controversial issues. The research methods are participatory observations and semi-structured interviews with teachers. Through interaction with Chinese newcomer students, the Japanese teacher's cultural and political awareness and political correctness was induced as he observed what the students needed to know and experience. The teacher tried to infuse students with global awareness in his hybrid history embedded Japanese language class. The concept which were not relevant to the political status of the country of origin, neutrality between the country of origin and Japan, were explored during the lessons. |
|---|---|
| ISSN: | 1554-5210 |
