The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
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Nobuko Ijichi
Nobuko Ijichi is originally from Tokyo and has taught Japanese and English language, as well as lectured in drama, both in Irish and Japanese universities. Nobuko is a graduate of the UCD Master in Drama Studies programme and has qualified as a teacher of Japanese. She is currently the Coordinator for Japanese Language in the UCD Applied Language Centre, having taught there since 1997, and she has a research interest in the integration of cultural and social diversity in language teaching.
Abstract
Japanese is a popular choice amongst higher education students on IWLPs (Institution-Wide Language Programmes), but the language presents challenges for many learners. Students on university elective programmes begin their courses with enthusiasm but often become discouraged and drop out at the post-beginner stage. Thus Japanese elective programmes in universities can be over-represented at beginner level but then tail off. There are many examples of good practice in teaching beginners Japanese but fewer models at higher levels. This activity report focuses on the development of a student learning environment suitable for Japanese at A2.2 towards B1 levels, incorporating classroom activities but also opportunities for learning in a “beyond the classroom” context. It is now widely accepted that the CEFR can provide much support and open up new opportunities. A common approach is to begin by defining appropriate “can do” descriptors, which can then be set as classroom objectives for learners. But very often there is not enough time or opportunity to use the language in the classroom. This report shows how classroom learning can be supplemented in contexts outside the institutional setting. Such contexts can provide real-world tasks, stimuli for interaction, a range of authentic documents, and culture discovery opportunities. All these support learning in a dynamic manner and ideally should link back to the CEFR’s “can do” objectives, which are identified in the core curriculum.
About the author
Nobuko Ijichi is originally from Tokyo and has taught Japanese and English language, as well as lectured in drama, both in Irish and Japanese universities. Nobuko is a graduate of the UCD Master in Drama Studies programme and has qualified as a teacher of Japanese. She is currently the Coordinator for Japanese Language in the UCD Applied Language Centre, having taught there since 1997, and she has a research interest in the integration of cultural and social diversity in language teaching.
References
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©2016 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
Articles in the same Issue
- Frontmatter
- Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres
- The Common European Framework of Reference for Languages, the European Language Portfolio, and language teaching/learning at university: An argument and some proposals
- Aligning ESP courses with the Common European Framework of Reference for Languages
- Implementing CEFR principles in introductory Norwegian language courses for international students: Opportunities and challenges
- EPOS – the European e-portfolio of languages
- Translating language policy into practice: Language and culture policy at a Dutch university
- The ELP through time: Background motivation, growing experience, current beliefs
- Using the ELP as a basis for self- and peer assessment when selecting “best” work in modern-language degree programmes
- Biografische Methoden der Kompetenzanalyse für die Reflexion von Sprachkompetenz–Portfolioarbeit in der Praxis
- Creating task-based oral foreign language exams linked to the CEFR in higher education
- From the learning diary to the ELP: An e-portfolio for autonomous language learning
- The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1
- Access granted: Modern languages and issues of accessibility at university – a case study from Australia
- The role of second language in higher education: A case study of German students at a Dutch university
- Plurilingual proficiency as a learning objective for a multilingual curriculum in the study of business in Finland
