The “local” Japanese language syllabus

Ippo Project wrote a local B3 Japanese language syllabus for Finnish upper secondary schools. B3 is a language that has not been studied in comprehensive school, so it is a new language for upper secondary school students. Upper secondary is the Finnish equivalent for sixth form or senior high school.  

In Finland local authorities (i.e. municipalities or school districts), and in some cases individual schools, must write their own local curriculum. This curriculum is based on the National Core Curriculum. 

The “local” Japanese language syllabus is based on the new National Core Curriculum for Secondary Schools (syllabus for Asian and African B3 languages) published by the Finnish National Board of Education in 2016.  (You may view the Asian and African B3 languages syllabus in a previous post.) There are no specific guidelines as to what individual pieces of  vocabulary, grammatical structures or kanji should be taught in each course. The guidelines indicate rather what themes the students should be studying and what kind of skills they should be acquiring during each course. There are no final exams for Japanese.

The purpose of this Japanese language syllabus is to facilitate the making of local Japanese language syllabi for upper secondary schools in municipalities and schools. We are happy to receive comments and propositions.

General objectives of the instruction in foreign languages

General objectives of the teaching and learning in the different syllabi in foreign languages is that the students

• gain confidence to utilise their language proficiency creatively in studies, at work, and during leisure time
• reinforce their proficiency in the target language, language awareness and ability to also apply linguistic knowledge across languages
• develop as goal-oriented language-learners and are able to apply language-learning strategies
• understand the significance of a multi-faceted language proficiency and the opportunities to take action along with the growing language proficiency
• are able to evaluate their competence and to plan their language studies for their future needs from the perspectives of further studies, working life and internationalisation

Japanese in the Evolving Language Proficiency Scale

The objective is that the students accomplish the levels of the Evolving Language Proficiency Scale (Appendix 1 of the National Core Curriculum for General Upper Secondary Schhols 2015) in the Japanese language  in accordance with the chart below and are able to relate their  competence to the levels set for language proficiency. The students set goals for themselves, assess the development of their skills and further develop their goals.

Aims for language proficiency in Japanese 

• Interaction skills A2.1 – First stage of basic proficiency

Interacting in different situations: The student is able to exchange thoughts or information in familiar, everyday situations and can occasionally maintain a communication situation.
Using communication strategies: The student increasingly participates in communication, resorting to non-verbal expressions less often. The student needs to ask for clarification or repetition quite frequently and is somewhat able to apply the expressions used by the communication partner in his or her own communication.
Cultural appropriateness of communication: The student can manage short social situations. The student is able to use the most common polite greetings and terms of address as well as to politely express requests, invitations, proposals, apologies etc. and to respond to these.

• Oral text interpretations skills A2.2 – Developing basic proficiency

The student is able to follow the main points of a clear-cut non-fiction spoken text very roughly, frequently recognises the topic of the conversation around him of her, and understands the main ideas in a standard language text or slow speech including familiar vocabulary. The student is able to deduce the meanings of unfamiliar words based on the context.

• Written text interpretation skills A1.3 – Functional elementary proficiency

The student understands written texts that include simple, familiar vocabulary and expressions with the support of the context. The student is able to find the simple information he or she needs in a text.

• Oral texts production skills A2.1-  First stage of basic proficiency

The student is able to describe everyday and concrete topics and those important to him or her using simple sentences and concrete vocabulary. The student masters an easily predictable basic vocabulary and many key structures. The student knows how to apply some basic rules of pronunciation, also in expressions that have not been practised.

• Written texts production skills A1.3 – Functional elementary proficiency

The student knows a limited amount of memorised short expressions, key vocabulary and basic level sentence structures. The student is able to discuss everyday issues important for him or her using a limited resource of expressions and to write simple messages.

Objectives of instruction of Japanese

Specific objectives of the teaching and learning in the B3 syllabus in Japanese  are that the students

• find building their linguistic repertoire meaningful
• develop as users of the Japanese language and actors in the culturally diverse world
• find interesting Japanese environments
• are able to take into account central cultural conventions in their communication
• form an understanding of the special  features of Japanese that differ from European languages and develop their command of the writing system of the Japanese language

are able to relate their competence with the A2.1 level of the Evolving Languages Proficiency Scale in interaction, spoken text comprehension, and production skills and A1.3 level in written text comprehension and production skills, assess the development of their knowledge and skills, and develop these further.

National specialisation courses in Japanese

The first courses emphasize oral initiative situations and small written interactive situations that are connected to these. The students also practise listening. The share of written communication increases gradually, and the students are guided in using necessary aids in reading comprehension and text production. Oral communication continues to be practised in all courses. It is essential to develop basic capabilities for everyday communication.  

A lot of themes supporting the competence related to the culture, geography, history and societies of the target language are dealt within the courses. This enables natural integration into different subjects. In the courses it is possible to deal in more detail with current topics, topics mutually agreed upon, or themes highlighted by the students.

Multiliteracy can be promoted by dealing with literature, film, music, theatre, visual arts or the media in all the courses. The students learn and practise structures flexibly in connection with appropriate themes. If necessary, time is reserved for establishing good pronunciation and listening comprehension habits in all of the courses.

B3-JAPANESE COURSE DESCRIPTIONS

1.Getting to Know Each Other and the New Language

The students familiarise themselves with the status of the Japanese language in the world and develop an understanding of the relationship between the Japanese language and other languages they have studied or know. The practise interaction in situations related to daily life, the communication strategies necessary in these situations, and the most important phrases of politeness.They familiarise themselves gradually with the Japanese writing system, learn to recognise, write and read  the hiragana characters. The students also get acquainted with some simple kanji-characters. The students learn to write their name with katakana.

Instruction methods: Versatile methods of instructions are used in teaching Japanese. Authentic language material is used as much as possible, both in and outside the classroom.The students work in pairs and in small groups, and everyday situations are practised for example through simulations and games, which motivate and encourage to use Japanese.

Developing skills: The students learn to recognise simple typical concepts and features of the Japanese grammar, as well as some similarities and differences between languages. The students learn how culture affects interaction between people. The students are able to work independently and are  encouraged to use the language skills they acquire. The students learn to read and write hiragana.

Assessment: Japanese language skills are assessed as diversely as possible, for example through the use of learning assignments, achievements and exams. Students are observed working in class, and they will be given possibilities to show their skills and interest in many different ways.

2. Travelling in the World

The students practise coping in different situations of social encounters and typical transactions. The students learn more about using communication strategies and different compensation methods. They also familiarise themselves with some non-verbal features of social encounters. The continue to read and write the hiragana characters and learn some simple kanji characters that they might encounter in everyday situations. The katakana characters are introduced, and students  practise writing limited messages. When possible, the students familiarise themselves with how Japanese is written on a computer.

Instruction methods: Versatile methods of instruction are used in teaching Japanese. Authentic language material is used as much as possible, both in and outside the classroom.The students work in pairs and in small groups, and everyday situations are practised for example through simulations and games, which motivate and encourage to use Japanese.

Developing skills: The students learn to better understand how culture affects communication, interaction and collaboration. The students get familiarised with non-verbal aspects of communication in social encounters, for example body language. The students are able to work independently. They   learn to read and write hiragana more fluently, and get acquainted with katakana and new kanji, and practise recognising and reading japanese writing also on their own. The students learn to produce and interpret short messages. Oral skills are enhanced and strengthened.

Assessment: Japanese language skills are assessed as diversely as possible, for example through the use of learning assignments, tasks and exams. Students are observed working in class, and they will be given possibilities to show their skills and interest in many different ways.

3. Important things in life

The students practise interaction skills using different communication channels. Themes and situations related to young people and their daily lives, relationships and networks, leisure time and hobbies are dealt with. Students learn the katakana and some new kanji that have to do with the themes of the course: everyday life, relationships, interests, leisure time and hobbies. They study the structure of kanji characters, get acquainted with radicals and learn to identify kanji using dictionaries.They produce their own short texts using hiragana, katakana and kanji, utilising information and communication technology when necessary. However, main focus of the course is still on spoken language.

Instruction methods: Versatile methods of instruction are used in teaching Japanese. Authentic language material is used as much as possible, both in and outside the classroom.The students work in pairs and in small groups, and everyday situations are practised for example through simulations and games, which motivate and encourage to use Japanese.

Developing skills: The students learn to better understand how culture affects communication, interaction and collaboration. The students get familiarised with the Japanese writing system and learn to use kanji dictionaries and information and communication technology. They  are aware of their strengths and weaknesses as learners, and are able to recognise suitable study strategies.  The students are able to work independently. They are able to express thoughts and feelings, and are able to communicate briefly through different communication channels.

Assessment: Japanese language skills are assessed as diversely as possible, for example through the use of learning assignments, achievements and exams. Students are observed working in class, and they will be given possibilities to show their skills and interest in many different ways.

4. Cultural encounters

In this course, attention is paid to differences in social codes. The themes deal with communication in different encounters in Finland and foreign countries. The ability to use  hiragana, katakana and previously learned kanji is strengthened. The students learn new kanji characters that have to do with the themes that are covered during the course. The students utilise both traditional and electronic dictionaries and vocabularies in writing and reading texts.

Instruction methods: Versatile methods of instruction are used in teaching Japanese. Authentic language material is used as much as possible, both in and outside the classroom. Deduction and comparison are important elements of learning a new language and culture. The students work in pairs and in small groups. Small projects may also be used to enhance learning.

Developing skills: The students learn to better understand cultural differences and are trained to act as an intercultural interpreter. The students’ written and oral interaction and communication skills develop. The students learn new kanji characters and how to use information technology as a  processing, language and communication tool.The students are able to work independently and are unafraid to produce written and oral texts in Japanese.

Assessment: Japanese language skills are assessed as diversely as possible. Assessment may be based on for example oral and/or written learning assignments, presentations, exams, portfolio work or small projects. Students are also encouraged in self- and peer assessment.

5. Well-being and care

In this course, the students learn to act as conversation partners and language-learners who listen to others in different interactive situations. They practise skills in forming opinions and negotiating meaning on topics connected to daily life. They familiarise themselves with different texts related to well-being, interpersonal relationships and stages of life, and practise discussing related issues. The students also reflect on the change brought on by technology and digitalisation to interaction and well-being. The students learn kanji-characters that have to due with daily life, well- being, interpersonal relationships and stages of life.

Instruction methods: Versatile methods of instruction are used in teaching Japanese. Authentic language material is used as much as possible, both in and outside the classroom. As language skills develop, learning through dialogue, action and experience increases. The students work in pairs and in small groups. Interaction and negotiation is practised through dialogue or drama.

Developing skills: The students learn to express thoughts, feelings and subject matter orally and in writing in different interactive situations, using various channels and making use of information and communication technology.  Their independent working skills are further enhanced. The students learn new kanji characters.

Assessment: Japanese language skills are assessed as diversely as possible, and assessment is continuous. Assessment may be based on for example oral and/or written learning assignments, various tasks and exams. Students are able to assess both their own and their peers’ achievement, and this may be used in the course assessment.  

6. Culture and the media

This course emphasises practising reading and listening comprehension strategies . The students familiarise themselves with Japanese cultural phenomena and media from a topical perspective that speaks to young people. They continue producing their own written texts both writing by hand and utilising information and communication technology. The students learn more kanji characters that have to do with Japanese cultural phenomena and media.

Instruction methods: The students continue working in pairs and small groups. They practise collaborative and co-operational formation and distribution of information through for example small projects. The importance of authentic language material is emphasised. If possible, the students are provided access to Japanese cultural phenomena and/or possibilities to meet representatives of the Japanese culture in or outside the classroom.

Developing skills: The students learn to recognise and interpret cultural meanings. They strive to deal with information and sources critically. The students learn concepts and ways of thinking that have to do with the themes covered. They learn to use information and communication technology  as a tool for interpreting written and oral texts, and widen their knowledge of kanji characters.

Assessment: Japanese language skills are assessed as diversely as possible, and assessment is based on continuous observation of the students’ work. Assessment may be based on for example exams, projects, learning assignments and/or various tasks and portfolios.

7. Study, work and the future

In this course, the students pay attention to the cultural appropriateness of communication. The themes are related to school, future studies and the world of work as well as young people’s plans for the future.  The students study kanji characters that have to do with school, studies and  working life.

Instruction methods: The students continue working in pairs and small groups. They practise situations in student and working life for example through simulation. Collaborative and co-operational formation and distribution of information maybe practised through for example small projects. Other possible learning methods may be for example problem-based learning tasks and independent study.

Developing skills: The students learn to skills necessary in working life and further studies. They learn to use different  linguistic registers in written and oral communication. Listening and interaction skills develop. Reading and writing skills of kanji characters develop.

Assessment: Self and peer assessment are suitable forms of evaluation in addition to other means  of assessment. Such means may be for example learning assignments, portfolio or project work.  

8. Our common globe

The students continue practising conversations and revise linguistic knowledge according to their needs. The students familiarise themselves with opportunities to participate in international cooperation. The themes emerge from nature, different living environments and a sustainable way of living. Students study kanji characters that have to do with nature, living environments and sustainable way of living.

Instruction methods: Independent working skills develop as students take responsibility for their studies. For instance progressive inquiry methods may be used, and information and communications technology is used as a tool to develop critical thinking skills. Knowledge building may be done collaboratively.

Developing skills: The students learn to observe their environment globally, gets information about possibilities to act as active citizens and learns interaction and collaboration skills. They learn to understand and use specialised terminology and acquire tools to take part in more demanding conversations.The ability to read and write kanji characters in enhanced.

Assessment: Assessment is diverse. Tools for assessment may be based on for example exams, projects, learning assignments and/or various tasks and portfolios.