LIM Hyunjung

This joint study discusses how to implement STEAM education in the current curricula of the Faculty of Intercultural Studies. First, we propose that through instructional design and subject matter development based on the mathematical modeling process, it is possible to foster a more favorable attitude toward mathematics subjects. Paper folding crafts are effective tools of STEAM education, with focus on mathematics. Second, we consider it to be important for students to gain a sense of self-efficacy through STEAM education in order to envision specific STEM careers and actually perceive them as viable career paths. This sense of self-efficacy cannot be acquired merely through occupational experiences alone. Universities are now required to determine whether they can cultivate students who develop genuine interest and engagement in educational content, while maintaining curriculum diversity and clearly demonstrating how it connects to careers.

In recent years, university-based Japanese language teacher training programs have faced a range of complex challenges, including a mismatch between the practical competencies required in educational settings and existing curricula, the need to maintain professional expertise while responding to increasingly diverse educational demands, limitations in faculty and institutional resources, difficulties in securing sufficient practicum opportunities, the provision of career support after program completion, and the integration and effective use of educational technologies such as ICT. In addition, given that not all individuals who complete such programs pursue careers as Japanese language teachers, it has become increasingly important to consider training approaches that remain meaningful even for practicum students whose primary career paths lie outside the teaching profession. This paper examines a case study of a Japanese language education practice implemented at Yamaguchi Prefectural University, a university where Japanese language education is not offered as a primary major. Focusing on an initiative that includes online Japanese language instruction for children with foreign backgrounds, the study investigates the outcomes and challenges of an educational approach aimed at fostering civic-mindedness and developing generic competencies in a multicultural society. Data were collected through a questionnaire survey administered to practicum students, consisting of five-point Likert-scale self-assessment items and open-ended responses. The analysis was conducted from multiple perspectives, including practicum students’ attitudes toward the practice, foundational skills for working adults, awareness of multicultural coexistence, reflections gained through teaching practice, and changes in future career outlooks. The findings suggest that this educational practice has educational significance not only in terms of acquiring Japanese language teaching skills, but also in fostering attitudes necessary for engaging with others as members of a multicultural society and in cultivating generic competencies related to interpersonal support. At the same time, several issues were identified that warrant further consideration, including program management, the articulation between theory and practice, and the development of collaborative frameworks with partner schools.

In this study, an interview survey was conducted to examine communication between foreign technical intern trainees and Japanese employees in the workplace, focusing on companies in Yamaguchi Prefecture that accept foreign technical intern trainees. The results revealed that the primary factors contributing to communication misunderstandings between foreign technical intern trainees and Japanese employees stemmed from cultural differences between low-context and high-context communication styles, as well as a lack of consideration in the Japanese expressions used by Japanese employees in the workplace. Furthermore, an additional survey of both technical intern trainees and Japanese employees highlighted that the most frequent misunderstandings arose not from complex expressions but from simple phrases like “I understand.” To facilitate smoother workplace communication, foreign technical intern trainees were provided with opportunities to learn the original meaning and proper usage of phrases such as “I understand” and were guided on the importance of asking for clarification when necessary. Additionally, feedback was given to Japanese employees to help them understand the reasons behind the linguistic behaviors of foreign technical intern trainees. These initiatives were found to significantly foster mutual understanding and proved highly effective for both parties.

The “GIGA School Initiative,” announced in December 2019, is a Japanese government program to enhance the digital learning environment in schools. It focuses on providing each student with a personal device and improving internet connectivity to support modern, technology-driven education. Considering this initiative, we have initiated a research program focusing on training language professionals with high digital competency. Since FY2022, we have developed and validated an initial instruction curriculum for English and Japanese through collaboration with the municipal government and local communities. We aim to address educational challenges in a global and multicultural society. In FY2024, the project’s third year, we intend to concentrate on two primary areas: 1) enhancing students’ digital literacy and 2) fortifying regional collaboration. Through these endeavors, we aspire to promote further the training of language teachers with advanced digital competencies and contribute to addressing educational challenges in a global and multicultural context.

Practice of Initiatives Under the Regional Japanese Language Education Start-up Program (Agency for Cultural Affairs): Focusing on the Overview and Reflection of the 'Minnade Hyakoro! Japanese Language Classroom' in Yoshika Town, Shimane Prefecture This paper introduces the main activities of the "Minna de Hyakorou!" Japanese language class launch project in Yoshika Town, Shimane Prefecture, implemented in collaboration between the local government and Yamaguchi Prefectural University in FY2024, as well as the findings from the participants' feedback. Reflecting on the classroom activities, it is important to create opportunities for closer interaction between local residents and foreigners, increase opportunities for face-to-face interaction alongside online sessions, and strengthen information exchange and cooperation with local organizations. It also became clear that there is a need for flexible teaching materials tailored to participants' needs, and for Japanese language education that is more closely connected to real-life situations. To further develop the project in the future, the key will be for the government, universities, and local residents to work together to advance the initiative.

The Faculty of Intercultural Studies at Yamaguchi Prefectural University focuses on the Teacher Training of Japanese and English Languages, featuring a curriculum that utilizes collaboration (units) between teaching and nonteaching subjects. This research was funded by the Yamaguchi Prefectural University Grant, as part of the project titled “Development and Verification of the Curriculum for Basic Instruction of English and Japanese through Collaboration of Administration, Schools and Local Communities Aimed at Solving Educational Issues in a Global and Multicultural Society”.This paper reports on the progress of the “Tego-project” by students of the teacher training program for Japanese and English Languages in 2023 and discusses the prospects for human resource development in the language education profession.

This is an interim report on the background and implementation of the ongoing "Tego Project" activities by students in the Japanese and English teacher training programs. In the "Tego Project" activities, students in the Japanese Language Teacher Training Course and students in the Junior and Senior High School English Teacher Training Course (hereinafter referred to as "Language Supporters") will support students who need Japanese and English language instruction. In addition, to improve the support for these students, we will develop and test a curriculum for teaching Japanese and English through online learning. The goal is to build a "Japanese/English Start-up Learning Tego Site" and eventually disseminate the results of the project.

This paper reports on the content of the "Japanese Language Teaching Practicum" at Yamaguchi Prefectural University in the year of 2022. We also investigate how the trainees' "qualities and abilities required of Japanese language teachers [training]" (Japanese Language Subcommittee of the Council for Cultural Affairs, 2018) changed through the educational practice, and describe the trainees' growth and learning progress. Through this, we will verify the effectiveness of the Japanese language teaching practice at our university. In addition, based on the issues identified through this training, we discuss the design and management of future Japanese language education training at Yamaguchi Prefectural University.