A workshop with activities in Japanese with some English, aimed at elementary and junior high school students. Consciousness-raising about cultural, linguistic and ethnic diversity in Japan to counter myths of a single homogenous Japanese race and nationality. To support the human rights of minorities and multiethnic children.
The document provides guidance on preparing for and taking the oral and written examinations for the Japanese Beginners HSC course. It outlines the structure and requirements of the oral exam, which is a 5-minute conversation, and the listening section of the written exam, which involves answering questions about texts. It emphasizes the importance of practicing pronunciation, vocabulary, and sample questions to be prepared to interact naturally and demonstrate a range of knowledge during the oral exam. For the listening section, it advises students to familiarize themselves with topics, practice listening to Japanese, and develop their vocabulary in order to understand texts and answer questions effectively.
This document outlines the objectives, activities, and assessments for a Japanese language module on food and drinks. The module is divided into three layers: C-layer focuses on basic vocabulary and comprehension, B-layer applies that knowledge through interactive activities like role-plays, and A-layer analyzes cultural debates related to the topic. Assessments include flashcard drills, dictation quizzes, fill-in-the-blank exercises, and a unit test to evaluate student learning of vocabulary, grammar, and cultural understanding of Japanese dining customs.
This document outlines the objectives and goals for a Japanese Extension Stage 6 course. The two objectives are for learners to present and discuss opinions in Japanese, and to evaluate, analyze and respond to Japanese texts that reflect Japanese culture. The course aims to meet these objectives through skills like listening, speaking, reading and writing in Japanese. It also prioritizes cultural understanding. Learners will be exposed to more authentic Japanese texts and topics through problem-based learning tasks that involve responding to authentic materials from a Japanese Sister City organization. Students will interact with native Japanese speakers as part of their project work.
The document provides guidance on preparing for and taking the oral and written examinations for the Japanese Beginners HSC course. It outlines the structure and requirements of the oral exam, which is a 5-minute conversation, and the listening section of the written exam, which involves answering questions about texts. It emphasizes the importance of practicing pronunciation, vocabulary, and sample questions to be prepared to interact naturally and demonstrate a range of knowledge during the oral exam. For the listening section, it advises students to familiarize themselves with topics, practice listening to Japanese, and develop their vocabulary in order to understand texts and answer questions effectively.
This document outlines the objectives, activities, and assessments for a Japanese language module on food and drinks. The module is divided into three layers: C-layer focuses on basic vocabulary and comprehension, B-layer applies that knowledge through interactive activities like role-plays, and A-layer analyzes cultural debates related to the topic. Assessments include flashcard drills, dictation quizzes, fill-in-the-blank exercises, and a unit test to evaluate student learning of vocabulary, grammar, and cultural understanding of Japanese dining customs.
This document outlines the objectives and goals for a Japanese Extension Stage 6 course. The two objectives are for learners to present and discuss opinions in Japanese, and to evaluate, analyze and respond to Japanese texts that reflect Japanese culture. The course aims to meet these objectives through skills like listening, speaking, reading and writing in Japanese. It also prioritizes cultural understanding. Learners will be exposed to more authentic Japanese texts and topics through problem-based learning tasks that involve responding to authentic materials from a Japanese Sister City organization. Students will interact with native Japanese speakers as part of their project work.
This document provides information for students taking a Year 11 Preliminary Japanese course. It outlines two streams: Beginners and Continuers. It details the syllabus, eligibility requirements, assessment schedule, required materials, lesson structure, expectations, and use of the Edmodo online platform. Students are expected to maintain a rigorous study routine both in and out of class. Assessments include tests on script, vocabulary, grammar, listening, reading, writing and speaking. The goal is to make the course demanding but rewarding for those who apply themselves.
Kinderuniversiteit: Let's Manga! Japanse strips veroveren de wereldNoppe Nele
Presentation about manga held at the 4th edition of the Children's University, Leuven, 15/11/2008. (Note: this presentation contains images from copyrighted works. They are reproduced here for educational purposes only.)
Learn Japanese Part 3 - Negative Form for BeginnersLingo Videocast
https://www.youtube.com/watch?v=Xx2ObJehs3o
Oftentimes when we start learning Japanese, we immediately want to jump into learning words and phrases, but we're not given a solid introduction into the structure of this language. In this third lesson, we will build on what we previously learned and get introduced on the negative form of Japanese. You won't need any other knowledge of vocabulary or grammar other than what's in the previous 2 lessons. Each episode comes with examples from real media so you can see how language is actually used.
Visit: http://japanesevideocast.com
This document provides information for students taking a Year 11 Preliminary Japanese course. It outlines two streams: Beginners and Continuers. It details the syllabus, eligibility requirements, assessment schedule, required materials, lesson structure, expectations, and use of the Edmodo online platform. Students are expected to maintain a rigorous study routine both in and out of class. Assessments include tests on script, vocabulary, grammar, listening, reading, writing and speaking. The goal is to make the course demanding but rewarding for those who apply themselves.
Kinderuniversiteit: Let's Manga! Japanse strips veroveren de wereldNoppe Nele
Presentation about manga held at the 4th edition of the Children's University, Leuven, 15/11/2008. (Note: this presentation contains images from copyrighted works. They are reproduced here for educational purposes only.)
Learn Japanese Part 3 - Negative Form for BeginnersLingo Videocast
https://www.youtube.com/watch?v=Xx2ObJehs3o
Oftentimes when we start learning Japanese, we immediately want to jump into learning words and phrases, but we're not given a solid introduction into the structure of this language. In this third lesson, we will build on what we previously learned and get introduced on the negative form of Japanese. You won't need any other knowledge of vocabulary or grammar other than what's in the previous 2 lessons. Each episode comes with examples from real media so you can see how language is actually used.
Visit: http://japanesevideocast.com
Multicultural friends- Workshop on diversity for children in Japan
1. 様々な文化を持つお友達
Multicultural Friends
How we can be members of many cultures
at one time
大東文化大学教授
NPO法人多言語教育研究所
インターナショナル・コミュニティ・スクール理事長
ミックメーヒル・カイラン icsnet_hp@yahoo.co.jp
1
4. 今、日本に一番多い多文化人は、日系ブラジル人です
。ご先祖さまは日本からブラジルに移民し、今その子
孫達が日本に働きに来ています。一人のそういう女性
の気持ちを聞いてみました。
• I have a Japanese face and I can speak
Japanese. So everyone thinks I am Japanese.
But I don’t understand Japanese values or
common sense, so it’s hard for me. I am
Brazilian!
• 「私の顔が日本人であり、日本語も
できる。いつも日本人として思われて
しまう。でも、私は日本の価値観や常
識が分からないから、つらい。私はブ
ラジル人だ。」 4
5. 本の中身は、表紙だけで
分かりませんね。
• 私たちは、顔や髪・肌の色などの見た目
や、言葉の訛りなどで、相手のアイデン
ティティを勝手に決め付けている問題に
気付きました。
• We often judge people’s identity by face, the
color of hair and skin and language. That is a
terrible problem.
5
6. Many children grow up as “invisible” or undervalued
minorities in Japan. Let’s meet some of them.
Questions
• Q1. この写真の人は、どこの国の人だと思いま
すか。 Where is he or she from?
• Q2. この人の名前はどれだと思いますか。
What is his or her name?
• Q3. この写真の人は、どの言語を使うと思いま
すか。 What kind of language does he or she
speak?
• Q4. 上記の質問に対して、なぜそのような印象
を持ちましたか。
• Why do you have those impressions?
6
8. What were the identities of the
young people themselves?
• Q1. この人たちの本当の情報と、あなたが推測したこと
に違いはありますか。また、どのような違いがありまし
たか。 How were their identities different from what you
guessed?
• Q2. なぜ自分の推測が違ったと思いますか。
Why do you think you misjudged their identities?
• Q3. 写真の人たちは、見た目で自分が誤解されることに
対して、どういう影響を受けているでしょうか。
How do you think being misunderstood by the people
around them affects such multicultural young people?
• Q4. 二つ以上のアイデンティティ・言葉・文化・国籍を
持っている子ども達に私達はどのようなサポートができ
るでしょうか?
How can we help multicultural children be proud of and
assert both their languages, identities, cultures, and/or
nationalities?
8
12. 日本における国際結婚と離婚
data of international marriage
and divorce in Japan
1983
1999 国際結婚 International
marriage
2001
離婚 divorce
2006
0 1 2 3 4 5
12
13. 海外在留邦人数
The number of Japanese who live overseas
年 長期滞在 永住者 合計
year long-term permanent total
stay residents
1990 374,044 人 246,130 人 620,174 人
2000 526,685 人 285,027 人 811,712 人
2007 701,969 人 310,578 人 1,012,547 人
2009 745,897 人 339,774 人 1,085,671 人
13
14. デンマークで鉄器時代の墓地遺跡から「アラブ系 DNA 」を確認
最近、日本も含めて、すべての国では、文化・民族の多様
性が増えています。しかし、これは最近のことですか?
• デンマークで鉄器時代の墓地遺跡か
ら「アラブ系 DNA 」を確認
• James Owen for National Geographic News June 24, 2008
デンマークで発掘された古代デーンの
DNA からアラビア系の遺伝子が発見
された。 2000 年前のスカンジナビア
地方には、いまより遺伝子的に多様
な人々が生活していたと考えられる
。このデーン人は鉄器時代の男性で
、ローマ帝国の北の国境付近を守る
兵士、または中東から連れてこられ
た女性奴隷の子孫であった可能性が
ある。 14
17. アメリカと日本両方の国籍を持っている女
の子に聞きました。
• I hate to be called “gaijin” or
“half.” If I say it myself, it is okay.
But I hate it when other people
call me that.
• 私は、外人やハーフと呼ばれるのが嫌いで
す。自分で言えば良いんですけど、勝手に
そう言われるのが嫌です。
17