Version 1
: Received: 29 February 2024 / Approved: 19 March 2024 / Online: 21 March 2024 (03:45:30 CET)
How to cite:
Luchenko, O.; Kovinko, K. Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language. Preprints2024, 2024031098. https://doi.org/10.20944/preprints202403.1098.v1
Luchenko, O.; Kovinko, K. Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language . Preprints 2024, 2024031098. https://doi.org/10.20944/preprints202403.1098.v1
Luchenko, O.; Kovinko, K. Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language. Preprints2024, 2024031098. https://doi.org/10.20944/preprints202403.1098.v1
APA Style
Luchenko, O., & Kovinko, K. (2024). Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language<b> </b>. Preprints. https://doi.org/10.20944/preprints202403.1098.v1
Chicago/Turabian Style
Luchenko, O. and Karina Kovinko. 2024 "Exploring Staffing Patterns and Multilingual Classrooms in Teaching Japanese as a Foreign Language<b> </b>" Preprints. https://doi.org/10.20944/preprints202403.1098.v1
Abstract
Multilingual classrooms are becoming more common worldwide due to increasing mobility. Teaching foreign languages using the mother tongue in multilingual classrooms has become problematic; some of the significant concerns in Japanese language acquisition – such as the high contextuality of the language, vocabulary and kanji learning – make the direct teaching method confusing for many students, especially at the beginner and elementary levels. This article provides the preliminary results of a study carried out as a component of a more extensive empirical research project on instructional languages in classrooms teaching Japanese as a foreign language. It aims to gather, analyse and synthesise data from a survey conducted at a supranational level. The results of the first two sections of a questionnaire containing closed and open-ended questions were used for a quantitative analysis of the profile of Japanese language instructors with a focus on finding possible connections. The wide geographic distribution of the respondents (274 teachers from fifty-seven countries and regions) made it possible to collect data from a more representative sample and draw meaningful conclusions about the spread of multilingual classrooms that would be impossible in smaller-scale research. The study’s primary results show the proportion of multilingual classrooms among countries in different regions and across different educational stages, the distribution of Japanese language instructors in various educational stages depending on the highest level of formal education attained, and the proportion of part-time instructors working in different academic institutions.
Keywords
Japanese as a foreign language; learning environment; multilingual classrooms; non-native Japanese teachers; teacher staffing patterns
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
