The Usage of SNS in Japanese Language Education and Japanese Language Acquisition Research –The present state and the future-

2018 ◽  
Vol null (77) ◽  
pp. 233-250
Author(s):  
Matsushita, Yumiko ◽  
사카모토 다다시 ◽  
NISHIHANA KEIKO
Keyword(s):  
Language Acquisition ◽  
Present State ◽  
Language Education ◽  
Japanese Language ◽  
The Future

Sámi language teachers’ professional identities explained through narratives about language acquisition

2019 ◽  
Vol 49 (1) ◽  
pp. 89-97
Author(s):  
Madoka Hammine ◽  
Pigga Keskitalo ◽  
Erika Katjaana Sarivaara
Keyword(s):  
Language Acquisition ◽  
Professional Identity ◽  
Language Education ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Language ◽  
Professional Identities ◽  
Multilingual Education ◽  
The Future ◽  
Indigenous Teachers

AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

A Classroom Without Walls: The Future of Japanese Language Education in Australia

2008 ◽  
Vol 28 (3) ◽  
pp. 317-327 ◽  
Author(s):  
Chihiro Kinoshita Thomson
Keyword(s):  
Language Education ◽  
Japanese Language ◽  
The Future

scholarly journals MOTIVASI BELAJAR BAHASA JEPANG MAHASISWA TAHUN MASUK 2018 PRODI PENDIDIKAN BAHASA JEPANG UNP

2021 ◽  
Vol 4 (1) ◽  
pp. 80-89
Author(s):  
Riska Desli Ningsih ◽  
Meira Anggia Putri
Keyword(s):  
Language Education ◽  
Sampling Technique ◽  
Japanese Language ◽  
Average Score ◽  
Motivation To Learn ◽  
Study Program ◽  
Analysis Technique ◽  
Education Study ◽  
The Future ◽  
Data Collection Technique

This study aims to determine the motivation to learn Japanese in the 2018 students in Japanese Language Education Study Program at UNP. The method used in this study is a quantitative method and this type of research is descriptive. The population of this study was to 63 students. The sampling technique is total sampling technique, as many as the 2018 students in Japanese language education study program at Universitas Negeri Padang. The data collection technique used is a questionnaire with a Likert scale. The data analysis technique used is descriptive with a percentage.The results of this study are the average questionnaire of the motivation to learn Japanese for the 2018 Students in Japanese Language Education Study Program at UNP. The Motivation to learn Japanese students in 2018 students in Japanese Language Education Study Program at UNP has an average score of 70.6% which is category in classified as "high". Which is based on the hopes and aspirations as the highest motivation in learning Japanese, obtaining the highest score with a percentage of 81.7% which is included in "very high" category. These hopes and aspirations for the future include jobs that students want in the future, such as working in Japanese companies, becoming educators / teaching and working in fields that related to the Japanese language.

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