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Ini\ersit\ ofMbtrtaI.ibran 1620 1914 2585 JAPANESE LANGUAGE AND CULTURE PROGRAM NINE-YEAR (GRADE TO GRADE 4 12) The Japanese Language and Culture Nine-YearProgram (Grade 4 to Grade 12) is intended for students who are beginning their study ofJapanese language and culture in Grade 4. INTRODUCTION There is significant evidence to suggest that learning another language contributes to the Japanese, spoken by over 125 million people in development of increased grammatical abilities in the world, is one of the world's 10 principal the first language and enhances cognitive languages; and Japan, with its long and evolving functioning. Learning another language increases cultural history, is the repository of a wealth of the ability to conceptualize and to think abstractly, tradition in the arts, history, religion, sports and and it fosters more cognitive flexibility, greater other cultural areas. Japan is a leader in many divergent thinking, creativity and metalinguistic fields, including science, technology and competence. medicine; it plays an important role as a world economic leader; and its culture continues to have The study of Japanese greatly contributes to the significant impact farbeyond its borders. potential of students to achieve success in their futures. For students who have no prior Interactions and partnerships between Alberta and connection to the Japanese language and culture, Japan have a long history of importance in many this program of studies offers an opportunity to aspects ofAlberta's economy. Alberta's ties with learn about and build bridges with a unique and Japan continue to be very strong. Japan is one of influential culture. For students who already have Alberta's top trading partners, and Alberta is a some knowledge of Japanese, there is the populardestination forJapanese tourists. opportunity to maintain and develop literacy in the language. For students with a family connection Partnerships with Japan are also very important in to the culUire there is the opportunity to renew the education of Alberta's students. A large contact with theirheritage language and culture. r of Alberta's students and schools are d in exchanges and twinning programs To learn Japanese as an additional language is to pan, which enhance their language and embark on a profound experience ofcross-cultural ll learning. The success of these programs exploration. This program of studies promotes PL ide important contributions to enhancing the intercultural communication and intercultural 519 jge skills and cultural/intercultural understanding, through students' learning about a A43 pment ofAlberta's students. culture that may be distinctly different from their J373 own. Students find learning Japanese to be 2004 gr. 04-12 Japanese Language and Culture Nine-Year Program (Grades 4-12) l\ CURR GD jft Learning, Alberta,Canada (April 2004 Field Validation Draft) HIST Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/jpnlangcult9yg4to1204albe IniM-r-.it> of Uberta1.ibran II 1620 1914 2585 JAPANESE LANGUAGE AND CULTURE NINE-YEAR PROGRAM (GRADE TO GRADE 4 12) The Japanese Language and Culture Nine-Year Program (Grade 4 to Grade 12) is intended for students who are beginning their study ofJapanese language and culture in Grade 4. INTRODUCTION There is significant evidence to suggest that learning another language contributes to the Japanese, spoken by over 125 million people in development of increased grammatical abilities in the world, is one of the world's 10 principal the first language and enhances cognitive languages; and Japan, with its long and evolving functioning. Learning another language increases cultural history, is the repository of a wealth of the ability to conceptualize and to think abstractly, tradition in the arts, history, religion, sports and and it fosters more cognitive flexibility, greater other cultural areas. Japan is a leader in many divergent thinking, creativity and metalinguistic fields, including science, technology and competence. medicine; it plays an important role as a world economic leader; and its culture continues to have The study of Japanese greatly contributes to the significant impact farbeyond its borders. potential of students to achieve success in their futures. For students who have no prior Interactions and partnerships between Alberta and connection to the Japanese language and culture, Japan have a long history of importance in many this program of studies offers an opportunity to aspects ofAlberta's economy. Alberta's ties with learn about and build bridges with a unique and Japan continue to be very strong. Japan is one of influential culture. For students who already have Alberta's top trading partners, and Alberta is a some knowledge of Japanese, there is the popular destination forJapanese tourists. opportunity to maintain and develop literacy in the language. For students with a family connection Partnerships with Japan are also very important in to the culture there is the opportunity to renew the education of Alberta's students. A large contact with their heritage language and culture. number of Alberta's students and schools are involved in exchanges and twinning programs To learn Japanese as an additional language is to with Japan, which enhance their language and embark on a profound experience ofcross-cultural cultural learning. The success of these programs exploration. This program of studies promotes has made important contributions to enhancing the intercultural communication and intercultural language skills and cultural/intercultural understanding, through students' learning about a development ofAlberta's students. culture that may be distinctly different from their own. SUidents find learning Japanese to be Japanese Language and Culture Nine-Year Program (Grades 4-12) /l ©AlbertaLearning,Alberta, Canada (April 2004 Field Validation Draft) Ex LlBRIS Universitatis Albertensis challenging yt the opportun contemporary elements ot Japanese culture, For the purposes of this program of studies, including samurai and cutting edge technology. communicative competence is represented by four interrelated and interdependent components. The ability to speak Japanese gives students a competitive edge in today's global marketplace Applications deal with what the students will be and workplace. It improves the potential for able to do with the language, the functions they career opportunities in Canada, Japan and other will be able to perform and the contexts in which parts of the world in a variety of fields, such as theywill be able to operate. marketing, tourism, teaching and information technology. Learning Japanese also provides Language Competence addresses the students' students with the opportunity to meet the entrance knowledge ofthe language and their ability to use requirements of many post-secondary institutions that knowledge to interpret and produce in Alberta and across Canada, and it provides meaningful texts appropriate to the situations in smdents with the foundation that will allow them which they are used. to consider opportunities for further studies in Japan. Global Citizenship aims to develop intercultural competence, with a particular focus on Japanese culture. ASSUMPTIONS Strategies help students learn and communicate The following statements are assumptions that more effectively and more efficiently. have guided the development process of the Japanese Language and Culture Nine-Year Each ofthese components is described more fully Program (Grade 4 to Grade 12): at the beginning of the corresponding section of this program ofstudies. • Language is communication. • All students can be successful learners of Modes ofCommunication language and culture, although they will learn in a variety ofways and acquire proficiency at Because of the focus on using language to variedrates. communicate in specific contexts, with a • All languages can be taught and learned. particular purpose or task in mind, three modes of • Learning Japanese leads to enhanced learning communication are used to organize some of the in both the student's primary language and in specific outcomes. related areas of cognitive development and knowledge acquisition. Interaction is most often direct, face-to-face oral communication, but it can take the form ofwritten communication between individuals, using such a THE CONCEPTUAL MODEL medium as e-mail where the exchange of information is fairly immediate. It is The aim of the Japanese Language and Culture characterized principally by the opportunity to Nine-Year Program (Grade 4 to Grade 12) is the negotiate meaning actively; that is, making others development of communicative competence in understand and working to understand others. Japanese. Interactive communication generally requires quicker processing but less accuracy than the othertwo modes. 2/ Japanese Language and Culture Nine-Year Program (Grades 4-12) (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta, Canada Interpretation is receptive communication oforal extended, reinforced and broadened with each and written messages in contexts where the successive pass. listener or reader is not in direct contact with the Global creator of the message. While there is no CoLmapnegtueagnece Citizenship Strategjes opportunity to ask for clarification, there is sometimes the possibility ofrereading or listening Grade12 again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and fdm. Grade8 Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author. Grade4 Production is communication oforal and written messages in contexts where the audience is not in ORGANIZATION OF personal contact with the speaker or writer, or in THE PROGRAM OF STUDIES situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the General Outcomes speaker. Oral and written presentations will sometimes be enhanced by representing the General outcomes are broad statements identifying meaning visually, using pictures, diagrams, the knowledge, skills and attitudes that smdents models, drama techniques or other nonverbal are expected to achieve in the course of their forms of communication. Greater knowledge of language learning experience. The four general the language and culture is required to ensure that outcomes serve as the foundation for the Japanese communication is successful, since the Language and Culture Nine-Year Program (Grade participants cannot directly negotiate meaning. 4 to Grade 12) and are based on the conceptual model outlined on the preceding pages. A Spiral Progression Applications [A] Language learning is integrative, not merely • Smdents will use Japanese in a variety of cumulative. Each new element that is added must situations and for a variety ofpurposes. be integrated into the whole of what has gone before. The model that best represents the Language Competence [LC) students' language learning progress is an • Students will use Japanese effectively and expanding spiral. Their progression is not only competently. vertical (e.g., increased proficiency), but also horizontal (e.g., broader range ofapplications and Global Citizenship [GC] experience with more text forms, contexts and so • Smdents will acquire the knowledge, skills on). The spiral also represents how language and attitudes to be effective global citizens. learning activities are best structured. Particular lexical fields, learning strategies or language Strategies [S] functions, for example, are revisited at different • Smdents will know and use strategies to points in the program, but from a different maximize the effectiveness of learning and perspective, in broader contexts or at a slightly communication. higher level ofproficiency each time. Learning is Japanese Language and Culture Nine-Year Program (Grades 4-12) /3 ©AlbertaLearning, Alberta, Canada (April 2004 Field Validation Draft) The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance ofeach component. Specific Outcomes Each general outcome is further broken down into specific outcomes that students are to achieve by the end ofeach grade. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner. The specific outcomes are categorized under clusterheadings that show the scope ofeach ofthe four general outcomes. These headings are shown as bullets in the table on the following page. The specific outcomes are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade will not be dealt with only in that particular year ofthe program. The spiral progression that is part ofthe conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications. 4/ Japanese Language and Culture Nine-Year Program (Grades4-12) (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta, Canada UNIVERSITY LIBRARY UNIVERSITYOFAJftFRT/ General Outcomes Applications Language Competence Students will use Japanese in a variety of Students will use Japanese effectively and situations and for avariety ofpurposes. competently. • to impart and receive information • attend to form • to express feelings and personal perspectives • interpret texts • to get things done • produce texts • to form, maintain and change interpersonal • interact relationships • apply knowledge ofthe sociolinguistic/ • to extend theirknowledge ofthe world sociocultural context • for imaginative purposes and personal • apply knowledge ofhow discourse is enjoyment organized, structured and sequenced Global Citizenship Strategies Students will acquire the knowledge, skills and Smdents will know and use strategies to maximize attitudes to be effective global citizens. the effectiveness oflearning and communication. • historical and contemporary elements of • language learning Japanese culture • language use • affirming diversity • general learning • personal growth and future opportunities Japanese Language and Culture Nine-Year Program (Grades 4—12) 15 ©AlbertaLearning, Alberta, Canada (April 2004 FieldValidation Draft) Guide to Reading the Program of Studies General Outcome for Language Competence Students will use Japanese effectively and competently. clusterheading forspecific LC-3 produce texts outcomes Grade 4 Grade 5 Grade 6 Students willbeableto: produce simplewords produce short, simple a. produce simple andphrases inguided sentences in guided sentences in guided 60 C situations situations situations 03 <D copysimplewords and a. produce short, simple a. produce simple phrases inguided sentences in guided sentences in guided M 00 situations situations situations ri .£ W '1 a. use visuals and other a. use a varietyofvisuals a. express meaning forms ofnonverbal and other forms of through the useof ^ S communication to nonverbal visual and other express meaning in communicationto elements inavarietyof guided situations express meaning in media, in guided guided situations situations readeachpage horizontallyforthe developmental flowof outcomes from grade to grade 6/ Japanese Language and Culture Nine-YearProgram (Grades4-12) (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta, Canada Applications to express feelings and personal perspectives to impart and receive information to get things done Students will use Japanese in a variety of situations and for a variety of purposes. for imaginative purposes to form, maintain and change and personal enjoyment interpersonal relationships to extend their knowledge of the world Applications Japanese Language and Culture Nine-YearProgram (Grades 4—12) II ©AlbertaLearning, Alberta, Canada (April 2004 Field Validation Draft) APPLICATIONS The level of linguistic, sociolinguistic and discourse competence that students will exhibit The specific outcomes under the heading when carrying out the functions is defined in the Applications deal with what the students will be specific outcomes for Language Competence for able to do with the language; that is, the functions each grade. To know how well students will be they will be able to perform and the contexts in able to perform the specific function, the which they will be able to operate. Applications outcomes must be read in conjunction with the Language Competence outcomes. The functions are grouped under six cluster — headings see the illustration on the preceding page. Under each ofthese headings there are one or more strands that show the developmental flow of learning from grade to grade. Each strand, identified by a strand heading at the left end of a row, deals with a specific language function; e.g., share factual information. Students at any grade level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range ofsubjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations. Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled "manage group actions" has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way oforganizing second language classrooms. The strands under the cluster heading "to extend their knowledge of the world" will accommodate a content-based approach to language learning where students learn content from another subject area as they learn Japanese. 8/ Japanese Language and Culture Nine-Year Program (Grades 4-12) Applications (April 2004 Field Validation Draft) ©AlbertaLearning,Alberta,Canada