Japan–China Friendship Program

The Future of Japanese Language Education in China

Advanced training program in Japan for Japanese language teachers from Chinese universities
Second cohort receives the baton from inaugural cohort

By Tamaki Yamada, Communications Officer

December 6, 2024

11 Min. Read

For the second time, the Sasakawa Peace Foundation (SPF) implemented an advanced training program in Japan for Japanese language teachers from Chinese universities. The program lasted from July 8 to August 2, 2024, and a total of 23 teachers from China participated. After three weeks of training at the Japan Foundation Japanese-Language Institute, Urawa in Saitama Prefecture, the trainees attended a regional training program in Tohoku arranged by SPF.

The 23 trainees were selected in a multi-step process that began with online training from mid-October to December of last year. Although capacity for the online training was set at 100, a total of 288 teachers from all over China applied. After the online training, in-person training sessions were also held in Chongqing and Lanzhou. Participants submitted assignments after the in-person training, and 50 were selected for group interviews based on their performance. Finally, 23 outstanding mid-career individuals were selected to visit Japan for the advanced training program.

Trainees experience state-of-the-art Japanese language teaching methods and cross-cultural exchange

Mr. Oikawa (far right) during the lecture

The advanced training in Japan consisted of roughly 40 hours of lectures on teaching methods and practice in addition to special lectures by outside experts. In a lecture given by Koji Oikawa, the chairman of the Japanese Speech Association who also spoke at last year’s training, the trainees experienced the process by which Japanese language learners develop their speaking ability.

This lecture was held on the third day of the course, so the trainees were still somewhat tentative. However, by the end of the lecture, everyone seemed to be comfortable with each other and in a positive mood. Mr. Oikawa has been teaching Japanese in China for 21 years and continues to give lectures around the world. In addition to sharing his self-developed, time-tested Japanese language teaching methods, he left the trainees with the following message:

“Students can tell if a teacher respects them by the way they speak to them. When a teacher speaks to students, they should always be aware that their students are paying attention to their attitude."

Mr. Kakuwa in one of the group discussions

Later that day, a group discussion on the topic of considering the future of Japanese language education in China was held with Masahiro Kakuwa, a scenario planning specialist and former specially appointed/visiting professor at the Graduate School of Public Policy, The University of Tokyo. The trainees were split into four groups to discuss whether and why they believed Japanese language education would be more widespread and essential in China in 2030, or English would be the predominant foreign language.

The groups presented their findings; all four believed English would prevail. One reason they gave is that an increasing number of students in China are choosing to study science and technology rather than foreign languages and humanities. They also conveyed the fact that interest in Japanese anime does not necessarily inspire everyone to take Japanese language courses at Chinese universities. Other insights surfaced as well, including that Japanese language programs are stronger for their size than their English counterparts, that language learning alone is not enough, and that students should be able to study their language of choice to acquire a tool to see the world.

In addition to lectures at the Japanese-Language Institute, the program included visits to Japanese universities, exchange with Japanese language teachers from other countries who were in Japan for training, and other opportunities to experience Japanese society and different cultures. At a social gathering with Waseda University professors, the trainees asked questions about effective ways to use AI and listened intently when the professors offered their insights. One professor warned them to avoid overreliance on AI by focusing more on the process of writing papers rather than the result, while another suggested that they take a seat in their classrooms to gain perspective on what they can do and how they can express themselves during class.

Kate Elwood, Dean of International Affairs Division, Waseda University (left), and Ying Fang, Vice President, Jilin University

Commemorative photo in front of the Tsubouchi Memorial Theatre Museum at Waseda University

The second cohort receives the baton from the inaugural cohort

On the final day of the training, the trainees gave poster presentations of their findings, and the outside experts also participated. Each trainee gave two 15-minute presentations. The other trainees listened quite intently, trying to the extent possible to incorporate the ideas they heard. Later, people formed circles and engaged in lively discussions.

The experts’ critique indicated, among other things, their high hopes for the trainees. “The most important thing for Japanese majors is to master the Japanese language,” one expert said. “Teachers must not only motivate students, equip them with the ability to identify problems, and utilize resources other than learning materials, but also reflect on their own experiences. There is no better time than the present to improve and develop the quality of Japanese language education.”

At the closing ceremony, each of the 23 trainees received a certificate of completion, and a commemorative photo was taken. Jia Yang of Yunnan Normal University decided to participate in the program after being recommended by her colleague, Bin Chen. Mr. Chen participated last year as a member of the inaugural cohort and served as the speaker at their closing ceremony. For the second cohort, Ms. Yang assumed that role, and her speech included the following remarks:

“I am grateful to my colleague Mr. Chen for passing the baton to me. The 23 members of the second cohort have maintained the spirit of lifelong learning and experienced noticeable growth as Japanese language teachers through our earnest efforts. We learned the very latest about Japanese language education and found the training program to be very fulfilling.”

When asked about her impressions of the training program, Ms. Yang indicated that she learned many useful ideas and insights that she could not have gained from her training in China. “I especially enjoyed learning about translation strategies during my visit to Japan,” she said. “I intend to practice and be ready to use them when the time comes to teach my own classes.

Ms. Yang delivers a speech on behalf of the second cohort at the closing ceremony

Trainees at the closing ceremony

The future of Japanese Language education

According to Nao Soutome, the program officer in charge of this project at the Sasakawa Japan-China Friendship Program, English language courses are so overwhelmingly popular at Chinese universities that Japanese language courses cannot compete on their own, which has apparently triggered a shift toward pairing Japanese with other majors. In short, Chinese universities are currently in a transition period. As universities continue to reorganize their departments, teachers are being asked to be flexible.

When asked, the trainees indicated that, out of the capacity of 20 students for each class, only six or seven at most enrolled because they like the Japanese language. Everyone else finds themselves in Japanese class because limited capacity kept them out of their first choice of foreign language. Those students tend to lose motivation, but in a truly impressive display of tenacity, the trainees said this advanced training program inspired them to resume efforts to convey the appeal of the Japanese language to their students.

Mr. Wang presents his findings

Ding Wang of Beijing Normal University, the youngest of the trainees in the second cohort, spent one year as an exchange student at Niigata University (his university’s sister school) during his undergraduate years. During his study abroad, he was so touched by the warmth of the people of Niigata — especially elderly people — that it changed his outlook on life. He continued his studies in Niigata for another 10 years, pursuing a master’s degree and then a doctorate. Mr. Wang, who specializes in history, learned teaching methods during the advanced training and was reminded that speaking Japanese and teaching it are two very different things.

“Teaching is a profession,” he said. “The training reminded me of the importance of specialized knowledge. I hope to incorporate what I learned through the training into my classes next term.”
hile others said the program pointed out what they were lacking and showed the way to better teaching methods. Their positive reactions make me very glad to have been involved in the advanced training program.

Ms. Wu presenting in a scenario planning class

Ms. Lyu presents her findings

Dan Wu of Henan University has always loved languages and began studying Japanese as an undergraduate student. As a teacher, she is positioned to share her fascination with language learning with her students.

“I like the gentle feeling of the Japanese language,” she said. “As I learn, I feel contentment and a sense of accomplishment when I can share my thoughts and ideas with others in another language.”

Although there are more than a dozen Japanese language teachers at Henan University, they have not had the opportunity to talk with each other in China. “This exchange with teachers from other countries is unique to the advanced training program,” she said. “I hope to continue to rely on this network in the future.”

Leining Lyu is a linguistics researcher and the head of the Japanese Language Department at Shanghai University of Finance and Economics. When she entered university, Japanese was not her first choice. At the time, her father encouraged her, saying that with Japan’s great progress, there must be something to learn from them. “I didn’t have a positive outlook at first,” Ms. Lu said. “But I had some great teachers, and before I knew it, I was falling in love with the Japanese language.” She saw this advanced training program as an opportunity to improve.

“The more time went by in the training, the more I was able to see what I lacked, and the more I updated my knowledge,” she said. “I was wondering how I should incorporate AI into my classes, but now that I have received advice on how to do it, I have a better image of how to proceed.

Utilizing a network spanning the entirety of China

In an interview, Mr. Soutome shared his impressions of the second cohort and the appeals of this advanced training program.

ーーThis training program for Japanese language teachers started in 2023. How did it come about?

Mr. Soutome: The Sasakawa Japan-China Friendship Program has been providing support to students for roughly nine years. These students see Japan as something to strive for, so perhaps it is enough for them to learn Japanese and study abroad in Japan. The idea for this program came when we started thinking about how we could support the teachers who help these students learn Japanese. Once a teacher reaches the middle of their career, they have taught classes while carrying on with their own research for around 20 years. Even if they are concerned about whether they can continue teaching based on what they learned 20 years ago, it is difficult for them to retake training courses while teaching their classes. To address this, we wanted to find a way to help them review their training in Japanese language education.

I heard that some of the trainees indicated that they had not been in the position to learn from others since becoming a teacher, while others said the program pointed out what they were lacking and showed the way to better teaching methods. Their positive reactions make me very glad to have been involved in the advanced training program.

Mr. Soutome, the Program officer

ーーWhat was your impression of the second cohort of trainee teachers?

Mr. Soutome: The teachers in the second cohort showed a natural kind of solidarity with each other. Although they were tentative at first, a sense of unity began to emerge as the sessions went on.

We designed the regional training program so that the trainees could experience rural areas as they are, and they seemed to enjoy seeing the Sansa Odori Festival in Morioka and the Hanagasa Festival in Yamagata in person.

ーーWhat makes the online training and advanced training in Japan so special?

Mr. Soutome: First, the Chinese Ministry of Education (a public agency equivalent to the Japanese Ministry of Education, Culture, Sports, Science and Technology) has regarded the online training as continuing education since last year and has approved it as an official training program. Other advantages for teachers include the option to add the online training to their resumes as efforts to brush up their skills.

The advanced training program at the Japan Foundation Japanese-Language Institute is a new initiative that focuses on Japanese language teaching methods and understanding of Japan, and has been tailored to the times and customized specifically for our purposes. As the largest and most challenging training program in Japan for trainees from China, it has begun to gain prestige in China. In the third year since its inception, the advanced training program has earned recognition. The Sasakawa Peace Foundation — the “Sasakawa Group” for short in China — has become synonymous with Japanese language teacher training.

ーーWhat are your goals for the future?

Mr. Soutome: It is significant that 23 teachers who had never met face-to-face in their own country were able to participate in this distinct training program together. The fact that they carried their motivation from the online training into the training in Japan and forged a sense of unity is a great achievement for the Japanese language education community. Thanks to the decision to host the local training at universities where teachers from the first cohort work, you could feel the connection between them and the second cohort. A decade from now, these teachers will be leaders in Japanese language education. The teachers we have supported are flourishing everywhere in China, a wonderful accomplishment that is creating a more complete map of the Japanese language education community. I cannot wait to see the process continue to play out.

The Future of Japanese Language Education in China

Advanced training program in Japan for Japanese language teachers from Chinese universities
Second cohort receives the baton from inaugural cohort

Trainees experience state-of-the-art Japanese language teaching methods and cross-cultural exchange

The second cohort receives the baton from the inaugural cohort

The future of Japanese Language education

Utilizing a network spanning the entirety of China

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The Future of Japanese Language Education in China

Advanced training program in Japan for Japanese language teachers from Chinese universities Second cohort receives the baton from inaugural cohort

Trainees experience state-of-the-art Japanese language teaching methods and cross-cultural exchange

The second cohort receives the baton from the inaugural cohort

The future of Japanese Language education

Utilizing a network spanning the entirety of China

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Advanced training program in Japan for Japanese language teachers from Chinese universities
Second cohort receives the baton from inaugural cohort