Examining language support practices in both formal and nonformal education, ranging from public night school to community-based language classes, this volume encourages the development of systems in Japan that foster equitable and inclusive language policies.
Keiko Hattori is professor of biology-oriented science and technology at Kindai University Kurie Otachi is professor of organization for educational support and international affairs at Tottori University Makiko Shinya is professor of international studies at Osaka Sangyo University
Part 1: History of Policies of Immigrants and Language Supports Chapter 1 Japan's Policies for Accepting Immigrants and the History of Official Japanese Language Education Chapter 2 Japanese Language Learning Support Activities by Local Residents for Immigrants Part 2: Practice in Various Fields Chapter 3 Roles and Practices of Local International Associations: Focusing on Activities Related to the Japanese Language Chapter 4 People Involved in Language Learning Support in Community-based Japanese Language Classes Chapter 5 Japanese Language Support for Immigrants in Rural Areas Chapter 6 Japanese-language Education on Unrecognized "Refugees" in Japan: From the Viewpoint of Participatory Learning Chapter 7 Japanese Language Learning for Technical Intern Trainees from Vietnam: Considering through the Supporting Experience at the Kawaguchi Catholic Church Chapter 8 Challenges and Possibilities of Literacy Education for Immigrants: Focusing on 'Kanji for Everyday Life' Program Chapter 9 Japanese Language Education for Young Immigrants Who Are Beyond School Age: The Example of Filipino Students Attend High School After Public Night School Chapter 10 Literacy Practices Ensuring Education for Resident Koreans in Japan: Centering on the Case Study of a Public Night School
This book is a timely and invaluable addition to the descriptive research on community-based efforts to provide Japanese-language instruction to foreign residents. The contributors, from scholars to on-the-ground actors, lucidly make the case for moving past the ad hoc to a language education policy that is more coherent and immigrant-centered. English readers will have at hand a work with a solid range of detailed, nuanced perspectives that discuss the missteps, challenges, and promises of this key facet of Japan's emergent multiculturalism. -- Aoi Tsuda, University of Notre Dame This volume-the outcome of longstanding engaged scholarship-not only critically examines policy but is deeply committed to practice and gives voice to a whole range of actors involved, including immigrants themselves. -- Goro Christoph Kimura, Sophia University
