Global Competence and Foreign Language Education in Japan

Autor/inn/en	Sakamoto, Fern; Roger, Peter
Titel	Global Competence and Foreign Language Education in Japan
Quelle	In: Journal of Studies in International Education, 27 (2023) 5, S.719-740 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sakamoto, Fern) ORCID (Roger, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153221076905
Schlagwörter	Second Language Learning; Second Language Instruction; Foreign Countries; Global Approach; Higher Education; College Graduates; Professional Personnel; Researchers; College Faculty; College Students; Cultural Awareness; Language Proficiency; Communication Skills; Intercultural Communication; Self Concept; Teaching Methods; Occupational Aspiration; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulabsolvent; Hochschulabsolventin; Personalbestand; Researcher; Forscher; Fakultät; Collegestudent; Cultural identity; Kulturelle Identität; Language skill; Language skills; Sprachkompetenz; Kommunikationsstil; Interkulturelle Kommunikation; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsneigung; Berufsziel
Abstract	The pursuit of global competence (GC) is heavily promoted as part of university education in Japan, where the government exhorts universities to equip graduates with skills that will enable them to function as global citizens. Foreign language (FL) educators are often expected to cultivate these globally competent individuals. However, there is little consensus on what GC actually is, and limited evidence that existing models of GC are actually applicable in the Japanese context. This study used a qualitative survey targeting professionals, researchers, university teachers and students to determine the attributes that are seen to comprise GC, and the challenges faced in achieving GC in the Japanese context. Findings highlighted the primacy of FL communication skills, as well as openness, extraversion, emotional stability, and a willingness to engage. To overcome challenges to the achievement of these attributes, we suggest that FL educators need to tap into learners' individual identities and aspirations, rather than pursuing generic and decontextualized approaches to the development of GC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01