American Association of Teachers of Japanese

National Standards for Japanese
Language Learning

Communicate in Japanese

Due to syntactic, lexical, and orthographic differences between English and Japanese, learners of Japanese may need more time and face more challenges than learners of Western languages in achieving the same goals. This difficulty has many implications for Japanese language teaching and learning, and progress indicators in this section were developed with this point in mind. For instance, students may occasionally have to depend upon English sources due to the difficulty of authentic Japanese materials. In addition, due to the large number of kanji and the complexity of their usage, Japanese students need to use non-authentic as well as authentic materials during the course of their studies in order to develop their reading skills. It is also necessary for students to be exposed to handwritten materials and a variety of printing fonts to become proficient in reading Japanese.

Japanese is well known for its complexity of formality levels and styles. However, when deciding on what style and formality level of speech students have to use, teachers need to consider age-appropriateness. For example, it is not necessary for kindergarten teachers to use "desu-masu" forms all the time. As their Japanese language study prowesses, students will need to gradually recognize that there are distinct differences between spoken and written styles in Japanese, and to become familiar with a variety of styles for both.

The Standards address three modes of communication: interpersonal, interpretive, and presentational. When acquiring interpersonal communication skills Japanese learners must attend to such characteristics of the Japanese language as the elaborate system of honorifics ("keigo"), the wide range of speech registers, and the sharp distinctions between formal and informal language.

The fact that Japanese can be written using only syllabic symbols (hiragana and katakana) means that, at the early stages of learning, students can very quickly attain basic literacy. However, written communication does present challenges related to the special characteristics of the Japanese writing system. Both the development of productive skills and that of receptive skills related to written communication are slowed by the challenges of kanji and the complexity of their use in Japanese.

Presentational communication requires attention to the special formulaic language used in formal speeches and to the special discourse structures of written presentation ("ki-shoo-ten-ketsu"). And, of course, kanji and other facets of Japanese orthography must be mastered.

All of these special challenges must be addressed for the learner to develop interpretive communication skills; listeners and readers must recognize and understand the implications of use of a given register or level of formality, or of the choice of katakan for emphasis to write a particular word, for example.

Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Sample Progress Indicators, Grade 4
--Students give and follow simple instructions in order to participate in age-appropriate classroom and/or cultural activities (class opening routines such as "kiritsu/rei," "mite/kiite/suwatte kudasai," "jan-ken-pon," making origami).
--Students ask and answer questions ("itsu," "doko," "dare," "nanji," "nannin") about topics such as daily routine, family, school events, and celebrations in person or via simple letters, e-mail, audio tapes, or video tapes.
--Students share their likes and dislikes regarding various objects, topics, people, and events in their everyday environment ("Nihongo ga suki," "yasai ga kirai").
--Students exchange descriptions of people and tangible products of the Japanese culture (sumo wrestlers, kimono, Japanese Gameboy-type software, traditional and contemporary foods) with each other.
--Students use and respond to greetings, leave-takings, and common classroom expressions in culturally appropriate ways ("ohayoo gozaimasu" accompanied by a bow, saying "sayonara" with a wave).
--Students introduce themselves by giving information such as name, birthday, address, year in school, and nationality. --Students ask for clarification and/or express confusion ("nan desu ka," "wakaranai," "e?").

Sample Progress Indicators, Grade 8
--Students follow and give directions for participating in age-appropriate classroom and/or cultural activities ("undookai," "gakugeikai"). They ask and respond to questions for clarification.
--Students exchange information about personal events, memorable experiences (language camp, eating at a Japanese restaurant), and school subjects with peers and/or members of Japanese-language communities.
--Students compare, contrast, and express opinions and preferences about the information gathered regarding events, experiences, and other school subjects ("tenpura no hoo ga oishikatta," ". . .to omou").
--Students acquire goods, services, or information orally and/or in writing ("sore onegaishimasu," "misete kudasai").
--Students work as a class or in small groups to discuss, propose, and develop school- or community-related activities (planning a Japanese booth for a school carnival, singing Japanese songs at nursing homes).
--Students use communication strategies (paraphrasing, gestures) when they cannot express their intended message adequately.

Sample Progress Indicators, Grade 12
--Students exchange information, orally and/or in writing, regarding topics of significance in Japanese-language communities (Nagano Olympics, "purikura," "manga"), or topics that are being studied in another subject.
--Through group work students develop and propose solutions to issues and problems related to the school and community (school dress code, recycling).
--Students share their understanding of and personal reactions to simple Japanese or translated Japanese materials presented in a written, audio, or audio-visual form.
--Students gather and obtain information through a variety of sources (surveys, interviews, Internet, charts, videos, written documents) on topics of interest ("juku," "arubaito," Japanese pop stars).
--Students exchange opinions in an appropriate manner with peers and/or members of Japanese language communities about the information they have gathered (". . .to omou/. . .to omoimasu kedo. . ."). Sample Progress Indicators, Grade 16
--Students discuss, orally or in writing, current or past events that are of significance in the target culture or that are being studied in another subject ("kooreika shakai," World War II).
--Through group work students develop and propose solutions to issues and problems that are of concern to members of their own and the Japanese culture (immigrant labor, "kankyoo mondai").
--Students share their understanding of and personal reactions to expository and literary texts with peers and/or speakers of Japanese.
--Students exchange, support, and discuss their opinions and individual perspectives with peers and/or speakers of Japanese on a variety of topics dealing with contemporary and historical issues ("ijime," "Koyoo kikai Kintoohoo," "Meiji ishin").
--Students demonstrate an understanding of the appropriateness and timing of introducing and pursuing various topics of conversation (when to get down to specifics in a business negotiation, topics to avoid discussing at a wedding).

Standard 1.2
Students understand and interpret written and spoken language on a variety of topics.

Sample Progress Indicators, Grade 4
--Students comprehend the main ideas in developmentally appropriate oral narratives such as personal anecdotes, familiar stories, and other narratives accompanied by visual aids ("kamishibai," "ehon," videos).
--Students comprehend the main ideas and identify the principal characters (Kaguyahime, Momotaroo, Anpanman, Doraemon) of orally presented stories (children's literature) accompanied by visual aids.
--Students identify people and objects in their environment from oral and/or simple written descriptions ("Watashi wa dare deshoo?" game, "Nijuu no tobira").
--Students comprehend brief, formulaic oral announcements, written messages, or lists connected to classroom or school activities (the day's class agenda, morning announcements over the PA system in Japanese).
--Students comprehend the principal message contained in various developmentally appropriate media such as illustrated texts ("ehon,'" "manga"), posters, advertisements, or computer games (Japanese Gameboy software).
--Students interpret gestures, intonation, and other visual or auditory cues when trying to understand spoken language ("oide" accompanied by a gesture).

Sample Progress Indicators, Grade 8
--Students identify people and objects (historical and contemporary figures such as Hirohito, Nomo Hideo; means of transportation such as Shinkansen) in their environment or from other school subjects based on oral and/or written descriptions.
--Students comprehend brief written messages and short personal notes on familiar topics such as family, school events, and celebrations ("gyooji annai," "tanjoobi no shootaijoo").
--Students understand the main ideas and/or themes from visual media or live presentations (show-and-tell) on topics of personal interest (hobbies, friends, TV programs).
--Students use knowledge acquired in other settings and from other subject areas (science, social studies) to comprehend spoken and written messages ("tenki yohoo," trash pickup schedules).
--Students comprehend the principal messages in written materials on familiar topics and materials adapted for their use ("Hiragana Times").
--Students demonstrate an emerging ability to identify the meaning of unfamiliar vocabulary, including loan words and some kanji, through context.

Sample Progress Indicators, Grade 12
--Students understand the main ideas/themes and some details from various media sources (movies, television and radio programs, CD ROMs) or live presentations on topics of personal interest pertaining to Japanese language communities (current events, popular culture).
--Students understand the main themes of selected and/or adapted materials from newspapers (Asahi Shinbun, New York Yomiuri), magazines (Nihongo Journal), e-mail, or other printed sources.
--Students identify the principal characters and comprehend the main ideas and themes in selected and/or adapted texts from various literary genres ("shooto shooto," haiku, "rakugo," plays).
--Students demonstrate an emerging understanding of differences in style between and within written (personal vs. business letters) and spoken (to family vs. to strangers) language as expressed by speakers of Japanese in formal and informal settings.
--Students demonstrate an increasing ability to identify the meaning of vocabulary, unfamiliar kanji, and kanji compounds through context.

Sample Progress Indicators, Grade 16
--Students demonstrate an understanding of the main ideas and significant details of live and recorded discussions, lectures, and presentations on current or past events from Japanese culture ("baburu hookai," "josei mondai," "Aum Shinrikyoo") or that are being studied in another class.
--Students demonstrate an understanding of the principal elements of non-fiction articles from conventional and electronic media (newspapers, magazines, Web pages) on topics of current and historical importance to members of Japanese culture ("shoonen hanzai," "zooko ishoku," "jokoo aishi").
--Students analyze the main plot, subplot, characters, their descriptions, roles, and significance in selected authentic literary texts ("Taketori monogatari," "Wagahai wa neko de aru," "Kitchen," "Sarada kinenbi").
--Students demonstrate an increasing understanding of the nuances of meaning in written and spoken language as expressed by speakers of Japanese in formal and informal settings (roundabout ways of refusing or complaining, choosing between synonymous "kango" and "wago" expressions).
--Students demonstrate an increasing understanding of the cultural nuances of meaning in expressive products of Japanese culture, including selections from literary genres ("shintaishi," "shoosetsu") and the visual arts ("haiga," kabuki).

Standard 1.3
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Sample Progress Indicators, Grade 4
--Students prepare illustrations and descriptions of people, activities, or events in their environment and share these stories with an audience such as the class.
--Students give brief oral presentations about people, activities, or events (field trips, vacations) in their everyday environment.
--Students perform with visual or verbal cues songs ("musunde hiraite," "genkotsuyama no tanukisan," "saita saita"), short anecdotes ("Nihon mukashibanashi"), or poetry commonly known by peers in Japanese language communities.
--Students make greeting cards ("nengajoo"), short informal messages, or audio/visual tapes following a prescribed format to present to pen pals or others (classmates, family members, principal, PTA, Board of Education members).

Sample Progress Indicators, Grade 8
--Students write or tell about products and/or practices of their own culture (pop music, Thanksgiving, Independence Day) to peers in Japanese language communities.
--Students present short plays and skits, recite selected poems and anecdotes, and perform songs for a school and community events.
--Students prepare tape or video recorded messages ("gakkoo shookai," school news) on topics of personal interest to share locally, with school peers, or with members of Japanese language communities.
--Students prepare stories or simple written reports about personal experiences ("kazoku ryokoo," field trip) or selected topics from other school subjects ("rika no jikken repooto") to share with classmates and/or members of Japanese language communities.
--Students prepare an oral statement or write sentences in Japanese identifying the main ideas/themes and characters in selected pieces of appropriate/adapted literature ("Madogiwa no Tottochan" [in Japanese], "Rising Sons and Daughters," "Botchan" [in translation]).
--Students prepare in oral or written form an "exchange diary" ("kookan nikki") of their daily activities and those of their family and friends.

Sample Progress Indicators, Grade 12
--Students prepare stories and simple written reports about personal experiences, current events, or other course subjects to share with classmates and/or members of Japanese-language communities (summer vacation, local news story, results of science experiment).
--Students prepare an oral or written summary of the plot and characters in selected pieces of original or adapted literature (short stories by Akutagawa Ryuunosuke or Hoshi Shin'ichi, "Konjaku monogatari").
--Students create stories and poems, short plays, or skits based on personal experiences and exposure to themes, ideas, and perspectives from Japanese language communities ("konjoo," "honne to tatemae," "amae," "on").
--Students recite poems or perform scenes adapted from plays or short stories commonly read by people in Japanese language communities ("Ame nimo makezu 'Tomodachi'" by Abe Kooboo, "Akoorooshi").
--Students summarize the content of products of popular culture ("manga," TV dramas, animated movies) to present to others who speak Japanese.
--Students write letters or an article on topics of personal interest for a student publication.
--Students present the results of a survey conducted on topics of personal interest or pertaining to Japanese language communities ("kikoku shijo," "kenken'en," "shoonen hanzai").

Sample Progress Indicators, Grade 16
--Students perform scenes from plays and/or recite poems or excerpts from short stories connected to a topic from other disciplines such as world history, geography, the arts, or mathematics.
--Students perform scenes from plays and/or recite poems or excerpts from short stories commonly read by speakers in Japanese language communities ("Rokumeikan" by Mishima Yukio, short stories by Murakami Haruki, kabuki, "kyoogen," "waka").
--Students select and analyze expressive products of Japanese culture, from literary genres, fine arts ("ukiyoe," "toogei," "shodoo") or popular culture ("anime," pop music, movies).
--Students summarize the content of an article or documentary intended for native speakers in order to discuss the topics via e-mail with others in Japanese language communities.
--Students prepare a research-based analysis of a current event from the perspective of both the U.S. and Japanese-language communities (Gulf War, actions of religious cults, "chikyuu no ondanka," "booeki masatsu").