American Association of Teachers of Japanese

National Standards for Japanese
Language Learning: Cultures

Gain Knowledge and Understanding of Japanese Culture

There are many unique and interesting aspects of Japanese culture. Learners of Japanese language need to learn about both traditional and contemporary culture.

Standards view culture through the lenses of the practices, products, and perspectives of a people. Take for example the giving of yearend gifts, "oseibo," which often consist of items of practical use such as "nori," salad oil, and soap. The practice of giving "oseibo" (the product) to clients, "jooshi," professors, doctors, relatives, "nakoodo," etc., reflects a typically Japanese perspective: that one should repay favors and kindnesses done for one prior to year's end in order to maintain continuing good relationships.

Standard 2.1
Students demonstrate an understanding of the relationship between the practices and perspectives of Japanese culture.

Sample Progress Indicators, Grade 4
--Students observe, identify, and/or discuss simple patterns of behavior or interaction in various settings such as school, family, and the community ("kyuushoku," students cleaning the school, extended families, neighborhood "kodomokai"). (English may be necessary.)
--Students use appropriate gestures and oral expressions for greetings, leave taking, and common classroom interactions (asking permission to get a drink or go to the bathroom, gestures for waving goodbye and "oide," bowing).
--Students participate in age-appropriate cultural activities such as games ("jan-ken-pon,", "undookai," songs, holiday celebrations (Kodomo no hi, Tanabata), storytelling ("kamishibai"--listening in Japanese or performing in English), and plays.
--Students demonstrate an emerging awareness of age-appropriate formality levels and usages of the Japanese language ("ohayoo" vs. "ohayoo gozaimasu").
--Students observe typical daily routines of their Japanese peer group through media, pictures, and accounts in translation.

Sample Progress Indicators, Grade 8
--Students observe and discuss patterns of behavior typical of their Japanese peer group (fashion consciousness, hand-holding). (English may be necessary.)
--Students observe and practice using appropriate verbal and nonverbal behavior for daily activities among friends, classmates, family members, teachers, and other adults (using appropriate levels of formality and variations of gestures and bows).
--Students learn about, observe when possible, and participate in age-appropriate cultural practices in games, sports ("undookai"), after-school activities (clubs, "juku"), entertainment (computer games), and study (classroom behaviors, home study habits).

Sample Progress Indicators, Grade 12
--Students observe and practice appropriate verbal and nonverbal behavior used by their peer group or by adults in a variety of cultural contexts (within peer group, within family, with different age groups, and with superiors).
--Students deepen knowledge of and, when possible, participate in age-appropriate cultural practices in games, sports, after-school activities (hanging out at "Makudo"), clubs, entertainment (movies, pop music, "karaoke bokkusu"), study, etc.
--Students identify, analyze, and discuss various patterns of behavior or interaction that commonly occur in Japanese culture (exchanging "meishi," giving gifts, dating practice, bathing, travel).
--Students identify, examine, and discuss connections between cultural perspectives and socially approved behavioral patterns within Japanese cultural contexts (tendency to ask personal questions, attitudes about personal space, and matter-of-factness about body and bodily functions).

Sample Progress Indicators, Grade 16
--Students use appropriate verbal and nonverbal behavior (appropriate use of body language, verbal distinction between in-group and out-group members) in a variety of social and cultural contexts.
--Students analyze, discuss, and demonstrate an understanding of connections between cultural perspectives and socially approved behavioral patterns within Japanese cultural contexts (showing "enryo," building consensus, giving gifts).
--Students analyze and evaluate the relationship between Japanese perspectives and cultural practices such as games, sports, clubs, entertainment, study, etc. ("arubaito," "sempai-koohai" relations in clubs, mahjong, "kissaten").

Standard 2.2
Students demonstrate an understanding of the relationship between the products and the perspectives of Japanese culture.

Sample Progress Indicators, Grade 4
--Students identify and observe tangible products of Japanese culture such as toys, clothing, housing, and foods (kites, Transformer, school uniforms, "yukata," "tatami," "tamagoyaki") .
--Students experience, identify, or read (in English) about expressive products of the culture such as selections from children's literature, dances ("bon odori"), and types of artwork ("shuuji") enjoyed or produced by their peer group in Japanese language communities.
--Students identify, discuss, and produce artwork, crafts, or graphic representations enjoyed or made by their peer group in Japanese language communities (origami, "teruteruboozu," Mother's Day picture). (English may be necessary.) --Students observe or experience making and using products used in daily life, seasonable activities, and celebrations (using chopsticks, making "mochi," making "koinobori").

Sample Progress Indicators, Grade 8
--Students read, listen to, observe, and perform expressive products of Japanese culture (crafts ["puramoderu," "shishuu"]; literary, visual, and performing arts [writing haiku, "shuuji," "Nihon buyoo"], both traditional and contemporary).
--Students search for, identify, and investigate the function of utilitarian products (sports equipment, household items, tools, foods, and clothing) of Japanese culture as found in their own homes and communities and in the media.
--Students identify and discuss themes, ideas, and perspectives related to the products being studied ("toshikoshi soba," "koinobori"). Sample Progress Indicators, Grade 12 --Students discuss and analyze expressive products of Japanese culture, including crafts, selections (in Japanese or English translation) from various literary genres, and the visual and performing arts ("katana," "shuuji," "sumie," kabuki, "noo").
--Students identify and engage in a simple analysis of themes, ideas, and perspectives related to the products being studied (origin and significance of origami, popularity of "manga/anime,", themes of popular songs). --Students demonstrate an emerging understanding of the relationships among the products, practices, and perspectives of Japanese culture ("omiyage," "meishi" exchange, Christmas cake, "kadomatsu").

Sample Progress Indicators, Grade 16
--Students identify, discuss, and analyze such intangible products of Japanese culture as social, religious, economic, and political institutions ("doosoo kai," "choonai kai"; temples, shrines, and new religions; Tokyo Stock Exchange; political parties and the Diet; department stores) and explore relationships among these institutions and the perspectives of Japanese culture.
--Students experience, discuss, and analyze expressive products of Japanese culture, including selections from various arts (architecture, garden design, fashion design, fabric design, paper making) and literary genres ("utamonogatari," "zuihitsu," "shishoosetsu," "hon'yaku shoosetsu").
--Students identify and analyze themes, ideas, and perspectives (the role of religions in everyday life, links between traditional arts and popular culture, the role of kimono on formal occasions) related to the increasing complex products being studied.
--Students explore the relationships among the products, practices, and perspectives of Japanese culture ("shimenawa," "ema," "uranai," "sake," "keitai denwa," "girichoko").