ABSTRACT
Academic Japanese (AJ) has been gaining recognition in the field of Japanese as a second language (JSL) since the term first appeared in 2000. It is comparable to the Test of English as a Foreign Language (TOEFL). This is because the concept of AJ emerged as the essential guideline for a new set of Japanese language assessments for non-native speakers for their overall linguistic abilities and readiness for higher learning at postsecondary institutions in Japan. However, in the case of Japanese as a foreign language (JFL), there has been little discussion or research conducted on AJ.
Generally, the learning objectives for the Japanese language curriculum or JFL at college and university do not necessarily address the specific needs as defined by AJ. JFL learners are more inclined to focus on the improvement of their oral fluency, whereas learners in the AJ curriculum need to acquire reading and writing skills. This gap between JFL and AJ is neither a defect nor a deficiency, but derives from a multitude of fundamental differences in the curriculum, target learners, and learning objectives. Primarily, it is a general tendency that neither teachers nor students of JFL see an imminent need for advanced reading and writing skills.
In 2017, the author began offering the fourth-year Japanese language curriculum at the University of California, Davis. With AJ as the underlying concept, these fourth-year courses specifically addressed critical reading/writing and thinking in Japanese as the learning objectives. It was a deliberate attempt to drastically shift a pedagogical perspective for students from learning Japanese to learning in Japanese.
Since the inception of the fourth-year Japanese course in 2017, the author has observed not only challenges but also confusion and misconceptions held by JFL students. However, the need for courses that filled the gap for learners specifically aspiring to go beyond learning Japanese was clarified. This chapter addresses and examines specific challenges surrounding AJ in JFL settings for students and teachers and shares some insights and implications for those who explore AJ as the next step in their pedagogical endeavor.
