ABSTRACT
This chapter explores models for teaching ‘Japanese language’ (Nihongo kyōiku) and ‘Japanese Studies’ (Nihongaku/Nihonjijō) in the Anglophone university context, and revisits their interrelations in an attempt to suggest a new direction which addresses the global challenges we currently face. The notions of ‘intercultural learning’ and a ‘third place’ are introduced as overarching objectives of teaching Japanese language and Japanese Studies. Defining ‘intercultural learning’ as a space where learners position their selves freely beyond national boundaries and national identities, the chapter illustrates some examples of teaching Japanese language and Japanese Studies which maximise the benefits of intercultural learning. Examples of Japanese language teaching include self-introductions at the beginners’ level, and Japanese democracy, democratic values and the electoral system at the intermediate level. As for teaching Japanese Studies, we argue that an emic (insider) understanding of a chosen sociocultural phenomenon through Japanese language discourses is particularly useful as it activates the learners’ intercultural learning through a vantage point of cultural insiders. This practice discourages both teachers and learners from imposing a priori assumptions on the topics and phenomena in question.
