Japanese Can-do Statements for Care Based on the Japan Foundation Standards for Japanese Language Education
for the Development of New Japanese Language Proficiency Tests
Focused on Japanese Communication Skills on the Sites of Nursing Care（KCDS)

Level K2aＮo.

Language
Skill

Topic/Setting

1

I can talk in short simple terms about where my family and I live, what we do, SelfSpeaking
etc. when introducing myself to staff for the first time.
introduction

2

I can ask and answer questions with staff and users about special customs ofSpeaking
Japan and my country.

3Speaking

4Japanese Language Proficiency Can-do Statements for Care

Object/Interaction
Partner

Category

Types ofLanguage
Activity

Staff

Taking part inInteractive
socialactivities
communicati（Oral）
on

Selfintroduction

Users・staff

Taking part inInteractive
socialactivities
communicati（Oral）
on

I can describe my country, hometown, etc. to staff and users if preparations
are made in advance.

Selfintroduction

Users・staff

Taking part inInteractive
socialactivities
communicati（Oral）
on

Speaking

I can talk in short simple terms about things I cannot eat due to religious
reasons, allergies, etc. when eating with staff.

Selfintroduction

Staff

Taking part inInteractive
socialactivities
communicati（Oral）
on

5

Speaking

I can say basic greetings and ask and answer questions in short simple terms
when meeting a user’s family.

Responding touser’s family

Users'families

Taking part inInteractive
socialactivities
communicati（Oral）
on

6

I can apologies and give reasons to staff in short simple terms when I am late,
Speaking
cannot keep a promise, etc..

BusinessStaff
correspondence

Taking part inInteractive
communicati
activities
on related to（Oral）duties

7

I can use conversational responses, such as “ee” and “soudesuka?” to show
Speaking sympathy and understanding when chatting with a user or listening to his or
her family.

ChatTaking part inInteractive
empathic
activities
communicati（Oral）
on with users

8

Speaking

I can talk to a user about pace of walking, timing of transferal from one place
to another, etc. in short simple terms when assisting him/her to move.

9

Speaking

PhysicalI can talk to a user about his or her physical condition, the temperature of the assistance/water, etc. in short simple terms when assisting with bathing.
Bathing
assistance10

I can talk to a user about the method and procedure in short simple terms
Speaking
when assisting with excretion.

Physicalassistance/Toiletassistance

11

Users

Talking tousers

Productiveactivities(Speaking)Users

Talking tousers

Productiveactivities(Speaking)Users

Talking tousers

Productiveactivities(Speaking)Speaking

PhysicalI can talk to a user about the contents of the menu and ingredients of food andassistance/Eatin Users
drink in short simple terms when assisting with eating.
g assistanceTalking tousers

Productiveactivities(Speaking)12

Speaking

I can talk to a user in short simple terms about the method or procedure when
getting him/her ready, including putting on and taking off clothes, grooming, Physicaloral care, etc. or checking his/her physical condition (temperature, blood
assistancepressure, etc.).

Users

Talking tousers

Productiveactivities(Speaking)13

Speaking

I can talk to a user in short simple terms, including “daijoubudesuka”,“isshouni ~shimashou”, etc. when he/she is in trouble or doesn’t look well.

Users

Talking tousers

Productive
activities(Speaking)14

I can talk to a user about the weather in short simple terms, including “KyooSpeaking
wa iitenki desune” when greeting a user.

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

15

I can show my understanding what a user talk about celebrities or famous
Speaking
people that he/she likes.

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

1

Physicalassistance/Movi Usersng assistanceGeneralassistance

ChatChat© Economic Research Institute for ASEAN and East Asia, (2019)

16

I can comment, and ask or answer questions when chatting with a user about
Speaking
Chatsuch as daily life and family, etc. while watching his/her reactions.

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

17

Speaking

I can show my understanding by giving conversational responses when
listening to a user's experience, etc..

Chat

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

18

I can show my understanding while making conversational responses to a
Speaking user’s various speech styles including his/her use of the plain form (informalform).

Chat

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

19

Speaking

Bathing
assistance

Users

Taking part inInteractive
empathic
activities
communicati（Oral）
on with users

20

Speaking I can talk to staff or ask them questions about hobbies and free time activities. Chat

Staff

Interacting in Interactive
activities
informalsituations（Oral）

21

Speaking

I can talk to staff or ask them questions about one another’s experiences inshort simple terms.

ChatStaff

Interacting in Interactive
activities
informalsituations（Oral）

22

Speaking

I can confirm what a user wants, answering, for example, “wakarimashita.
~desune” when a user says “~ga hoshii”.

Generalassistance

Users

Listening toInteractive
users' requests
activities
and（Oral）
complaints

23

Speaking

I can explain the day’s schedule in short sentences if I refer to a memo when,for example, handing over shifts.

Businesscorrespondence Staff/Handing overTaking part inInteractive
communicati
activities
on related to（Oral）
duties24

I can explain that a user’s condition is the same as usual in short sentences
Speaking
when, for example, handing over shifts.

Businesscorrespondence Staff/Handing over

Taking part in
Productive
communicati
activities
on related to(Speaking)duties25

I can ask staff questions about how to write a “hiyarihatto” report andSpeaking
understand a number of their simple answers.

BusinessStaffcorrespondence

Taking part inInteractive
communicati
activities
on related to（Oral）
duties26

Speaking

I can tell staff the contents in short simple terms and ask them to check myJapanese in order to write care records.

Request forassistanceStaff
related to duties

Taking part inInteractive
communicati
activities
on related to（Oral）
duties27

Speaking

I can ask a colleague or supervisor to check my usage of Japanese, content,format, etc. in order to make a notice, menu, or poster.

Request forassistanceStaff
related to duties

Taking part inInteractive
communicati
activities
on related to（Oral）
duties28

I can check the work and receive directions when I give physical assistancePhysicalSpeaking(eating, bathing, excretion, etc.) in collaboration with several staff members. assistance

I can praise or ask questions in short simple terms including “sutekina ~desune” when I see a user’s belongings.

Staff

Interacting
duringcooperative
workInteractive
activities（Oral）

29

I can listen to a member of staff talking about a user’s life in the facility andListening
understand some of the information if spoken slowly and clearly.

BusinessStaffcorrespondence

Taking part in
Receptive
communicati
activities(Liston related toening)
duties30

I can listen to a member of staff talking about the condition of a user and howBusiness
Listening to respond to it, and understand most information if spoken slowly andStaff
correspondence
clearly.

Taking part in
Receptive
communicati
activities(Liston related toening)
duties31

Listening

Listening to
Receptive
I can listen to and understand short explanations of the starting time and the BusinessAnnouncem
announcemen activities(Listcontent of recreation if the announcement is pronounced clearly.
correspondence enttsening)

32

Listening

I can listen to and understand an announcement from facility staff if theannouncement is pronounced clearly.

2

Listening to
Receptive
BusinessAnnouncem
announcemen activities(Listcorrespondence ent
tsening)© Economic Research Institute for ASEAN and East Asia, (2019)

Taking part in
Receptive
communicati
activities(Liston related toening)
dutiesListening to
Receptive
staff's
instructions activities(Listening)
andexplanations
Listening to
Receptive
staff'sinstructions activities(Listening)
andexplanations
Listening to
Receptive
staff'sinstructions activities(Listening)
andexplanations
Listening to
Receptive
staff'sinstructions activities(Listening)
andexplanations
Listening toReceptive
users' requestsactivities(Listandening)
complaints

33

I can listen to a member of staff’s explanation and mostly understand
Listening important points of and how to use care products, including diapers, while
being shown these.

Generalassistance

Staff

34

I can listen to a member of staff and mostly understand a simple explanation
Listening and important points about care records while being shown these, if
explained slowly and clearly.

Generalassistance

Staff

35

I can mostly understand how to serve care food and Japanese tea (green tea,Listening hojicha - roasted green tea, genmaicha - tea with roasted rice, etc.)by being
shown and other important points for service if spoken slowly and clearly.

Physicalassistance/Eatin Staff
g assistance36

I can listen to and mostly understand a member of staff’s instructions andGeneral
Listening important points about physical assistance (eating, bathing, excrement, etc.)
assistance
tailored to the user’s condition.

37

PhysicalI can listen to and understand a member of staff’s instructions and important assistance
Listening
Staff
points related to a user’s medicine if spoken slowly and clearly.
/Assistancetaking medicine

38

Listening

I can listen to and understand a user’s complaints using words related to body Generalparts including “my stomach hurts” in a care situation.
assistance

Users

39

Listening

I can listen to and understand a user’s requests including “I want to go home” General
in a care situation.
assistance

Users

Listening to
Receptive
users' requests
activities(Listandening)
complaints

40

Listening

I can listen to and understand a short report about a user’s condition, whenhanding over shifts.

Businesscorrespondence Staff/Handing overTaking part in
Receptive
communicati
activities(Liston related toening)
duties

41

Writing

I can write a self introduction in short simple sentences for a work newsletter, Selfbulletin board, etc.
introduction

42

Writing

I can write comments related to activities a user participated in (e.g. praise for Business
Memos・a piece of work the user produced) in short simple sentences.
correspondence Cards

Productive
Writing shortactivities
notes or cards(Writing)

43

Writing

I can write a staff handover message, for example, about a change in a user’sbath day in short sentences on a whiteboard.

Business
Memos・
correspondence Cards

Productive
Writing shortactivities
notes or cards(Writing)

44

Writing

I can write, for example, leave preferences in short simple sentences onapplication forms, office paperwork (forms and documents) at the work
place, etc.

Business
Application
correspondence for leave

Writing
documents
related toduties

Productive
activities(Writing)

Writing

I can write staff handover notes related to changes in shifts, the time of visits
by users’ families, etc. in short simple sentences.

Writing
Corresponde
Businessdocuments
nce
correspondence
related tonotebooks
duties

Productiveactivities(Writing)

46

Writing

I can write users’ preferences and remarks about meals, seasoning, etc. in
short simple sentences, for example, in care records.

BusinessCarecorrespondence recording

Writing
documents
related toduties

Productiveactivities(Writing)

47

Writing

I can write the required information about bathing, excretion, etc. in checklists, remarks columns, etc..

BusinessCarecorrespondence recording

Writingdocuments
related toduties

Productiveactivities(Writing)48

Writing

I can write, for example, the work I did in a daily report (record of personalreflections) in short simple sentences.

BusinessCarecorrespondence recording

Writing
documents
related toduties

Productiveactivities(Writing)49

Writing

I can write, for example, the place where it occurred in a “hiyarihatto” report
Businessin short simple sentences when I nearly cause a user to fall over when moving
Reports
correspondence
him/her during the administration of body care if I receive help from staff.

Writing
documents
related toduties

Productiveactivities(Writing)

453

Staff

Handouts・
Notices

Writinggreetings

Productiveactivities(Writing)© Economic Research Institute for ASEAN and East Asia, (2019)

Writing
documents
related toduties

50

Writing

I can write an accident report using short fixed expressions, such as where itoccurred, when I cause a user to fall over when moving him/her during theadministration of body care if I receive help from staff.

51

Reading

I can read short texts, including e-mails from staff and text messages, forexample, about changes in working time, and understand necessary
information, such as announcements about work.

52

Reading

I can read short sentences on the package of a product, and find informations
Generalneeded to carry out my work, such as its usage, size, handling, etc., if
assistanceillustrations help.

Finding out
Descriptions essential
information

Receptive
activities(Reading)53

Reading

I can read a short simple explanation in a manual related to currently
prevalent infectious diseases, and understand necessary informations, such as General
the procedure for washing hands and disposing of vomit, if a member of staff assistancehelps me by explaining unknown words.

Manuals

Readingessential
information

Receptiveactivities(Reading)54

Reading

I can read care records and understand informations needed to carry out mywork, concerning user’s health conditions if a member of staff helps me byexplaining unknown words.

BusinessCarecorrespondence recording

Readingessential
information

Receptiveactivities(Reading)55

Reading

I can read care records, and understand information needed to carry out mywork, such as a user’s food preferences (likes and dislikes of food, seasoning,etc.) if a member of staff helps me by explaining unknown words.

BusinessCarecorrespondence recording

Readingessential
information

Receptiveactivities(Reading)56

Reading

I can read an accident report and understand necessary informations if amember of staff helps me by explaining unknown words.

Business
Reports
correspondence

Readingessential
information

Receptiveactivities(Reading)57

Reading

I can read the “hiyarihatto” report and understand necessary informations if a Business
Reports
member of staff helps me by explaining unknown words.
correspondence

Readingessential
information

Receptiveactivities(Reading)58

Reading

I can read a memo written on a whiteboard, and more or less understand its
contents if a member of staff helps me by explaining unknown words.

Business
Memos・
correspondence Cards

Readingessential
information

Receptiveactivities(Reading)59

Reading

I can read notices from the facility about social events, staff training, etc. andunderstand necessary informations, such as work announcements, duties,etc. if a member of staff helps me by explaining unknown words.

Business
Handouts
correspondence

Finding out
essential
information

Receptiveactivities(Reading)60

Reading

I can read notes and find necessary informations, such as work
announcements, duties, etc. if a member of staff explains words I do notknow.

Corresponde Finding out
Businessnce
essential
correspondence
notebooks information

Receptiveactivities(Reading)61

Reading

I can read short sentences on medicine packaging and in its directions, andfind necessary informations, such as medicine type (pills, nose drops, etc.),
usage, etc. if a member of staff helps me by explaining unknown words.

GeneralassistanceFinding out
Descriptions essential
information

Receptiveactivities(Reading)62

Reading

I can look at a bulletin board showing the illustration about emergency
Business
evacuation, and find necessary information, such as evacuation route, points
Noticescorrespondence
to be careful of, etc.

Finding out
essential
information

Receptiveactivities(Reading)63

Reading

I can read simple explanations, or look at illustrations and understandimportant points when separating and throwing away medical waste, useddiapers, etc., and find informations needed to carry out my work.

Business
Noticescorrespondence

Finding out
essential
information

Receptive
activities(Reading)64

Reading

I can read simple explanations, or look at illustrations and understand simple
Business
instructions containing points to be careful about, for example, in order toNotices
correspondence
avoid accidents when bathing, on posters displayed in the facility.

Readingessential
information

Receptive
activities(Reading)65

Reading

I can read simple explanations, or look at illustrations and understand simple
Business
instructions containing points to be careful for visitors (such as how to wash
Noticescorrespondence
hands) on posters displayed in the facility.

Readingessential
information

Receptive
activities(Reading)66

Reading

I can read documents containing informations about facility users (“facesheets”), and find informations needed to carry out my work, such as basic
user informations, user preferences, etc..

Finding out
essential
information

Receptive
activities(Reading)4

Productiveactivities(Writing)Business
Reports
correspondence

ReceptiveBusiness
Interacting byactivities(ReaEmails・SNSs
correspondence
letter or emailding)BusinessCarecorrespondence recording© Economic Research Institute for ASEAN and East Asia, (2019)

67

Reading

I can read instructions related to equipments and care products used whenadministering care (self-help devices, walkers, etc.), and understandinformations needed to carry out my work if a member of staff helps me byexplaining unknown words.

68

Reading

I can read instructions for equipments used for back of house work, such as
washing machines and vacuum cleaners, and understand informations
needed to carry out my work if a member of staff helps me by explaining
unknown words.

5GeneralassistanceReading
Descriptions essential
information

Receptiveactivities(Reading)GeneralassistanceReading
Descriptions essential
information

Receptive
activities(Reading)© Economic Research Institute for ASEAN and East Asia, (2019)