AFINITE Benkyookai

JF Standard Updatein the Philippine Context
The Japan Foundation, Manila
FURUKAWA, Yoshiko
2021/1/30

Contents●●●●What is the JF Standard for Japanese Language Education
The development of Japanese language education in the Philippines
Key concepts 1: Competency, Can-do and Levels
Tips for balanced design of Japanese language classroom for acquisition ofNihongo
Four strands (P. Nation), Irodori, and Marugoto● Key concepts 2: Portfolio: reflection and self-evaluation

What do you know about the JF Standard for Japanese Language
Education?
JF Standard Website:
Japanese:JF日本語教育スタンダード (jfstandard.jp)
English*:https://jfstandard.jp/summaryen/ja/render.do*NOTE: Only the “About JF Standard” page is translated into English.

Keywords in JF Standard which were publishedin 2010●Can do● 6 Levels A1 A2 B1 B2
C1 C2● CompetenceMarugoto A1~B1

Related materials

Websites,e-learning

enTree: Halina! Be a NIHONGOJIN!

The development of Japanese language educationin the Philippines● 2009~ SPFL (Special Program in Foreign Language) started in high schools
in the Philippines
Development of “enTree: Halina! Be a NIHONGOJIN!” referring to theJF Standard
Can do objectives / Portfolio / Performance Testing● Increasing numbers of Filipino workers going to Japan
Increasing numbers of JLPT takers in the Philippines
2019~ Start of the SSW VISA
Competency based / A2 Level / JFT-Basic and Irodori based on JF Standard

JF Standard for Japanese Language Education
Key concepts
・Competency, Can do, and Levels
・Portfolio: reflection, self-evaluation

Competency, Can do,andLevels

The JF Standard (JFS) aims to cultivate these competencies= Objectives in education based on the JFS● Competence in accomplishing tasks:
Ex. 買い物ができる
SNSにコメントをポストする
仕事のe-mailに返事をする 相手に合わせてあいさつする● Competence in intercultural understanding:
Ex. Can recognize annual events / greetings etc. of other countries
and compare those observed here in the Philippines…

What is competency
Cambridge Dictionary: an important skill that is needed to do a job (task).
Wikipedia: the set of demonstrable characteristics and skills that enable, and improvethe efficiency or performance of a job.
In Philippine context:
Ex 1 Competency Based Curriculum (TESDA)
https://www.tesda.gov.ph/Downloadables/CBC%20Rating%20Forming%20Part%20of%20a%20Navigational%20Watch%20NC%
20II%20(II-4).pdf

Ex 2 Curriculum Guide & Most Essential Learning Competencies: MELCs (DepEd)
https://commons.deped.gov.ph/MELCS-Guidelines.pdf
The JF Standard can serve as a set of specifications to identify competencies.

Can-do Can do●

The levels of the JF Standard defines at each level thetasks that one can accomplish using Japanese.
grammarwords or kanji●

Can-dos describe the ability to complete tasks
Six levels from A1 to C2 = CEFR
<Six_levels_of_Can-do> (jfstandard.jp)●With Can-dos as learning objectives, you can plan thestudents’ learning so that it focuses on actualcommunication.

Example of a Can do in Marugoto / Irodori● Marugoto Elementary 1A2(Can) talk about your hobbies● Irodori A1 初級１ Lesson 1 - 7

Irodori
Includes topics inthe context of working in Japan.
Can-do objectives● Topic● Situation● Relationship with people

Image from Irodori : Japanese for Life in Japan A2 初級1, L1 - 7

6 Levels
https://jfstandard.jp/sample/ja/render.doSample performances per level
https://jfstandard.jp/sample/ja/render.do

Let’s check an oral performance in a role play (A2 tasks)● https://jfstandard.jp/sample/ja/render.do
Example of Roles for Role-play:
1. You have come to Japan for work, and are going home tomorrow. You havesuddenly become unwell, and have come to the hospital. Answer the doctor'squestions. (A2 〇）1. You are in Japan. You found clothes with very nice colors in a department
store, but they don't fit you. Talk with a shop assistant about it. (A2 ◎）Test: JFT-Basic
JFT-Basic Test explanation and Standard
https://www.jpf.go.jp/jft-basic/e/about/index.html#se07
JFT-Basic Sample Questions
https://www.jpf.go.jp/jft-basic/sample/q08.html

IRODORI Japanese for Life in Japan A1, A2● https://www.irodori.jpf.go.jp/en/● Includes downloadable AudioTopicA sample of Irodori Syllabus A2

Can-doVocabularyActivity
Vocabulary
GrammarCultureMarugoto https://www.marugoto.org/en/about/Syllabus

Activity

ExperienceTopic

A sample of Marugoto
Syllabus A2

Can-doMarugoto Katsudoo Syllabus A2

Four Strands by Nation
Tips for balanced design of Japanese language
classroom for acquisition of Nihongo

Reference: Paul Nation (2007) Four Strands
https://www.victoria.ac.nz/__data/assets/pdf_file/0019/1626121/2007-Four-strands.pdf

Balanced language classroom by P. Nation (2001)

Meaning-focused Input
Form (Language )-focused Instruction
Meaning-focused Output
Fluency Development

Meaningfocused
input

MeaningFocused
OutputForm(Language)focused
Learning

Fluencydevelopment

Balanced language classroom by P. Nation (2001)
Comprehensible Meaning-Focused Input
Learners should have the opportunity to learn new language items through listening
and reading activities where the main focus in on the information (understandingmeaning). Teachers’ role is to guide learners to notice or discover the meaning throughcontext clues or background knowledge.
Listening & reading comprehension, Watching videos, extensive readingForm-Focused Instruction (Language-Focused instruction)
Teachers should do Form-Focused Instruction after the learners have understood themeanings. Teachers help students notice new language patterns by themselves.
An appropriate amount of usefully-focused deliberate activities of language items inrealistic context is needed.
Situational drill, Pronunciation practice, Learning vocabulary from flash cards,
Translation, Memorization, Feedback for writing
The Four Strands of a Balanced Language Course by John Pasden
https://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course

Balanced language classroom by P. Nation (2001)
Meaning-Focused Output
Learners should have the chance to develop their knowledge of the language
through speaking and writing activities where their main attention is focused on theinformation they are trying to convey. It is better if learners get corrective feedback
and successful modification of output.
Role play, posting on SNS, Speech, Presenting

Fluency Development
In order to use activities that put this strand into action, learners should not workwith new vocabulary and grammar; instead, they become more fluent in using items
they already know.
Situational pattern practice, Shadowing, Repeated listening/reading
The Four Strands of a Balanced Language Course by John Pasden
https://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-courseMarugoto and Irodori have similar policy with 4 Strands
Meaning-focused Input
Meaning-focused Output
Form (Language )-focusedInstruction
Fluency Development

Traditional language teaching tends to...
FluencyDevelopment

FluencyDevelopment

Form-Focused
Instruction

Meaning-Focused
OutputComprehensible
Input

Meaning-Focused
OutputForm-Focused
Instruction

Comprehensible
Input

Based on The Four Strands of a Balanced Language Course by John Pasden
https://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course

Portfolio: reflection,
self-evaluation

Assessment: Portfolio
A powerful tool for teachers to help learners
engage with Nihongo learning
Self assessment

Reflection

JF Standard’s portfolio :・assessment tables
・records of linguistic and cultural experiences・learning achievements

Example of Portfolio: enTree
EenTree Portfolio report by Ms. Ofune
https://www.jpf.go.jp/j/project/japanese/teach/tsushin/report/201411.html

Self Can-do
check
Reflection narratives

Syllabus
Experience

Self Can-do
check

Can-doobjectives

Reflection narratives

Marugoto Katsudoo Checklist

An A1 sample of records oflinguistic and culturalexperiences shared in SNS
おばあさんはしょくぶつがすきです。
それでこのしょくぶつをあげました。
オンラインでしょくぶつをかいました。
*JFM got permission from the student to use one’s post.

Related materials

Marugoto A1~B1

Websites,e-learning
enTree: Halina! Be a NIHONGOJIN!

Conclusion
JF Standard is a conceptual platform of Japanese language
education for communication in the global life for catering to various
needs: work, study, self fulfillment, hobbies, living in Japan…
Tips for application● For balanced design of classroom for Nihongo communication⇒Four strands (P. Nation), Irodori, and Marugoto● Portfolio: reflection and self-evaluation
Powerful tool for teachers to help learners engage with Nihongolearning!

More to come!
⇒ Irodori A1 Pilot course (May 2021~)⇒“Fostering autonomous Learners of NIHONGO” webpage: in JFM
Website in 2021

ReferenceJF Standard Website: JF日本語教育スタンダード (jfstandard.jp)
English*:https://jfstandard.jp/summaryen/ja/render.do
Six levels from A1 to C2 = CEFR https://jfstandard.jp/pdf/cando_6levels_en.pdf
Sample performances per level https://jfstandard.jp/sample/ja/render.do
JFT-Basic Test explanation and Standard https://www.jpf.go.jp/jft-basic/e/about/index.html#se07
JFT-Basic Sample Questions https://www.jpf.go.jp/jft-basic/sample/q08.html
IRODORI Japanese for Life in Japan A1, A2 https://www.irodori.jpf.go.jp/en/
Marugoto https://www.marugoto.org/en/about/Competency Based Curriculum (TESDA)
https://www.tesda.gov.ph/Downloadables/CBC%20Rating%20Forming%20Part%20of%20a%20Navigational%20Watch%20
NC%20II%20(II-4).pdf

Curriculum Guide & Most Essential Learning Competencies: MELCs (DepEd)
https://commons.deped.gov.ph/MELCS-Guidelines.pdf
enTree Portfolio report by Ms. Ofune
https://www.jpf.go.jp/j/project/japanese/teach/tsushin/report/201411.html

ReferenceNation, Paul (2007) Four Strands
https://www.victoria.ac.nz/__data/assets/pdf_file/0019/1626121/2007-Four-strands.pdf
The Four Strands of a Balanced Language Course by John Pasden
https://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course