Abstract / Excerpt:

In the hope of coursing a viable and sustainable Japanese language curriculum for a Philippine high school, a phenomenological inquiry was made focusing on the teachers' and students' actual experiences of the Nihongo instruction. Seventeen participants composed of seven teachers and ten fourth year high school students delved through in-depth interviews, journal writings and classroom observation, bringing out issues noteworthy and leading to curricular reforms. The teachers are bothered by the student's attitude and behavior inside the classroom, believe in a more functional and situational approach, and the are affected by the physical attributes of instruction. The students, on the other hand, exhibited varied behaviors, low confidence toward using the language and seek better and practical teaching approaches from the teachers. Merging these themes together, suggest a pedagogical turn towards engaging in a more functional instruction that prioritizes the students' needs and interests that shall boost their confidence, improve the classroom setting, enhance the instructional materials to maximize meaningful learning, and teachers' participations to up-to-date training programs that would alleviate their skills and resolve issues like: poor classroom management, teacher-centered approach, and poor teacher-students rapport. Insights and views from the researcher opened hopes for a cogent and more student-centered language curriculum.

Info

Source Institution	Ateneo de Davao University
Unit	Social Science and Education
Authors	Mallari, Ines P.
Page Count	117
Place of Publication	Davao City
Original Publication Date	March 1, 2013
Tags	Curriculum, Japanese Language, Nihongo

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