Dr. Yoshiko Mori is Professor and Director of the Japanese Language Program in the Department of East Asian Languages and Cultures at Georgetown University. Her specialization is in second-language learning and instruction from a psycholinguistic perspective. Her published research covers second-language literacy development, the roles of metacognitive awareness in language learning, individual differences in multilingual development, and online instruction in major journals and books. She has been involved in language education for over 30 years in Japan and the United States, teaching various college-level Japanese language and linguistics courses and holding numerous language-related positions. She is the 2024 President of the American Association of Teachers of Japanese (AATJ) and AP Japanese Language and Culture Chief Reader.
Beyond Borders: Shaping the Future of Japanese Language Education in the Era of Diversity and Collaboration
Over the past decades, second language acquisition (SLA) research and theory have undergone significant advancements, influencing contemporary language teaching characterized by diversity and collaboration. The emergence of groundbreaking AI technology poses new challenges for human educators, compelling them to address issues related to coexisting with AI. As the landscape of language learning undergoes transformations, Japanese language teachers are also experiencing shifts in their educational perspectives and teaching practices. The way educators perceive language and learning plays a crucial role in their decision-making and professional development. This presentation aims to examine the major theoretical frameworks of SLA developed in the last three decades, exploring their implications for Japanese language education. We will then investigate the future trajectory of Japanese language education and identify the essential qualities demanded of Japanese language teachers in response to the changing educational landscape.
境界を超えて：多様性と協働の時代における日本語教育の未来を考える
過去数十年の間に、第二言語習得（SLA）の研究と理論は著しい進歩を遂げ、多様性と協働を特徴とする現代の言語教育に影響を与えてきました。画期的なAI技術の出現により、教育者は新たな課題に直面し、AIとどのように共存するかを考える必要性に迫られています。言語学習の様相が変化する中で、日本語教師も教育観や教育実践に変化を感じています。教育者が言語と学習をどのように捉えるかは、教師としての意思決定と成長において重要な役割を果たします。本講演では、過去30年間のSLAの主な理論的枠組みを振り返り、それが日本語教育にどのような影響を与えてきたかを考えます。その上で、日本語教育のこれからの方向性を探り、変化する教育環境に対応するために必要な日本語教師としての資質を考えます。