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Japanese is a popular choice amongst higher education students on IWLPs (Institution-Wide Language Programmes), but the language presents challenges for many learners. Students on university elective programmes begin their courses with enthusiasm but often become discouraged and drop out at the post-beginner stage. Thus Japanese elective programmes in universities can be over-represented at beginner level but then tail off. There are many examples of good practice in teaching beginners Japanese but fewer models at higher levels. This activity report focuses on the development of a student learning environment suitable for Japanese at A2.2 towards B1 levels, incorporating classroom activities but also opportunities for learning in a “beyond the classroom” context. It is now widely accepted that the CEFR can provide much support and open up new opportunities. A common approach is to begin by defining appropriate “can do” descriptors, which can then be set as classroom objectives for learners. But very often there is not enough time or opportunity to use the language in the classroom. This report shows how classroom learning can be supplemented in contexts outside the institutional setting. Such contexts can provide real-world tasks, stimuli for interaction, a range of authentic documents, and culture discovery opportunities. All these support learning in a dynamic manner and ideally should link back to the CEFR’s “can do” objectives, which are identified in the core curriculum.

The classroom and beyond: Creating a learning environment to support learners of Japanese at CEFR levels A2.2 towards B1