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The Japanese-Language Proficiency Test, or JLPT, is a standardized criterion-referenced test to evaluate and certify Japanese language proficiency for non-native speakers, covering language knowledge, reading ability, and listening ability. The test is held twice a year in Japan and selected countries, and once a year in other regions.
Nihonjin gakkō, also called Japanese school, is a full-day school outside Japan intended primarily for Japanese citizens living abroad. It is an expatriate school designed for children whose parents are working on diplomatic, business, or education missions overseas and have plans to repatriate to Japan.
Japanese language education in Russia formally dates back to December 1701 or January 1702, when Dembei, a shipwrecked Japanese merchant, was taken to Moscow and ordered to begin teaching the language as soon as possible. A 2006 survey by the Japan Foundation found 451 teachers teaching the language to 9,644 students at 143 institutions; the number of students had grown by 4.8% since the previous year. Aside from one Japanese-medium school serving Japanese people in Russia, virtually all Japanese language education in Russia throughout history has been aimed at non-native speakers.
Japanese language education in the United States began in the late 19th century, aimed mainly at Japanese American children and conducted by parents and community institutions. Over the course of the next century, it would slowly expand to include non-Japanese as well as native speakers. A 2012 survey of foreign-language learners by the Japan Foundation found 4,270 teachers teaching the Japanese language to 155,939 students at 1,449 different institutions, an increase of 10.4% in the number of students since the 2009 survey. The quality and focus of dialogues in Japanese textbooks meant for English-speakers has changed since the 1970s.
Japanese language education in Kazakhstan dates back to 1992; the Japan Foundation's 2006 survey showed 51 teachers teaching the language to 1,569 students at thirteen institutions in Kazakhstan; the number of students increased by 38% as compared to the 2003 survey and more than triple the number in the 1998 survey.
Japanese language education in Mongolia formally dates back to 1975, when the National University of Mongolia established an elective course in Japanese language. A 2003 survey found 199 teachers teaching 9,080 students of Japanese at 67 different institutions.
Japanese language education in India has experienced a boom in the early 21st century, helping it to begin to catch up with foreign languages more traditionally popular among Indians, such as French and German. A 2006 survey by the Japan Foundation showed 369 teachers teaching 11,011 students at 106 different institutions; the number of students nearly doubled since the 2005 survey.
Japanese language education in Vietnam first became widespread during the Empire of Vietnam, which was set up as a puppet state after Japan's 1941 World War II invasion of French Indochina. However, after Japan's 1945 surrender and withdrawal from Vietnam, there was little further education in the language until the 1970s. A 2006 survey showed 1,037 teachers teaching 29,982 students at 110 different institutions, an increase of 66% in the number of students since the previous year's survey.
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The Japanese School in London is a Japanese international school in Acton, London Borough of Ealing. The school is incorporated as The Japanese School Limited. The Japanese Saturday School in London, a Japanese supplementary school, is a part of the institution.
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The Japanese School of Brussels a.s.b.l. is a Japanese international school located in Auderghem, Brussels. The school serves elementary and junior high school levels. It is Belgium's only Japanese international school. The Japanese Supplementary School of Brussels, a supplementary school operated on Saturdays, is held on the premises of the JSB.
Japanese School in Moscow is a Japanese international school located in Lomonosovsky District, South-Western Administrative Okrug, Moscow.
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Hoshū jugyō kō (補習授業校), or hoshūkō (補習校) are supplementary Japanese schools located in foreign countries for students living abroad with their families. Hoshū jugyō kō educate Japanese-born children who attend local day schools. They generally operate on weekends, after school, and other times not during the hours of operation of the day schools.
The Japanese Weekend School of New York is a Japanese supplementary school in the New York City metropolitan area. It has its offices in New Roc City in New Rochelle, New York. The Japanese Educational Institute of New York manages the school system, and the JWSNY is one of its two weekend school systems. The JEI also operates two Japanese day schools in the New York area.
Seattle Japanese School is a supplementary Japanese school located in the Seattle metropolitan area. It holds its classes in Bellevue.
Asociación Academia de Cultura Japonesa is a Japanese international school in Surco, Lima, Peru. It is under the Asociación Academia de Cultura Japonesa, which has the same Spanish name but a different Japanese name. It serves elementary and junior high school levels.
References
- ↑ "2003年海外日本語教育機関調査結果: タイ (Results of the 2003 survey of overseas Japanese language educational institutions: Thailand)". The Japan Foundation. 2006. Archived from the original on July 8, 2007. Retrieved 2008-01-14.
- ↑ "2006年海外日本語教育機関調査結果: タイ (Results of the 2003 survey of overseas Japanese language educational institutions: Thailand)". The Japan Foundation. 2006. Archived from the original on 2008-04-11. Retrieved 2008-01-14.
- ↑ "Japanese Language Proficiency Test 2009: Summary of the Results" (PDF). Japan Educational Exchanges and Services, The Japan Foundation. 2009. Archived from the original (PDF) on March 31, 2010. Retrieved 2010-04-20.
- ↑ "Japanese Language Proficiency Test 2008: Summary of the Results". Japan Educational Exchanges and Services, The Japan Foundation. 2008. Archived from the original on July 27, 2009. Retrieved 2009-07-08.
- 1 2 "Japanese Language Proficiency Test 2006: Summary of the Results" (PDF). Japan Educational Exchanges and Services, The Japan Foundation. 2006. Archived from the original (PDF) on 2007-09-28. Retrieved 2008-01-12.
- ↑ "Japanese Language Proficiency Test 2005: Summary of the Results" (PDF). Japan Educational Exchanges and Services, The Japan Foundation. 2005. Archived from the original (PDF) on 2007-01-06. Retrieved 2008-01-12.
- ↑ "Japanese Language Proficiency Test 2004: Summary of the Results" (PDF). Japan Educational Exchanges and Services, The Japan Foundation. 2004. Archived from the original (PDF) on 2005-08-27. Retrieved 2008-01-12.
- 1 2 "Japanese Language Proficiency Test 2003: Summary of the Results" (PDF). Japan Educational Exchanges and Services, The Japan Foundation. 2003. Archived from the original (PDF) on 2004-11-17. Retrieved 2008-01-12.
- ↑ "The 2001 Japanese-Language Proficiency Test Number of Examinees by Sites". The Japan Foundation. 2002-02-14. Archived from the original on 2003-04-07. Retrieved 2006-12-03.
- ↑ "The 2000 Japanese-Language Proficiency Test Number of Examinees by Sites". The Japan Foundation. 2001-02-07. Archived from the original on 2003-04-07. Retrieved 2006-12-03.
- 1 2 3 "The 1999 Japanese-Language Proficiency Test Number of Examinees by Sites". The Japan Foundation. 2000-02-07. Archived from the original on 2000-10-18. Retrieved 2006-12-13.
- ↑ "13th JLRT (2006): A Summary Report" (PDF). Japan External Trade Organization. 2006. Archived from the original (PDF) on 2007-09-27. Retrieved 2008-01-12.