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Japanese Language & Culture (6-Year Program) Grade 7 - 12 (2005)

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This program of studies is intended for students who are beginning their study of Japanese language and culture in Grade 7. The Japanese Language and Culture Six-year (6Y) Program, Grades 7-8-9, constitutes the first three years of the six-year program while 10-6Y, 20-6Y, 30-6Y constitute the last three years.

Introduction

In today’s complex and changing world, education not only benefits society, but it develops every person’s abilities and helps each person to fulfill his or her individual aspirations.

The provincial government has provided a vision for the future of education in Alberta wherein students receive the challenge, curriculum, resources and leadership required to step confidently into an interactive and interdependent world. The goal is to help each student reach his or her potential. Each will be offered the tools to define and develop a productive and useful role in society—tools such as critical thinking, creativity and insight to learn about oneself as one learns about others. The required knowledge, skills and attitudes are derived from a broad-based curriculum that has its roots in the multicultural nature of our province, our country and our world.

One of the vehicles to achieving such an aim is language education. Multilingual abilities enrich our cultural and intellectual lives and help us to appreciate the world’s exciting diversity. The doors to social, cultural and economic life, and the doors to education itself, open only with the key of language.

There is significant evidence to suggest that learning another language contributes to the development of increased grammatical abilities in the first language and enhances cognitive functioning. Learning another language increases the ability to conceptualize and to think abstractly, and it fosters more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence. In general, students who acquire other languages have an enhanced academic and economic potential.

The study of Japanese greatly contributes to the potential of students to achieve success in their futures. For students who have no prior connection to the Japanese language and culture, this program of studies offers an opportunity to learn about and build bridges with a unique and influential culture. For students who already have some knowledge of Japanese, there is the opportunity to maintain and develop literacy in the language. For students with a family connection to the culture there is the opportunity to renew contact with their heritage language and culture.

Many students enroll in the Japanese program for the love of learning about the Japanese language and culture. This study contributes significantly to several aspects of personal development. Once they begin to learn the language, many students become lifelong learners of Japanese; and this, in turn, may provide the basis and motivation for learning other languages.

To learn Japanese as an additional language is to embark on a profound experience of crosscultural exploration. This program of studies promotes intercultural communication and intercultural understanding, through students’ learning about a culture that may be distinctly different from their own. Students find learning Japanese to be challenging yet fun. They are often fascinated by the opportunity to learn about elements of contemporary Japanese popular culture, such as anime.

The ability to speak Japanese gives students a competitive edge in today’s global marketplace and workplace. It improves the potential for career opportunities in Canada, Japan and other parts of the world in a variety of fields, such as marketing, tourism, teaching and information technology. Learning Japanese also provides students with the opportunity to meet the entrance requirements of many post-secondary institutions in Alberta and across Canada.

Japanese, spoken by over 125 million people in the world, is one of the world’s 10 principal languages; and Japan, with its long and evolving cultural history, is the repository of a wealth of tradition in the arts, history, religion, sports and other cultural areas. Japan is a leader in many fields, including science, technology and medicine; it plays an important role as a world economic leader; and its culture continues to have significant impact far beyond its borders.

Interactions and partnerships between Alberta and Japan have a long history of importance in many aspects of Alberta’s economy. Alberta’s ties with Japan continue to be very strong. Japan is one of Alberta’s top trading partners, and Alberta is a popular destination for Japanese tourists.

Partnerships with Japan are also very important in the education of Alberta’s students. A large number of Alberta’s students and schools are involved in exchanges and twinning programs with Japan, which enhance their language and cultural learning. The success of these programs has made important contributions to enhancing the language skills and cultural/intercultural development of Alberta’s students.

Assumptions

The following statements are assumptions that have guided the development of this program of studies.

  • Language is communication.
  • All students can be successful learners of language and culture, although they will learn in a variety of ways and acquire proficiency at varied rates.
  • All languages can be taught and learned.
  • Learning another language leads to enhanced learning in both the student’s primary language and in related areas of cognitive development and knowledge acquisition.
The Conceptual Model

The aim of this program of studies is the development of communicative competence in Japanese.

Four Components

For the purposes of this program of studies, communicative competence is represented by four interrelated and interdependent components.

Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate.

Language Competence addresses the students’ knowledge of the language and their ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used.

Global Citizenship aims to develop intercultural competence, with a particular focus on Japanese culture.

Strategies help students learn and communicate more effectively and more efficiently.

Each of these components is described more fully in the corresponding section of this program of studies.

Modes of Communication

Because of the focus on using language to communicate in specific contexts, with a particular purpose or task in mind, three modes of communication are used to organize some of the specific outcomes.

Interaction is most often direct, face-to-face oral communication, but it can take the form of written communication between individuals, using such a medium as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to negotiate meaning actively; that is, helping others understand and working to understand others. Interactive communication generally requires quicker processing but less accuracy than the other two modes.

Interpretation is receptive communication of oral and written messages in contexts where the listener or reader is not in direct contact with the creator of the message. While there is no opportunity to ask for clarification, there is sometimes the possibility of rereading or listening again, consulting references, or making the meaning clearer in other ways. Reading and listening will sometimes involve viewing and interpreting visual elements, such as illustrations in books or moving images in television and film. Interpretation goes beyond a literal comprehension to include an understanding of some of the unspoken or unwritten meaning intended by the speaker or author.

Production is communication of oral and written messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning.

Lexical Fields

In grades 7, 8 and 9, and courses 10-6Y, 20-6Y and 30-6Y of the Japanese Language and Culture Six-year Program, students will be able to use words and expressions in a range of lexical fields, including:

Grade 7
(Six-year Program)		Grade 8
(Six-year Program)		Grade 9
(Six-year Program)
  • self
  • family
  • classroom
  • my town
  • food
  • any other lexical fields that meet their needs and interests
  • daily routines
  • body
  • house
  • weather
  • shopping
  • transportation
  • any other lexical fields that meet their needs and interests
  • sports
  • school life
  • vacations
  • people in the community
  • fashion
  • any other lexical fields that meet their needs and interests

Japanese Language
& Culture 10-6Y		Japanese Language
& Culture 20-6Y		Japanese Language
& Culture 30-6Y
  • holidays, celebrations and traditions
  • entertainment
  • communications
  • arts and literature
  • world of work
  • any other lexical fields that meet their needs and interests
  • social relationships
  • leisure activities
  • customs and manners
  • healthy living
  • any other lexical fields that meet their needs and interests
  • future plans
  • environmental awareness
  • trade and tourism
  • any other lexical fields that meet their needs and interests

A Spiral Progression

Language learning is integrative, not merely cumulative. Each new element that is added must be integrated into the whole of what has gone before. The model that best represents the students’ language learning progress is an expanding spiral. Their progression is not only vertical (e.g., increased proficiency), but also horizontal (e.g., broader range of applications and experience with more text forms, contexts and so on). The spiral also represents how language learning activities are best structured. Particular lexical fields, learning strategies or language functions, for example, are revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is reinforced, extended and broadened with each successive pass.

Organization of the Program of Studies
General Outcomes

General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course of their language learning experience. The four general outcomes serve as the foundation for this program of studies and are based on the conceptual model outlined above.

Applications [A]

  • Students will use Japanese in a variety of situations and for a variety of purposes.

Language Competence [LC]

  • Students will use Japanese effectively and competently.

Global Citizenship [GC]

  • Students will acquire the knowledge, skills and attitudes to be effective global citizens.

Strategies [S]

  • Students will know and use strategies to maximize the effectiveness of learning and communication.

The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance of each component. The general outcomes are to be implemented in an integrated manner.

Overview

Specific Outcomes

Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each grade/course. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

The specific outcomes are categorized under cluster headings, which show the scope of each of the four general outcomes. These headings are shown in the Overview section above.

The specific outcomes within each cluster are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade/course will not be dealt with only in that particular year of the program. The spiral progression that is part of the conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications.

The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner.

Applications Overview

Students will use Japanese in a variety of situations and for a variety of purposes.
Cluster:Strand:
A-1 to impart and receive informationA-1.1 share factual information
A-2 to express feelings and personal perspectivesA-2.1 share ideas, thoughts, feelings, opinions, preferences
A-3 to get things doneA-3.1 guide actions of others
A-3.2 state personal actions
A-3.3 manage group actions
A-4 to form, maintain and change interpersonal relationshipsA-4.1 manage personal relationships
A-5 to extend their knowledge of the worldA-5.1 discover and explore
A-5.2 gather and organize information
A-5.3 solve problems
A-5.4 explore opinions and values
A-6 for imaginative purposes and personal enjoymentA-6.1 humour/fun
A-6.2 creative/aesthetic purposes
A-6.3 personal enjoyment

The specific outcomes under the heading Applications deal with what the students will be able to do with the language; that is, the functions they will be able to perform and the contexts in which they will be able to operate.

The functions are grouped under six cluster headings—see the illustration above. Under each of these headings there are one or more strands, which show the developmental flow of learning from from grade to grade or course to course. Each strand deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways. As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations.

Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled “manage group actions” has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading “to extend their knowledge of the world” will accommodate a content-based approach to language learning where students learn content from another subject area as they learn Japanese.

The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade/course. To know how well students will be able to perform the specific function, the Applications outcomes must be read in conjunction with the Language Competence outcomes.

Language Competence Overview

Students will use Japanese effectively and competently.
Cluster:Strand:
LC-1 attend to formLC-1.1 sound system
LC-1.2 writing systems
LC-1.3 lexicon
LC-1.4 grammatical elements
LC-2 interpret textsLC-2.1 listening
LC-2.2 reading
LC-2.3 viewing and nonverbal interpretation
LC-3 produce textsLC-3.1 speaking
LC-3.2 writing
LC-3.3 representing
LC-4 interactLC-4.1 interactive fluency
LC-5 apply knowledge of the sociolinguistic/sociocultural contextLC-5.1 register
LC-5.2 idiomatic expressions
LC-5.3 variations in language
LC-5.4 social conventions
LC-5.5 nonverbal communication
LC-6 apply knowledge of how discourse is organized, structured and sequencedLC-6.1 cohesion/coherence
LC-6.2 text forms
LC-6.3 patterns of social interaction

Language competence is a broad term that includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence, and what might be called textual competence. The specific outcomes under Language Competence deal with knowledge of the Japanese language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situations in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes; in other words, in practical applications.

The various components of language competence are grouped under six cluster headings—see the illustration above. Under each of these headings there are several strands which show the developmental flow of learning from grade to grade or course to course. Each strand deals with a single aspect of language competence. For example, under the cluster heading “attend to form,” there is a strand for sound system, writing systems, lexicon and grammatical elements.

Although the outcomes isolate these individual aspects, language competence should be developed through classroom activities that focus on meaningful uses of the language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammatical structures, text forms and social conventions necessary to carry out a task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation.

Strategic competence is often closely associated with language competence, since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to engage in authentic language use from the beginning. This component is included in the language use strategies in the Strategies section.

Global Citizenship Overview

Students will acquire the knowledge, skills and attitudes to be effective global citizens.
Cluster:Strand:
GC-1 historical and contemporary elements of Japanese cultureGC-1.1 accessing/analyzing cultural knowledge
GC-1.2 knowledge of Japanese culture
GC-1.3 applying cultural knowledge
GC-1.4 diversity within Japanese culture
GC-1.5 valuing Japanese culture
GC-2 affirming diversityGC-2.1 awareness of first language
GC-2.2 general language knowledge
GC-2.3 awareness of own culture
GC-2.4 general cultural knowledge
GC-2.5 valuing diversity
GC-2.6 intercultural skills
GC-3 personal growth and career opportunitiesGC-3.1 Japanese language and culture
GC-3.2 cultural and linguistic diversity

The learning outcomes for Global Citizenship deal with the development of intercultural competence, encompassing some of the knowledge, skills and attitudes that students need to be effective global citizens. The concept of global citizenship includes citizenship at all levels, from the local school and community to Canada and the world.

The various components of global citizenship are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands, each of which deals with a single aspect of intercultural competence. For example, under the cluster heading “historical and contemporary elements of Japanese culture,” there are strands for accessing/analyzing cultural knowledge, knowledge of Japanese culture, applying cultural knowledge, diversity within Japanese culture and valuing Japanese culture.

Developing cultural knowledge and skills is a lifelong process. Knowledge of one’s own culture is acquired over a lifetime. Cultures change over time. Within any national group, there may be a dominant culture or cultures and a number of additional cultures. Rather than simply developing a bank of knowledge about the culture, it is more important for students to develop skills in accessing and understanding information about culture and in applying that knowledge for the purposes of interaction and communication. Students will gain cultural knowledge in the process of developing these skills. In this way, if they encounter elements of the culture they have not learned about in class, they will have the skills and abilities to deal with them effectively and appropriately.

The “affirming diversity” heading covers knowledge, skills and attitudes that are developed as a result of bringing other languages and cultures into relationship with one’s own. There is a natural tendency, when learning a new language and culture, to compare it with what is familiar. Many students leave a second language learning experience with a heightened awareness and knowledge of their own language and culture. They will also be able to make some generalizations about languages and cultures based on their experiences and those of their classmates, who may have a variety of cultural backgrounds. This will provide students with an understanding of diversity within both a global and a Canadian context.

Strategies Overview

Students will know and use strategies to maximize the effectiveness of learning and communication.
Cluster:Strand:
S-1 language learningS-1.1 cognitive
S-1.2 metacognitive
S-1.3 social/affective
S-2 language useS-2.1 interactive
S-2.2 interpretive
S-2.3 productive
S-3 general learningS-3.1 cognitive
S-3.2 metacognitive
S-3.3 social/affective

Under the Strategies heading are specific outcomes that will help students learn and communicate more effectively. Strategic competence has long been recognized as an important component of communicative competence. The learning outcomes that follow deal not only with compensation and repair strategies, important in the early stages of language learning when proficiency is low, but with strategies for language learning, language use in a broader sense, as well as general learning strategies that help students acquire content. Although people may use strategies unconsciously, the learning outcomes deal only with the conscious use of strategies.

The strategies are grouped under three cluster headings—see the illustration above. Under each of these headings there are several strands that show the development of awareness and skill in using strategies from grade to grade or course to course. Each strand deals with a specific category of strategies. Language learning and general learning strategies are categorized as cognitive, metacognitive and social/affective. The language use strategies are organized by communicative mode: interactive, interpretive, productive.

The strategies that students choose depend on the task they are engaged in as well as on other factors, such as their preferred learning style, personality, age, attitude and cultural background. Strategies that work well for one person may not be effective for another person, or may not be suitable in a different situation. For this reason it is not particularly useful to say that students should be aware of, or able to use, a specific strategy at a particular grade/course level. Consequently, the specific outcomes describe the students’ knowledge of and ability to use general types of strategies. More specific strategies for each general category or type are included in the sample list of strategies below. The specific strategies provided in the sample list are not prescriptive but are provided as an illustration of how the general strategies in the specific outcomes might be developed.

Teachers need to know and be able to demonstrate a broad range of strategies from which students are then able to choose in order to communicate effectively. Strategies of all kinds are best taught in the context of learning activities where students can apply them immediately and then reflect on their use.

SAMPLE LIST OF STRATEGIES
Language Learning Strategies

Cognitive

  • listen attentively
  • perform actions to match the words of a song, story or rhyme
  • learn short rhymes or songs, incorporating new vocabulary or sentence patterns
  • imitate sounds and intonation patterns
  • memorize new words by repeating them silently or aloud
  • seek the precise term to express meaning
  • repeat words or phrases in the course of performing a language task
  • make personal dictionaries, kana cards and kanji cards
  • experiment with various elements of the language
  • use mental images to remember new information and writing systems
  • group together sets of things—vocabulary, structures—with similar characteristics
  • identify similarities and differences between aspects of Japanese and own language
  • look for patterns and relationships
  • use previously acquired knowledge to facilitate a learning task
  • associate new words or expressions with familiar ones, either in Japanese or in own language
  • find information, using reference materials like dictionaries, textbooks, the Internet and human resources
  • use available technological aids to support language learning; e.g., CDs, computers, DVDs, audio recordings
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • place new words or expressions in a context to make them easier to remember
  • use induction to generate rules governing language use
  • seek opportunities outside of class to practise and observe
  • perceive and note down unknown words and expressions, noting also their context and function
  • use hiragana and katakana charts
  • memorize characters by writing them repeatedly and reading them silently or aloud

Metacognitive

  • check copied writing for accuracy
  • make choices about how you learn
  • rehearse or role-play language
  • decide in advance to attend to the language learning task
  • reflect on language learning tasks with the guidance of the teacher
  • make a plan in advance about how to approach a language learning task
  • reflect on the listening, speaking, reading and writing process
  • decide in advance to attend to specific aspects of input
  • listen or look for key words
  • evaluate own performance or comprehension at the end of a task
  • keep a learning log
  • experience various methods of language acquisition, and identify one or more considered to be particularly useful personally
  • be aware of the potential of learning through direct exposure to the language
  • know how strategies may enable coping with texts containing unknown elements
  • identify problems that might hinder successful completion of a task, and seek solutions
  • monitor own speech and writing to check for persistent errors
  • be aware of own strengths and weaknesses, identify own needs and goals, and organize strategies and procedures accordingly

Social/Affective

  • initiate or maintain interaction with others
  • participate in shared reading experiences
  • seek the assistance of a friend to interpret a text
  • reread familiar self-chosen texts to enhance understanding and enjoyment
  • work cooperatively with peers in small groups
  • understand that making mistakes is a natural part of language learning
  • experiment with various forms of expression, and note their acceptance or nonacceptance by more experienced speakers
  • participate actively in brainstorming and conferencing as prewriting and postwriting exercises
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • repeat new words and expressions occurring in own conversations, and make use of these new words and expressions as soon as appropriate
  • reduce anxiety by using mental techniques such as positive self-talk or humour
  • work with others to solve problems and get feedback on tasks
  • provide personal motivation by arranging own rewards when successful
Language Use Strategies

Interactive

  • use words from own first language to get meaning across; e.g., use a literal translation of a phrase in the first language, use a first language word but pronounce it as in Japanese
  • acknowledge being spoken to; e.g., aizuchi "Hai," "Ee," "Sou desu ka"
  • interpret and use a variety of nonverbal clues to communicate; e.g., mime, pointing, gestures, drawing pictures
  • indicate lack of understanding verbally or nonverbally; e.g., wakarimasen, tilted head
  • ask for clarification or repetition when you do not understand; e.g., “What do you mean by …?” “Could you say that again, please?” “Mou ichido itte kudasai” “_____ tte nan desu ka.”
  • use other speakers' words in subsequent conversations
  • assess feedback from a conversation partner to recognize when a message has not been understood
  • start again, using a different tactic, when communication breaks down
  • use a simple word similar to the concept to convey, and invite correction; e.g., sakana for maguro
  • invite others into the discussion; e.g., “Dou desu ka”
  • ask for confirmation that a form used is correct; e.g., “Can you say that?” “Tadashii desu ka” “Kore de ii desu ka”
  • use a range of fillers, hesitation devices and gambits to sustain conversations; e.g., eeto, anou
  • use circumlocution to compensate for lack of vocabulary; e.g., hon no heya for toshoshitsu
  • repeat part of what someone has said to confirm mutual understanding; e.g., “… (n) desu ka”
  • summarize the point reached in a discussion to help focus the talk
  • ask follow-up questions to check for understanding; e.g., wakarimasu ka
  • use suitable phrases to intervene in a discussion; e.g., “Speaking of …,” “Sumimasen,” “Chotto ii desu ka”
  • self-correct if errors lead to misunderstandings

Interpretive

  • use gestures, intonation and visual supports to aid comprehension
  • make connections between texts on the one hand, and prior knowledge and personal experience on the other
  • use illustrations to aid reading comprehension
  • determine the purpose of listening
  • listen or look for key words
  • listen selectively based on purpose
  • make predictions about what you expect to hear or read based on prior knowledge and personal experience
  • use knowledge of the sound–symbol system or kanji to aid reading comprehension; e.g., sounding out aloud katakana words
  • infer probable meanings of unknown words or expressions from contextual clues
  • prepare questions or a guide to note down information found in a text
  • use key content words or discourse markers to follow an extended text
  • reread several times to understand complex ideas
  • summarize information gathered
  • assess own information needs before listening, viewing or reading
  • use skimming and scanning to locate key information in texts
  • use knowledge of writing systems to identify functions of parts of sentences
  • use knowledge of writing systems to aid reading
  • use physical markers to divide sections of text to assist comprehension

Productive

  • mimic what the speaker says
  • use nonverbal means to communicate
  • copy what others say or write or do; e.g., bowing
  • use words visible in the immediate environment
  • use resources to increase vocabulary
  • use familiar repetitive patterns from stories, songs, rhymes or media
  • use illustrations to provide detail when producing own texts
  • use various techniques to explore ideas at the planning stage, such as brainstorming or keeping a notebook or log of ideas
  • use knowledge of sentence patterns to form new sentences
  • be aware of and use the steps of the writing process: prewriting (gathering ideas, planning the text, research, organizing the text), writing, revision (rereading, moving pieces of text, rewriting pieces of text), correction (grammar, spelling, punctuation), publication (reprinting, adding illustrations, binding)
  • use a variety of resources to correct texts; e.g., personal and commercial dictionaries, checklists
  • take notes when reading or listening to assist in producing own text
  • revise and correct final version of text
  • use circumlocution and definition to compensate for gaps in vocabulary
  • apply grammar rules to improve accuracy at the correction stage
  • compensate for avoiding difficult structures by rephrasing; e.g., polite form instead of plain form
General Learning Strategies

Cognitive

  • classify objects and ideas according to their attributes; e.g., red objects and blue objects, or animals that eat meat and animals that eat plants
  • use models
  • connect what is already known with what is being learned
  • experiment with and concentrate on one thing at a time
  • focus on and complete learning tasks
  • write down key words and concepts in abbreviated form to assist with performance of a learning task
  • use mental images to remember new information
  • distinguish between fact and opinion when using a variety of sources of information
  • formulate key questions to guide research
  • make inferences, and identify and justify the evidence on which these inferences are based
  • use word maps, mind maps, diagrams, charts or other graphic representations to make information easier to understand and remember
  • seek information through a network of sources, including libraries, the Internet, individuals and agencies
  • use previously acquired knowledge or skills to assist with a new learning task

Metacognitive

  • reflect on learning tasks with the guidance of the teacher
  • choose from among learning options
  • discover how own efforts can affect learning
  • reflect upon own thinking processes and how you learn
  • decide in advance to attend to the learning task
  • divide an overall learning task into a number of subtasks
  • make a plan in advance about how to approach a task
  • identify own needs and interests
  • manage own physical working environment
  • keep a learning journal, such as a diary or a log
  • develop criteria for evaluating own work
  • work with others to monitor own learning
  • take responsibility for planning, monitoring and evaluating learning experiences

Social/Affective

  • watch others’ actions and copy them
  • seek help from others
  • follow own natural curiosity and intrinsic motivation to learn
  • participate in cooperative group learning tasks
  • choose learning activities that enhance understanding and enjoyment
  • be encouraged to try, even though mistakes might be made
  • take part in group decision-making processes
  • use support strategies to help peers persevere at learning tasks; e.g., offer encouragement, praise, ideas
  • take part in group problem-solving processes
  • use self-talk to feel competent to do the task
  • be willing to take risks and to try unfamiliar tasks and approaches
  • monitor own level of anxiety about learning tasks, and take measures to lower it if necessary; e.g., deep breathing, laughter
  • use social interaction skills to enhance group learning activities
Grade 7
Applications (Gr. 7)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share basic information; e.g., their name
  • b. identify concrete people, places and things
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. express simple preferences
  • b. express a personal response
  • c. respond to and express feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. indicate basic needs and wants
  • b. give and respond to simple oral instructions or commands
  • A–3.2 state personal actions
  • a. respond to offers and instructions
  • A–3.3 manage group actions
  • a. manage turn taking
  • b. encourage other group members to act appropriately
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells
  • b. address a new acquaintance, and introduce themselves
  • c. exchange some basic personal information
  • d. express and respond to gratitude
  • e. apologize and respond to apology
  • f. gain another’s attention
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore the immediate environment in a variety of ways
  • A–5.2 gather and organize information
  • a. gather simple information
  • b. organize items in different ways
  • A–5.3 solve problems
  • a. participate in problem-solving situations; e.g., role-play
  • A–5.4 explore opinions and values
  • a. listen attentively to the thoughts expressed
  • b. respond sensitively to the ideas and works of others
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun; e.g., learn simple riddles, songs
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment
Language Competence (Gr. 7)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. recognize and pronounce basic kana-based (moraic) sounds
  • b. pronounce some common words and phrases properly
  • c. use intonation to express meaning
  • d. distinguish particular Japanese sounds
  • LC–1.2 writing systems
  • a. recognize, read and write hiragana
  • b. recognize a few familiar, isolated words in katakana
  • c. identify the function of the three writing systems
  • d. recognize how Japanese text can be oriented
  • LC–1.3 lexicon
  • a. use a repertoire of words and phrases in familiar contexts, within a variety of lexical fields, including:
    • self
    • family
    • classroom
    • my town
    • food
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • V te kudasai
    • demonstratives: koko, soko, asoko
    • counters (for people): hitori, furtari, san nin …
    • counters (for things): hitotsu, futatsu, mittsu …

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • N wa arimasu/imasu (ka)
    • i-Adj./na-Adj. + desu
    • demonstratives: kore, sore, are
    • interrogative nouns: dou, dore
    • numbers: 1-100
    • counters: -nin, -tsu
    • particle no: possession marker
    • particle mo

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • N desu
    • N ja nai desu/N ja arimasen
    • N o kudasai
    • N ga suki desu
    • numbers: 1-20
    • counter -ji: for o’clock
    • particle wa as the topic marker
    • particle to: Canada to nihon
    • ending particle ka as the question marker
    • interrogative nouns: dare, nani(nan)

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand short, simple oral texts on familiar topics, in guided and unguided situations
  • LC–2.2 reading
  • a. understand short, simple written texts on familiar topics, in guided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. derive meaning from the visual and other elements of a variety of media, in guided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce oral phrases and simple oral sentences on familiar topics in guided situations
  • LC–3.2 writing
  • a. produce simple written words and phrases on familiar topics in guided situations
  • LC–3.3 representing
  • a. use visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. engage in simple interactions, using short, isolated lexical phrases
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. distinguish between formal and informal situations
  • b. address others appropriately
  • LC–5.2 idiomatic expressions
  • a. imitate age-appropriate idiomatic expressions
  • LC–5.3 variations in language
  • a. experience a variety of voices
  • LC–5.4 social conventions
  • a. use basic conventions of politeness
  • b. use appropriate oral forms of address for people frequently encountered
  • LC–5.5 nonverbal communication
  • a. understand the meaning of and imitate some common nonverbal behaviours used in Japanese culture
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. understand the basic usage of the topic marker “wa” at the beginning of discourse
  • LC–6.2 text forms
  • a. experience a variety of oral text forms
  • b. recognize some simple oral text forms
  • LC–6.3 patterns of social interaction
  • a. respond using very simple social interaction patterns; e.g., question–answer, greeting–response
Global Citizenship (Gr. 7)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. inquire about elements of Japanese culture experienced in class, using English if necessary
  • GC–1.2 knowledge of Japanese culture
  • a. participate in activities and experiences that reflect elements of Japanese culture
  • GC–1.3 applying cultural knowledge
  • a. recognize elements of Japanese culture in the classroom
  • GC–1.4 diversity within Japanese culture
  • a. experience diverse elements of Japanese culture
  • GC–1.5 valuing Japanese culture
  • a. participate in cultural activities and experiences, and share their feelings about those activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. distinguish between their first language and Japanese
  • GC–2.2 general language knowledge
  • a. explore the variety of languages spoken by their schoolmates and members of their community
  • b. identify similarities and differences among different languages within their personal experience
  • GC–2.3 awareness of own culture
  • a. explore similarities between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. participate in activities and experiences that reflect elements of different cultures
  • GC–2.5 valuing diversity
  • a. work and interact with others who are different
  • GC–2.6 intercultural skills
  • a. adapt to new situations; e.g., listening to Japanese, seeing Japanese writing
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. suggest some reasons for learning Japanese
  • GC–3.2 cultural and linguistic diversity
  • a. suggest some reasons for learning an additional language
  • b. explore some reasons for participating in activities and experiences that reflect elements of different cultures
Strategies (Gr. 7) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use simple cognitive strategies, with guidance, to enhance language learning; e.g., imitate sounds and intonation patterns, use mental images to remember new information and writing systems
  • S–1.2 metacognitive
  • a. use simple metacognitive strategies, with guidance, to enhance language learning; e.g., rehearse or role-play language
  • S–1.3 social/affective
  • a. use simple social and affective strategies, with guidance, to enhance language learning; e.g., participate in shared reading experiences

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use simple interactive strategies, with guidance, to enhance language use; e.g., ask for clarification or repetition when they do not understand
  • S–2.2 interpretive
  • a. use simple interpretive strategies, with guidance, to enhance language use; e.g., use gestures, intonations and visual supports to aid comprehension
  • S–2.3 productive
  • a. use simple productive strategies, with guidance, to enhance language use; e.g., copy what others say or write, use words that are visible in the immediate environment

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use simple cognitive strategies to enhance general learning; e.g., use models, classify objects
  • S–3.2 metacognitive
  • a. use simple metacognitive strategies to enhance general learning; e.g., identify their own needs and interests
  • S–3.3 social/affective
  • a. use simple social and affective strategies to enhance general learning; e.g., seek help from others

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 8
Applications (Gr. 8)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask for and provide information
  • b. respond to simple, predictable questions
  • c. describe people, places and things
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. identify favourite people, places or things
  • b. express a personal response to a variety of situations
  • c. identify, express and respond to some feelings
A–3 to get things done
  • A–3.1 guide actions of others
  • a. suggest a course of action, and respond to a suggestion
  • b. make and respond to a variety of simple requests
  • c. ask for permission
  • A–3.2 state personal actions
  • a. indicate a simple choice from among options
  • b. state personal actions in the present and future
  • A–3.3 manage group actions
  • a. ask for help or clarification of what is being said or done in the group
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. refuse politely
  • b. talk about themselves, and respond to the talk of others by showing attention or interest
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. make and talk about personal observations
  • A–5.2 gather and organize information
  • a. sequence items in different ways
  • b. record and share personal knowledge of a topic
  • A–5.3 solve problems
  • a. identify a problem
  • b. offer solutions
  • c. choose between alternative solutions
  • A–5.4 explore opinions and values
  • a. make connections between behaviour and values
  • b. recognize and respect differences of opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., make a scrapbook of famous Japanese symbols
Language Competence (Gr. 8)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. recognize and pronounce most kana-based (moraic) sounds
  • b. pronounce familiar words or phrases properly
  • c. recognize familiar borrowed words; e.g., Canada
  • LC–1.2 writing systems
  • a. read and write hiragana accurately on a consistent basis
  • b. write individual katakana letters
  • c. recognize and write katakana words
  • d. recognize some simple kanji in the everyday classroom context
  • LC–1.3 lexicon
  • a. experiment with and use vocabulary and expressions in familiar contexts, within a variety of lexical fields, including:
    • daily routines
    • body
    • house
    • weather
    • shopping
    • transportation
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • (N ga) quantity arimasu/imasu
    • V tai desu
    • interrogative nouns: ikura
    • numbers: 1000-10 000
    • conjunctions: soshite/sorekara
    • particle kara: from
    • particle de (tool/language)

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • N wa location ni arimasu/imasu
    • N1wa N2 ga Adj. desu
    • V masu/masen
    • V mashou/masen ka
    • demonstratives: kono, sono, ano
    • interrogative noun: itsu
    • numbers: 101-1000
    • counters (for animals, paper, books, magazines): -hiki, -mai,
      -hon, -satsu
    • particle de: place
    • particle ni: time ni
    • ending particle: yo/ne

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • N ga ii desu
    • N ga dekimasu
    • N wa imasu/arimasu (ka)?
    • i-Adj./na-Adj. + desu
    • i-Adj. + ku nai desu
    • na-Adj. + ja nai desu
    • demonstratives: kore, sore, are, koko, soko, asoko
    • interrogative nouns: doko, dore, dou
    • numbers: 21-1000
    • counters (for people and things): -nin, -tsu
    • particle no: possession marker
    • particle mo
    • particle ni: Place ni ikimasu/kimasu
    • particle o: as an object marker

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand a variety of short, simple oral texts on familiar topics, in guided situations
  • LC–2.2 reading
  • a. understand short written texts on familiar topics, in guided and unguided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. derive meaning from multiple visual and other elements in a variety of media, in guided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce short, simple oral texts on familiar topics in guided situations
  • LC–3.2 writing
  • a. produce simple written sentences on familiar topics in guided situations
  • LC–3.3 representing
  • a. use a variety of visuals and other forms of nonverbal communication to express meaning in guided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. engage in simple interactions, using simple sentences
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. recognize that some words are inappropriate in certain contexts
  • LC–5.2 idiomatic expressions
  • a. understand and use a variety of simple idiomatic expressions as set phrases
  • LC–5.3 variations in language
  • a. acknowledge and accept individual differences in speech
  • LC–5.4 social conventions
  • a. recognize behaviours that are considered impolite
  • LC–5.5 nonverbal communication
  • a. experiment with using some simple nonverbal means of communication
  • b. recognize that some nonverbal behaviours may be inappropriate in certain contexts
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. follow and imitate speech that uses simple link words
  • b. link words in simple ways; e.g., to
  • LC–6.2 text forms
  • a. recognize some simple oral and print text forms; e.g., lists, letters, stories, songs
  • LC–6.3 patterns of social interaction
  • a. initiate interactions, and respond using simple social interaction patterns; e.g., acceptance/nonacceptance
Global Citizenship (Gr. 8)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make observations of Japanese culture; e.g., as it is portrayed in texts and in the community
  • b. seek out information about the culture from authentic sources
  • GC–1.2 knowledge of Japanese culture
  • a. participate in activities and experiences that reflect elements of Japanese culture
  • GC–1.3 applying cultural knowledge
  • a. identify elements of Japanese culture in the school and community
  • GC–1.4 diversity within Japanese culture
  • a. identify some elements that reflect diversity within Japanese culture
  • GC–1.5 valuing Japanese culture
  • a. participate in cultural activities and experiences, and share their feelings about those activities and experiences
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify differences between their first language and Japanese
  • GC–2.2 general language knowledge
  • a. identify differences and similarities among writing systems from different languages within their personal experience
  • b. identify ways that languages can be learned
  • GC–2.3 awareness of own culture
  • a. recognize similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that a variety of cultural practices are followed by their schoolmates and different groups in their community
  • b. recognize that culture is expressed in a variety of ways
  • GC–2.5 valuing diversity
  • a. engage in activities that reflect other ways of doing things or other perspectives
  • GC–2.6 intercultural skills
  • a. listen with attention to the opinions of others
  • b. initiate and maintain new relationships
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. identify some reasons for learning Japanese
  • b. identify some personal uses they have made of their knowledge of Japanese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. identify some reasons for learning additional languages
  • b. identify some personal uses they have made of their knowledge of different languages and cultures
Strategies (Gr. 8) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use a variety of simple cognitive strategies, with guidance, to enhance language learning; e.g., make personal dictionaries, experiment with various elements of the language
  • S–1.2 metacognitive
  • a. use a variety of simple metacognitive strategies, with guidance, to enhance language learning; e.g., listen or read for key words
  • S–1.3 social/affective
  • a. use a variety of simple social and affective strategies, with guidance, to enhance language learning; e.g., work cooperatively with peers in small groups

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. use a variety of simple interactive strategies, with guidance, to enhance language use; e.g., acknowledge being spoken to—aizuchi
  • S–2.2 interpretive
  • a. use a variety of simple interpretive strategies, with guidance, to enhance language use; e.g., determine the purpose of listening, listen or look for key words
  • S–2.3 productive
  • a. use a variety of simple productive strategies, with guidance, to enhance language use; e.g., use illustrations to provide detail when producing their own texts

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. use a variety of simple cognitive strategies to enhance general learning; e.g., connect what they already know with what they are learning
  • S–3.2 metacognitive
  • a. use a variety of simple metacognitive strategies to enhance general learning; e.g., decide in advance to attend to the learning task
  • S–3.3 social/affective
  • a. use a variety of simple social and affective strategies to enhance general learning; e.g., use social interaction skills to enhance group learning activities

Further examples of general learning strategies are available in the Strategies Overview section.

Grade 9
Applications (Gr. 9)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. ask for and provide information on a range of familiar topics
  • b. describe people, places, things and series or sequences of events or actions
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. inquire about and express likes and dislikes
  • b. record and share thoughts and ideas with others; e.g., keep a journal
A–3 to get things done
  • A–3.1 guide actions of others
  • a. encourage or discourage others from a course of action
  • b. give and follow a simple sequence of instructions
  • c. seek, grant or withhold permission
  • A–3.2 state personal actions
  • a. make an offer or an invitation, and respond to offers and invitations made by others
  • b. express a wish or a desire to do something
  • A–3.3 manage group actions
  • a. encourage other group members to participate
  • b. assume a variety of roles and responsibilities as group members
  • c. negotiate in a simple way with peers in small-group tasks
  • d. check for agreement and understanding
  • e. express disagreement in an appropriate way
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. initiate relationships; e.g., invite others to join a group
  • b. make and break social engagements
  • c. give and respond to compliments
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore alternative classification systems and criteria for categories
  • b. discover relationships and patterns
  • A–5.2 gather and organize information
  • a. compare and contrast items in simple ways
  • b. compose questions to guide research
  • c. identify sources of information used
  • d. record observations
  • A–5.3 solve problems
  • a. recognize and describe a problem
  • b. generate solutions
  • c. participate in problem-solving processes
  • A–5.4 explore opinions and values
  • a. express their views on a variety of topics within their direct experience
  • b. gather opinions on a topic within their direct experience
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour; e.g., play a variety of sports and games
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write poems based on simple, repetitive and modelled language
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., listen to favourite songs in Japanese
Language Competence (Gr. 9)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. recognize and pronounce, consistently, kana-based (moraic) sounds
  • b. recognize some of the effects that intonation has in different situations
  • c. recognize and pronounce familiar borrowed words
  • LC–1.2 writing systems
  • a. write simple sentences that incorporate hiragana and katakana
  • b. write some simple kanji
  • c. recognize a variety of simple kanji
  • LC–1.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts, within a variety of lexical fields, including:
    • sports
    • school life
    • vacations
    • people in the community
    • fashion
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • N ga hoshii desu
    • N ni narimasu
    • person ni agemasu/moraimasu
    • [sentence] + n desu
    • mou/mada
    • interrogative nouns + demo ii desu
    • interrogative nouns: -ka/-mo
    • interrogative noun: doushite/naze
    • particle made
    • particle de: san nin de ikimasu

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • N wa N1no N2 ni imasu/arimasu
    • (N ga) quantity arimasu/imasu
    • i-Adj./na-Adj. + N
    • na-Adj. + deshita/ja nakatta desu
    • i-Adj. (stem) + katta desu/ku nakatta desu
    • V tai desu
    • V te form
    • V te kudasai
    • V te imasu
    • interrogative nouns: donna
    • numbers: 1001-10 000
    • conjunctive particle kara for reason
    • particle de (tool/language)
    • ending particle: yo/ne

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • N ni shimasu
    • N1wa N2 ga Adj. desu
    • N ga ichiban Adj. desu
    • N wa location ni arimasu/imasu
    • (N ga) quantity arimasu/imasu
    • V masu/masen
    • V mashou/masen ka
    • V mashita/masen deshita
    • demonstratives: kono, sono, ano
    • interrogative nouns: itsu, ikura
    • numbers: 1001-10 000
    • counters (for animals, paper, books, magazines): -hiki , -mai, -hon, -satsu
    • conjunctions: soshite/sorekara
    • conjunction: demo
    • particle to: as a partner marker
    • particle o: uchi o demasu
    • particle de/ni: place
    • particle ni: time ni
    • particle kara: from

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand a variety of short oral texts on unfamiliar topics, in guided and unguided situations
  • LC–2.2 reading
  • a. understand a variety of short written texts on familiar topics, in guided and unguided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. derive meaning from multiple visual and other elements in a variety of media, in guided and unguided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce short, simple oral texts on familiar topics in guided and unguided situations
  • LC–3.2 writing
  • a. produce short, simple written texts on familiar topics in guided situations
  • LC–3.3 representing
  • a. express meaning through the use of multiple visual and other elements in a variety of media, in guided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. engage in simple interactions
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. experiment with and use some formal and informal language in familiar situations
  • LC–5.2 idiomatic expressions
  • a. use learned idiomatic expressions in new contexts to enhance communication
  • LC–5.3 variations in language
  • a. experience a variety of accents, variations in speech and regional variations in language
  • LC–5.4 social conventions
  • a. recognize simple, important social conventions in informal and formal interactions
  • LC–5.5 nonverbal communication
  • a. recognize and use appropriate nonverbal behaviours and important nonverbal social conventions in familiar contexts
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. sequence elements of a simple story, process or series of events
  • b. use common conventions to structure simple texts; e.g., titles, paragraphs
  • LC–6.2 text forms
  • a. recognize a variety of oral and print text forms; e.g., recipes, invitations, messages
  • b. use some simple text forms in their own productions
  • LC–6.3 patterns of social interaction
  • a. use simple conventions to open and close conversations and to manage turn taking
  • b. initiate interactions, and respond using a variety of simple social interaction patterns; e.g., statement–reaction
Global Citizenship (Gr. 9)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. compare and make connections between some elements of Japanese culture and their own culture
  • GC–1.2 knowledge of Japanese culture
  • a. explore some elements of Japanese culture
  • b. identify some things they have in common with Japanese people of their own age
  • GC–1.3 applying cultural knowledge
  • a. identify similarities and differences between Japanese culture and their own culture, and apply knowledge of Japanese culture to interpret these similarities and differences
  • GC–1.4 diversity within Japanese culture
  • a. identify similarities and differences among diverse groups within the culture, and apply knowledge of the culture to interpret these similarities and differences
  • GC–1.5 valuing Japanese culture
  • a. identify similarities between themselves and Japanese people
  • b. express an interest in finding out about people and various aspects of Japanese culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify similarities and differences between their first language and Japanese
  • GC–2.2 general language knowledge
  • a. recognize that, within any linguistic group, individuals use language in personal ways
  • b. recognize that in any language there are different words for the same thing
  • GC–2.3 awareness of own culture
  • a. recognize and identify similarities and differences between their own culture and other cultures
  • GC–2.4 general cultural knowledge
  • a. recognize that speakers of the same language may come from different cultural backgrounds
  • b. recognize some of the factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. explore the limitations of adopting a single perspective
  • GC–2.6 intercultural skills
  • a. reflect on their actions and the consequences of their actions for others
  • b. explore how their perspective is shaped by a variety of factors
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. identify some careers for which knowledge of Japanese is useful
  • b. identify some places that they could visit where Japanese is spoken
  • c. identify some personal reasons for learning Japanese
  • GC–3.2 cultural and linguistic diversity
  • a. identify some careers for which knowledge of different languages and cultures is useful
  • b. identify some places where there is significant linguistic and cultural diversity
  • c. identify some personal reasons for learning additional languages and learning about world cultures
Strategies (Gr. 9) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance language learning; e.g., group together sets of things—vocabulary, structures—with similar characteristics, identify similarities and differences between aspects of Japanese and their own language
  • S–1.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, speaking, reading and writing process, check writing for accuracy
  • S–1.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. identify and use a variety of interactive strategies to enhance language use; e.g., assess feedback from a conversation partner to recognize when a message has not been understood
  • S–2.2 interpretive
  • a. identify and use a variety of interpretive strategies to enhance language use; e.g., use knowledge of the sound–symbol system to aid reading comprehension—sounding out aloud katakana words
  • S–2.3 productive
  • a. identify and use a variety of productive strategies to enhance language use; e.g., use knowledge of sentence patterns to form new sentences

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. identify and use a variety of cognitive strategies to enhance general learning; e.g., use graphic representations to make information easier to understand and remember
  • S–3.2 metacognitive
  • a. identify and use a variety of metacognitive strategies to enhance general learning; e.g., make a plan in advance about how to approach a task, divide an overall learning task into a number of subtasks
  • S–3.3 social/affective
  • a. identify and use a variety of social and affective strategies to enhance general learning; e.g., encourage themselves to try even though they might make mistakes

Further examples of general learning strategies are available in the Strategies Overview section.

10-6Y
Applications (10-6Y)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. provide information on several aspects of a topic; e.g., give a simple report
  • b. understand and use definitions, comparisons and examples
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. inquire about and express agreement and disagreement, approval and disapproval, satisfaction and dissatisfaction, and interest and lack of interest
  • b. express feelings appropriately in a variety of familiar contexts
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to suggestions, in a variety of situations
  • b. give and follow a simple sequence of instructions in a variety of situations
  • A–3.2 state personal actions
  • a. state personal actions in the past
  • b. make a simple promise, and express intention
  • c. make an offer to do something
  • A–3.3 manage group actions
  • a. express appreciation, enthusiasm, support and respect for contributions of others
  • b. suggest, initiate or direct action in group activities
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. exchange greetings and farewells in formal situations
  • b. initiate and participate in casual exchanges with classmates
  • c. use routine means of interpersonal communications; e.g., telephone calls, personal notes, e-mail messages
  • d. give an excuse
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. ask questions to gain knowledge and clarify understanding
  • b. explore meaning in a variety of ways; e.g., drawing a concept map, brainstorming, webbing
  • A–5.2 gather and organize information
  • a. gather information from a variety of sources; e.g., print, human, multimedia
  • b. organize and manipulate information; e.g., transform information from texts into other forms, such as tables, diagrams and story maps
  • A–5.3 solve problems
  • a. describe and examine a problem
  • b. propose solutions
  • c. evaluate alternative solutions to a problem
  • A–5.4 explore opinions and values
  • a. explore how values influence behaviour
  • b. provide reasons for their opinions
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret humour through a variety of activities
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., experiment with the sounds and rhythms of the language, such as haiku
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., use the Internet to explore the Japanese culture
Language Competence (10-6Y)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. approximate the pronunciation of unfamiliar words
  • LC–1.2 writing systems
  • a. expand recognition and writing of kanji
  • b. read and write simple sentences that incorporate all three writing systems
  • LC–1.3 lexicon
  • a. use a range of vocabulary and expressions in familiar contexts, within a variety of lexical fields, including:
    • holidays, celebrations and traditions
    • entertainment
    • communications
    • arts and literature
    • world of work
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • (ii) to omoimasu
    • N mitai desu
    • (tabun) N deshou
    • N da/datta
    • i-Adj./na-Adj. + no o kudasai
    • connecting form of Adj.: na-Adj.-de, i-Adj.-kute
    • na-Adj.da
    • V tara dou desu ka?
    • potential verbs
    • V nakatta
    • [sentence] + n desu
    • noun modifier
    • particle ya: mikan ya ringo

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • person ni agemasu/moraimasu/kuremasu
    • place ni N/V ni ikimasu
    • V ta koto ga arimasu
    • V te mo ii desu
    • V te wa ikemasen
    • V dictionary form
    • V (dic.) + koto ga dekimasu
    • V (dic.) + mae (ni), V-te kara/ta ato(de)
    • V nai form
    • V i-Adj. (stem) + katta desu/ku nakatta desu
    • V naide kudasai
    • V ta form
    • interrogative nouns + -ka/-mo
    • interrogative nouns + demo ii desu
    • counter -fun: for minutes
    • conjunctive particle ga: but
    • conjunctive particle kara for reason
    • particle wa for contrast: sakkaa wa shimasu ga, yakyuu wa shimasen
    • particle o: as a marker for place to pass through

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • o’clock + goro
    • [quotation] to iimasu
    • N ni narimasu
    • (N ga) quantity arimasu/imasu
    • N wa N1 no N2 ni arimasu
    • N deshita/N ja nakatta desu
    • N to onaji desu
    • N to chigaimasu
    • N1 de, N2 desu
    • i-Adj./na-Adj. + N
    • i-Adj. + katta desu/ku nakatta desu
    • na-Adj. + deshita/ja nakatta desu
    • V tai desu
    • V te form
    • V te kudasai
    • V te imasu
    • V1te, V2masu
    • mou/mada
    • interrogative nouns: donna, doushite/naze
    • counter: -kan: for period of time
    • particle de (tool/language)
    • particle made
    • ending particle: yo/ne
    • particle e: for direction

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand short, simple oral texts on unfamiliar topics in guided situations
  • LC–2.2 reading
  • a. understand short, simple written texts on unfamiliar topics in guided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. derive meaning from multiple visual and other elements in a variety of media, in guided and unguided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce short oral texts on familiar topics in guided and unguided situations
  • LC–3.2 writing
  • a. produce short, simple written texts on familiar topics in guided and unguided situations
  • LC–3.3 representing
  • a. express meaning through the use of multiple visual and other elements in a variety of media, in guided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. manage simple, routine interactions without undue difficulty, with pauses for planning and repair
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. identify socially appropriate language in specific situations
  • b. explore formal and informal uses of language in a variety of contexts
  • LC–5.2 idiomatic expressions
  • a. use learned idiomatic expressions in a variety of contexts
  • LC–5.3 variations in language
  • a. recognize some influences resulting in variations in language; e.g., age and gender
  • LC–5.4 social conventions
  • a. understand and use important social conventions in interactions
  • LC–5.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of familiar contexts
  • b. identify some nonverbal behaviours that are considered impolite
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. use a variety of conventions to structure texts; e.g., report
  • LC–6.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., advertisements, comic strips
  • LC–6.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., request goods/services
Global Citizenship (10-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. formulate questions about elements of Japanese culture
  • b. use basic research skills to find out about Japanese culture
  • GC–1.2 knowledge of Japanese culture
  • a. explore and identify some elements of Japanese culture of personal interest
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Japanese culture to interpret cultural behaviour that is different from their own
  • b. apply knowledge of elements of Japanese culture in interactions with people and texts
  • GC–1.4 diversity within Japanese culture
  • a. apply knowledge of diverse elements of Japanese culture in interactions with people and texts
  • GC–1.5 valuing Japanese culture
  • a. demonstrate acceptance of those whose cultural behaviour is different from their own
  • b. choose to participate in and contribute to activities and experiences that reflect Japanese culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. compare oral and written aspects of their first language and Japanese
  • b. identify some words in their first language that have been borrowed from Japanese
  • GC–2.2 general language knowledge
  • a. recognize that languages can be grouped into families based on common origins
  • b. explore how and why languages borrow from one another
  • GC–2.3 awareness of own culture
  • a. identify some influences on the development of their personal cultural identity
  • GC–2.4 general cultural knowledge
  • a. recognize that within any culture there are important differences in the way people speak and behave
  • b. identify some factors that affect the culture of a particular region
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge different perspectives
  • GC–2.6 intercultural skills
  • a. examine stereotypical thinking
  • b. identify and use resources to make contact with other countries and cultures
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. identify aspects of the Japanese language and culture that are of personal interest
  • b. identify personal and career opportunities related to the study of Japanese
  • GC–3.2 cultural and linguistic diversity
  • a. identify aspects of various languages and cultures that are of personal interest
  • b. identify personal and career opportunities related to the study of languages and cultures
Strategies (10-6Y) 
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning; e.g., associate new words or expressions with familiar ones, either in Japanese or in their own language
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., evaluate their own performance or comprehension at the end of a task, keep a learning log
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning; e.g., work with others to solve problems and get feedback on tasks

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use; e.g., ask for confirmation that a form used is correct
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use; e.g., prepare questions or a guide to note down information found in a text
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use; e.g., use resources to increase vocabulary

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., distinguish between fact and opinion when using a variety of sources of information
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., reflect upon their thinking processes and how they learn
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., use support strategies to help peers persevere at learning tasks

Further examples of general learning strategies are available in the Strategies Overview section.

20-6Y
Applications (20-6Y)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share facts about events that took place in the past or that may take place in the future
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. inquire about and express probability and certainty
  • b. express feelings in formal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. make and respond to advice in a variety of situations
  • A–3.2 state personal actions
  • a. accept or decline an offer or invitation, with explanations
  • A–3.3 manage group actions
  • a. take on a leadership role in small-group projects
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. give and respond to compliments
  • b. take leave politely
  • c. offer and respond to congratulations
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore and express the meaning of what they are doing
  • A–5.2 gather and organize information
  • a. gather information, using a prepared format; e.g., interview people, using prepared questions
  • A–5.3 solve problems
  • a. use information collected from various sources to solve problems
  • A–5.4 explore opinions and values
  • a. distinguish fact from opinion
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., learn and perform songs, dances, skits
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., exchange letters or e-mails
Language Competence (20-6Y)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. use intonation, pauses and rhythm appropriately in familiar situations
  • LC–1.2 writing systems
  • a. expand recognition and writing of kanji
  • LC–1.3 lexicon
  • a. use a range of words and expressions in a variety of contexts, within a variety of lexical fields, including:
    • social relationships
    • leisure activities
    • customs and manners
    • healthy living
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • quantity + dake
    • i-Adj.-ku/na-Adj.-ni + V masu
    • Adj. (stem) + sugimasu
    • Adj. (stem) + sou desu (appearance)
    • V yasui/nikui desu
    • V1 tari V2 tari shimasu
    • V kata o oshiete kudasai
    • V nakereba narimasen/nakutewa ikemasen
    • V-ou/you: (volitional)
    • conjunctions: mazu, tsugini
    • particle no as a relationship marker: ane no yoshiko
    • N/Adj./v + toki

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • N da/datta
    • N to N to dochira ga Adj. desu ka?
    • N no hou ga Adj. desu
    • connecting form of Adj.: na-Adj.-de, i-Adj.-kute
    • V tara dou desu ka?
    • potential verbs
    • V nakatta
    • [sentence] + n desu
    • [sentence] + to omoimasu
    • noun modifier
    • [hearsay] + sou desu
    • period ni x kai

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • quantity + gurai
    • person ni agemasu/moraimasu/kuremasu
    • N mitai desu
    • (tabun) N deshou
    • V temo ii desu
    • V te wa ikemasen
    • V ta koto ga arimasu
    • V te mimasu
    • V nai form
    • V dictionary form
    • V(dic.) + mae, V + te kara/ta ato
    • V(dic.) + koto ga dekimasu
    • V(dic.) + tsumori desu
    • V naide kudasai
    • V ta form
    • interrogative nouns + -ka/-mo
    • interrogative nouns + demo ii desu
    • interrogative noun: doregurai
    • counter -fun: for minutes
    • conjunctive particle kara for reason
    • particle wa: for contrast
    • particle ya: mikan ya ringo

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand short oral texts on unfamiliar topics in guided situations
  • LC–2.2 reading
  • a. understand short written texts on unfamiliar topics in guided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. derive meaning from multiple visual and other elements in a variety of media, in guided and unguided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce a variety of short oral texts on familiar topics in guided and unguided situations
  • LC–3.2 writing
  • a. produce a variety of short, simple written texts in guided and unguided situations
  • LC–3.3 representing
  • a. express meaning through the use of multiple visual and other elements in a variety of media, in guided and unguided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. manage short interactions with ease, asking for repetition or clarification when necessary
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. use simple informal language in appropriate contexts
  • LC–5.2 idiomatic expressions
  • a. explore the uses of idiomatic expressions in culture
  • LC–5.3 variations in language
  • a. recognize various influences resulting in variations in language; e.g., region
  • LC–5.4 social conventions
  • a. understand the use of social conventions encountered in oral and written texts
  • LC–5.5 nonverbal communication
  • a. avoid nonverbal behaviours that are considered impolite
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. interpret texts that use patterns involving time or chronological sequencing
  • LC–6.2 text forms
  • a. use a variety of familiar text forms and media in their own productions; e.g., letters, television reports, questionnaires
  • LC–6.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform transactions and interactions; e.g., suggestion–accept/decline–persuade/negotiate
Global Citizenship (20-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. make and test hypotheses about Japanese culture
  • b. identify and use a variety of sources of information to find out about Japanese culture
  • GC–1.2 knowledge of Japanese culture
  • a. explore and identify some elements of Japanese culture
  • GC–1.3 applying cultural knowledge
  • a. identify different perspectives of elements of Japanese culture, and speculate on their origins
  • GC–1.4 diversity within Japanese culture
  • a. identify different perspectives on diverse elements of the culture, and speculate on their origins
  • GC–1.5 valuing Japanese culture
  • a. examine their own perception of Japanese language and culture
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify some regional variations in their first language
  • GC–2.2 general language knowledge
  • a. recognize that languages may have regional differences
  • GC–2.3 awareness of own culture
  • a. identify some of the past and present relationships between Japanese culture and their own culture
  • GC–2.4 general cultural knowledge
  • a. recognize that different cultures may have different perspectives; e.g., texts, cultural practices or products
  • GC–2.5 valuing diversity
  • a. recognize and acknowledge the value of different perspectives
  • GC–2.6 intercultural skills
  • a. recognize and explore stereotypical thinking
  • b. explore representations of various cultures as seen from the outside
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. explore personal reasons for learning Japanese
  • GC–3.2 cultural and linguistic diversity
  • a. explore personal reasons for learning additional languages and studying about other cultures
Strategies (20-6Y)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance language learning; e.g., find information, using reference materials like dictionaries, textbooks, the Internet and human resources, and use available technological aids to support language learning
  • S–1.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition, and identify one or more they consider particularly useful personally
  • S–1.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance language learning; e.g., take risks and try unfamiliar tasks and approaches

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use a variety of interactive strategies to enhance language use; e.g., use a range of fillers and hesitation devices to sustain conversations, use circumlocution to compensate for lack of vocabulary
  • S–2.2 interpretive
  • a. select and use a variety of interpretive strategies to enhance language use; e.g., use key content words or discourse markers to follow a text
  • S–2.3 productive
  • a. select and use a variety of productive strategies to enhance language use; e.g., take notes when reading or listening to assist in producing their own text

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use a variety of cognitive strategies to enhance general learning; e.g., formulate key questions to guide research
  • S–3.2 metacognitive
  • a. select and use a variety of metacognitive strategies to enhance general learning; e.g., keep a learning journal, such as a diary or a log
  • S–3.3 social/affective
  • a. select and use a variety of social and affective strategies to enhance general learning; e.g., take part in group problem-solving processes

Further examples of general learning strategies are available in the Strategies Overview section.

30-6Y
Applications (30-6Y)
General Outcome for Applications

Students will use Japanese in a variety of situations and for a variety of purposes.

A–1 to impart and receive information
  • A–1.1 share factual information
  • a. share detailed information on a specific topic; e.g., create a report or biography
A–2 to express feelings and personal perspectives
  • A–2.1 share ideas, thoughts, feelings, opinions, preferences
  • a. express opinions
  • b. support their own opinions
  • c. express feelings appropriately in familiar formal and informal situations
A–3 to get things done
  • A–3.1 guide actions of others
  • a. give and respond to warnings in a variety of situations
  • A–3.2 state personal actions
  • a. express possibility in relation to their own actions
  • A–3.3 manage group actions
  • a. elaborate on and clarify another member’s contribution
A–4 to form, maintain and change interpersonal relationships
  • A–4.1 manage personal relationships
  • a. express sympathy or regret
A–5 to extend their knowledge of the world
  • A–5.1 discover and explore
  • a. explore connections among and gain new insights into familiar topics; e.g., brainstorming, interviewing, surveys
  • A–5.2 gather and organize information
  • a. identify key ideas
  • b. summarize the information gathered
  • c. retell gathered information in their own words
  • A–5.3 solve problems
  • a. participate in and evaluate the effectiveness of problem-solving processes
  • A–5.4 explore opinions and values
  • a. understand the concept of stereotype, and recognize stereotyping in a variety of situations
A–6 for imaginative purposes and personal enjoyment
  • A–6.1 humour/fun
  • a. use the language for fun and to interpret and express humour; e.g., make commercials
  • A–6.2 creative/aesthetic purposes
  • a. use the language creatively and for aesthetic purposes; e.g., write new words to a known melody or create a rap
  • A–6.3 personal enjoyment
  • a. use the language for personal enjoyment; e.g., watch anime in Japanese
Language Competence (30-6Y)
General Outcome for Language Competence

Students will use Japanese effectively and competently.

LC–1 attend to form
  • LC–1.1 sound system
  • a. use intonation, pauses and rhythm appropriately in a variety of situations
  • LC–1.2 writing systems
  • a. use a repertoire of kanji in a variety of familiar contexts
  • LC–1.3 lexicon
  • a. use suitable words and phrases to enhance the effectiveness of communication, in oral or written texts, within a variety of lexical fields, including:
    • future plans
    • environmental awareness
    • trade and tourism
    • any other lexical fields that meet their needs and interests
  • LC–1.4 grammatical elements
  • a. use, in modelled situations,1 the following grammatical elements: .....
    • honorific/humble expressions
    • quantity + shika + Neg.
    • N no/V(dic.) + tame (ni)
    • V te agemasu/moraimasu/kuremasu
    • V te shimaimashita
    • V nakutemo ii desu
    • V1 naide V2 masu
    • [sentence] + kamoshiremasen
    • conjunction: dakara
    • conjunctive particle node (reason)
    • particle madeni
    • particle de (cause)

    1Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and will be able to apply them in very limited situations. Limited fluency and confidence characterize student language.

  • b. use, in structured situations,2 the following grammatical elements: .....
    • i-Adj.-ku/na-Adj.-ni + V masu
    • Adj. (stem) + sou desu (appearance)
    • V nakereba narimasen/nakutewa ikemasen
    • V-ou/you to omoimasu
    • V(dic.) + you ni narimasu
    • [sentence] + n desu
    • noun modifier
    • [hearsay] + sou desu
    • N/Adj./v + toki

    2Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic elements is provided and students are guided in the use of these linguistic elements. Students in such situations will have increased awareness and emerging control of the linguistic elements and will be able to apply them in familiar contexts with teacher guidance. Student language is characterized by increasing fluency and confidence.

  • c. use, independently and consistently,3 the following grammatical elements: .....
    • N da/datta
    • N to N to dochira ga Adj. desu ka?
    • N no hou ga Adj. desu
    • connecting form of Adj.: na-Adj.-de, i-Adj.-kute
    • Adj. (stem) + sugimasu
    • V yasui/nikui desu
    • V tara dou desu ka?
    • V1 tari V2 tari shimasu
    • V ta hou ga ii desu
    • potential verbs
    • V nakatta
    • [sentence] to omoimasu
    • period ni x kai

    3Independently and Consistently: This term is used to describe learning situations where students use specific linguistic elements consistently in a variety of contexts with limited or no teacher guidance. Fluency and confidence characterize student language.

LC–2 interpret texts
  • LC–2.1 listening
  • a. understand the main point and some supporting details of lengthy oral texts on familiar topics in guided situations
  • LC–2.2 reading
  • a. understand the main point and some supporting details of lengthy written texts on familiar topics in guided situations
  • LC–2.3 viewing and nonverbal interpretation
  • a. propose several interpretations of the visual and other elements in a variety of media, in guided situations
LC–3 produce texts
  • LC–3.1 speaking
  • a. produce short oral texts on unfamiliar topics in guided situations
  • LC–3.2 writing
  • a. produce short written texts on unfamiliar topics in guided situations
  • LC–3.3 representing
  • a. explore a variety of ways that meaning can be expressed through the visual and other elements of a variety of media, in guided situations
LC–4 interact
  • LC–4.1 interactive fluency
  • a. manage simple, routine interactions without undue difficulty
LC–5 apply knowledge of the sociolinguistic/sociocultural context
  • LC–5.1 register
  • a. explore differences in register between spoken and written texts
  • b. recognize some commonly used honorific expressions
  • LC–5.2 idiomatic expressions
  • a. identify influences on idiomatic expressions; e.g., region, age, occupation
  • LC–5.3 variations in language
  • a. recognize various influences resulting in variations in language; e.g., social status, relationships with others involved in the interaction
  • LC–5.4 social conventions
  • a. interpret and use appropriate oral and written forms of address with a variety of audiences
  • LC–5.5 nonverbal communication
  • a. use appropriate nonverbal behaviours in a variety of contexts
LC–6 apply knowledge of how discourse is organized, structured and sequenced
  • LC–6.1 cohesion/coherence
  • a. use appropriate words and phrases to show a variety of relationships within texts; e.g., shikashi, demo, soreni
  • LC–6.2 text forms
  • a. use a variety of text forms and media in their own productions; e.g., reports, poetry, brochures
  • LC–6.3 patterns of social interaction
  • a. combine simple social interaction patterns to perform complex transactions and interactions; e.g., consultation, discussion
Global Citizenship (30-6Y)
General Outcome for Global Citizenship

Students will acquire the knowledge, skills and attitudes to be effective global citizens.

GC–1 historical and contemporary elements of Japanese culture
  • GC–1.1 accessing/analyzing cultural knowledge
  • a. organize and represent information about elements of Japanese culture in a variety of ways
  • GC–1.2 knowledge of Japanese culture
  • a. explore, identify and examine some elements of Japanese culture
  • GC–1.3 applying cultural knowledge
  • a. apply knowledge of elements of Japanese culture derived from a variety of sources to interpret behaviours and texts
  • GC–1.4 diversity within Japanese culture
  • a. apply knowledge of diverse elements of the culture derived from a variety of sources to interpret behaviours and texts
  • GC–1.5 valuing Japanese culture
  • a. seek out and use opportunities to enter into contact with elements of Japanese culture; e.g., exchange letters or e-mail with a pen pal or e-pal
GC–2 affirming diversity
  • GC–2.1 awareness of first language
  • a. identify aspects of their personal style in both speech and writing
  • GC–2.2 general language knowledge
  • a. recognize that languages evolve over time, and explore reasons for this change
  • GC–2.3 awareness of own culture
  • a. identify ethnocentric elements in texts from various cultures
  • GC–2.4 general cultural knowledge
  • a. identify some potential obstacles when communicating with people from an unfamiliar culture
  • GC–2.5 valuing diversity
  • a. interact with people who hold differing perspectives
  • GC–2.6 intercultural skills
  • a. identify and use a variety of strategies to enhance relations with people from different cultures
GC–3 personal growth and career opportunities
  • GC–3.1 Japanese language and culture
  • a. explore opportunities for further education, careers, personal enjoyment and personal growth related to Japanese language and culture
  • GC–3.2 cultural and linguistic diversity
  • a. explore opportunities for further education, careers, personal enjoyment and personal growth related to languages and cultures
Strategies (30-6Y)
General Outcome for Strategies

Students will know and use strategies to maximize the effectiveness of learning and communication.

S–1 language learning
  • S–1.1 cognitive
  • a. use appropriate cognitive strategies effectively to enhance language learning in a variety of situations; e.g., use induction to generate rules governing language use, seek opportunities outside of class to practise and observe
  • S–1.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance language learning in a variety of situations; e.g., be aware of the potential of learning through direct exposure to the language, know how strategies may enable them to cope with texts containing unknown elements
  • S–1.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance language learning in a variety of situations; e.g., repeat new words and expressions that occur in their own conversations, and make use of these new words and expressions as soon as appropriate

Further examples of language learning strategies are available in the Strategies Overview section.

S–2 language use
  • S–2.1 interactive
  • a. select and use appropriate interactive strategies in a variety of situations to enhance language use; e.g., repeat part of what someone has said to confirm mutual understanding
  • S–2.2 interpretive
  • a. select and use appropriate interpretive strategies in a variety of situations to enhance language use; e.g., reread several times to understand
  • S–2.3 productive
  • a. select and use appropriate productive strategies in a variety of situations to enhance language use; e.g., use a variety of resources to correct texts

Further examples of language use strategies are available in the Strategies Overview section.

S–3 general learning
  • S–3.1 cognitive
  • a. select and use appropriate cognitive strategies to enhance general learning in a variety of situations; e.g., make inferences, and identify and justify the evidence on which their inferences are based
  • S–3.2 metacognitive
  • a. select and use appropriate metacognitive strategies to enhance general learning in a variety of situations; e.g., work with others to monitor their own learning
  • S–3.3 social/affective
  • a. select and use appropriate social and affective strategies to enhance general learning in a variety of situations; e.g., choose learning activities that enhance understanding and enjoyment

Further examples of general learning strategies are available in the Strategies Overview section.





Resources to support: