Excerpt

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The purpose of the survey was to gain an understanding of the current status of Japanese-language education and to provide material that would be of use primarily for the following three purposes:

i. As supporting data for researchers and others conducting studies or research relating to Japanese-language education;

ii. As reference materials for organizations involved in Japanese-language education, international exchange groups, and other entities implementing projects related to Japanese-language education;

iii. As reference materials for institutions and groups teaching the Japanese language to use when sharing information, interacting with each other, and building networks.

The results of the survey are available in the form of the full report (in Japanese) or this summary report, and can also be obtained via the Directory of Overseas Japanese-Language Educational Institutions on the Japan Foundation website.

i. Institutions surveyedThe survey targeted institutions offering Japanese-language education overseas and institutions established by non-Japanese public organizations to offer Japanese-language education within Japan. The following were not included in the survey:

(i) Groups (or programs) that have no physical existence as organizations;

(ii) Japanese schools for children of Japanese nationals living overseas;

(iii) Broadcasting stations or website administrators that offer Japanese education for the general public;

(iv) Programs offering only short-term exposure to the Japanese language.

1. About the Survey

2. Overview of Japanese-Language Education Overseas

(1) Numbers of Institutions, Teachers, and Learners

(1) Purpose (2) Scope

2012 2009

Institutions 16,046 14,925

Teachers 63,805 49,803

Learners 3,985,669 3,651,232

Table 1-1-1 Numbers of Institutions, Teachers, and Learners

Provision of Japanese-language education was confirmed in 136 countries worldwide; the total number of learners was approximately 3.99 million.

The fiscal 2012 survey established that Japanese-language education was offered in 128 countries and 8 areas, for a total of 136 countries. This represented an increase of 3 countries compared to the fiscal 2009 survey’s result of 125 countries and 8 areas, amounting to a total of 133 countries. The numbers of learners, institutions, and teachers all increased. There were 3,985,669 learners (up 9.2% compared to fiscal 2009); 16,046 institutions (up 7.5%); and 63,805 teachers (up 28.1%).The survey specif ically targeted schools and other

institutions teaching Japanese. The results therefore exclude lessons or courses aimed primarily at promoting international goodwill or intercultural exchange where Japanese is not taught as a language. They also exclude learners studying Japanese alone using television, radio, books, magazines, the Internet, or other methods. Bearing this in mind, the actual number of people studying Japanese must be considerably greater than the figures given here.

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Over the past 33 years there was a 14-fold increase in the number of institutions, while the number of teachers increased 15.6 times, and the number of learners increased 31.3 times.

During the 33 years between 1979 and 2012, Japanese-language education overseas increased continuously, resulting in significant expansion. During that time, ten surveys were conducted, and they reveal that the number

of institutions increased 14-fold, from 1,145 to 16,046; the number of teachers increased 15.6 times from 4,097 to 63,805; and the number of learners increased 31.3 times from 127,167 to 3,985,669.

Graph 1-1-1 Number of Institutions

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

1998 2003 2006 2009 20121979 1984 1988 1990 1993

10,93012,222

13,63914,925

16,046

1,1452,620 3,096

3,917

6,800

Graph 1-1-2 Number of Teachers

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

27,61133,124

44,32149,803

63,805

4,0977,217 8,930

13,214

21,034

1998 2003 2006 2009 20121979 1984 1988 1990 1993

Graph 1-1-3 Number of Learners

0

5,00000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

4,000,000

4,500,000

2,102,1032,356,745

2,979,820

3,651,2323,985,669

127,167

584,934 733,802981,407

1,623,455

1998 2003 2006 2009 20121979 1984 1988 1990 1993

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Graph 1-1-4 Reasons and Purposes for Japanese-Language Study

0

20％

40％

60％

80％

N.A.

Other

Institution’s policy

Parental wishes

Inherited language

Understanding

other cultures

Com

munication

in Japanese

Goodw

ill and exchange

Sightseeing in Japan

Future employm

ent

Necessary for

current work

Study in Japan

Examinations

(university, etc.)

Interestin Japanese language

Interest in scienceand technology

Interest in politics,econom

y, and society

Interest in manga,

anime, J-Pop, etc.

Interest in history,literature, etc.

49.7％47.4％

54.0％50.6％

24.1％25.6％21.4％21.0％

62.2％58.1％

26.6％25.7％

34.0％35.0％

18.4％17.9％

42.3％42.6％

28.6％25.2％

20.4％21.0％

55.5％55.1％

32.4％32.9％

11.3％11.6％19.1％18.7％

35.3％31.4％

9.6％15.1％

2.1％

9.3％

2009 (n=13,998 institutions)†2012 (n=15,272 institutions)†

† Because the fiscal 2009 survey for Taiwan* comprised different options, the figures for Taiwan* are not included here.

Among the reasons and purposes for Japanese-language study, “interest in Japanese language” was the most frequently cited (62.2%). The next most frequently cited were “communication in Japanese” (55.5%) and “interest in manga, anime, J-Pop, etc.” (54.0%).

The reason or purpose for studying Japanese language that was cited by the highest number of institutions was “interest in Japanese language” (62.2%). This was followed by “communication in Japanese” (55.5%), “interest in manga, anime, J-Pop, etc.” (54.0%), and “interest in history, literature, etc.” (49.7%). Overall, interest in acquiring knowledge about Japan was more prevalent than utility-based motivations, with “future employment” (42.3%) ranking in fifth place, and “study in Japan” (34.0%) in seventh place. Moreover, the fact that “interest in manga,

anime, J-Pop, etc.” was more frequently cited than “interest in history, literature, etc.” makes it clear that Japanese pop culture has made its mark throughout the world, establishing itself as a starting point for interest in and involvement with Japan and the Japanese language.It has become easier to access pop culture and other forms of Japanese culture from anywhere in the world, whether through traditional mass media or, in recent years, through the Internet, and this may have lent momentum to the trend.

(2) Reasons and Purposes for Japanese-Language Study

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Among problems and concerns in Japanese-language teaching, the most commonly selected response was “inadequate teaching materials” (28.5%). The next most common was “insufficient interest among learners” (26.5%).

The problem or concern with regard to Japanese-language teaching cited by the highest number of institutions was “inadequate teaching materials” (28.5%), followed by “insufficient interest among learners” (26.5%), “inadequate facilities and equipment” (26.1%), “inadequate information on teaching materials and methods” (23.9%), and “declining number of learners” (21.0%). In comparison with the fiscal 2009 survey “other language(s) introduced / abolition of Japanese under consideration” increased from 6.8% to 8.6%, “declining number of learners” increased from 16.6% to 21.0%, and “insufficient interest among learners” increased from 23.3% to 26.5%. However, the other options were all cited less frequently than in 2009, indicating that circumstances are gradually becoming more favorable for Japanese-language education. Problems and concerns with regard to Japanese-language

teaching differ substantially according to region. Problems relating to resources such as teaching materials, teachers, and equipment were high in regions where Japanese-language education has expanded rapidly (such as Southeast Asia), as well as in regions where there is still very little provision (such as South Asia, Central America, North Africa, and Africa). Conversely, in regions with long histories of teaching Japanese, such as Western Europe and Pacific, almost all problems and concerns showed low response rates. In Southeast Asia, however, the item “insufficient interest among learners” elicited a particularly large number of responses. This is attributable to the fact that introduction of Japanese-language teaching at the secondary education level had expanded rapidly as a result of educational institutions’ policies in this region.

Graph 1-1-5 Problems and Concerns in Japanese-Language Teaching

0

10％

20％

30％

40％

N.A.

Other

Insufficient interest

among learners

Declining

number of learners

Inadequate information

on Japanese culture and society

Inadequate information

on teaching materials

and methods

Inadequate facilities and equipm

ent

Inadequate teaching m

aterials

Other language(s) introduced

/ abolition of Japanese under consideration

Teachers’ w

orking conditions

Teachers’ teaching m

ethods

Teachers’ Japanese abilities

Inadequate number

of teachers

15.8％

20.0％

14.6％

19.0％16.0％

21.6％

11.9％12.6％

8.6％6.8％

28.5％

34.6％

26.1％

31.1％

23.9％27.2％

18.4％

22.0％ 21.0％

16.6％

26.5％23.3％

16.3％

20.7％

0.0％

16.8％

2009 (n=13,998 institutions)†2012 (n=15,272 institutions)†

† Because the fiscal 2009 survey for Taiwan* was based on different options, the figures for Taiwan* are not included here.

(3) Problems and Concerns in Japanese-Language Teaching

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3. Overview, by RegionEast Asia and Southeast Asia accounted for 62.9% of institutions, 75.3% of teachers, and 82.5% of learners.

If numbers of institutions, teachers, and learners worldwide are compared by region, East Asia accounted for by far the highest percentages of the worldwide total on all three counts, followed by Southeast Asia. The other regions each accounted for approximately 10% or less of the worldwide totals for institutions, teachers, and learners. In terms of learner distribution, East Asia accounted for 54.1% of the total, or 2,154,344 learners, while Southeast Asia accounted for 28.4% of the total, or 1,132,701 learners. These two regions together therefore accounted for 82.5% of all learners.

Graph 1-2-1 Distribution of Institutions, by Region

Table 1-2-1 Institutions, Teachers, and Learners, by Region

East Asia41.3％

Southeast Asia21.6％

South Asia2.2％

Pacific10.9％

North America10.5％

Central America 0.7％South America 2.8％

Western Europe 6.7％

Eastern Europe 2.2％Middle East 0.4％

North Africa 0.1％Africa 0.5％

Central Asia 0.3％

n=16,046

Graph 1-2-3 Distribution of Learners, by RegionGraph 1-2-2 Distribution of Teachers, by Region

East Asia54.1％Southeast Asia

28.4％

South Asia0.7％

Pacific 8.3％North America 4.5％

Central America 0.2％South America 0.8％

Western Europe 1.9％ Eastern Europe 0.6％Middle East 0.1％

North Africa 0.0％Africa 0.2％

Central Asia 0.1％

n=3,985,669East Asia

61.1％Southeast Asia14.2％

South Asia1.6％

Pacific 5.0％

North America 7.9％Central America 0.6％

South America 2.6％Western Europe 4.2％

Eastern Europe 1.8％Middle East 0.3％

North Africa 0.1％Africa 0.2％

Central Asia 0.2％

n=63,805

RegionsInstitutions Teachers Learners

Number Parcentage Number Parcentage Number ParcentageEast Asia 6,630 41.3 39,000 61.1 2,154,344 54.1Southeast Asia 3,462 21.6 9,075 14.2 1,132,701 28.4South Asia 349 2.2 1,015 1.6 29,081 0.7Pacific 1,750 10.9 3,214 5.0 331,285 8.3North America 1,677 10.5 5,035 7.9 179,049 4.5Central America 113 0.7 402 0.6 9,555 0.2South America 443 2.8 1,652 2.6 32,968 0.8Western Europe 1,069 6.7 2,698 4.2 76,132 1.9Central Asia 41 0.3 159 0.2 2,831 0.1Eastern Europe 345 2.2 1,141 1.8 25,412 0.6Middle East 72 0.4 171 0.3 3,508 0.1North Africa 21 0.1 90 0.1 1,592 0.0Africa 74 0.5 153 0.2 7,211 0.2

Worldwide 16,046 100 63,805 100 3,985,669 100

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China accounted for 26.3% of all learners, Indonesia for 21.9%, and Korea for 21.1%. The three countries together accounted for almost 70% of the worldwide learner total.

The country with more learners than anywhere else in the world was China with 1,046,490 learners. It was followed by seven other countries each with 100,000 or more learners: Indonesia with 872,411; Korea with 840,187; Australia with 296,672; Taiwan with 233,417; the United States of America with 155,939; and Thailand with 129,616. There were also 13 countries with between 10,000 and 99,999 learners, as well as 33 countries with between 1,000 and 9,999 learners, while the remaining 83 countries had less than 1,000 learners.In addition to the above f igures, the distribution in

Graph 1-2-4 Distribution of Learners, by Country/Area

China26.3％

Indonesia21.9％

Australia7.4％

Korea21.1％

United States of America 3.9％

Thailand 3.3％Vietnam 1.2％Malaysia 0.8％

Other7.5％

Philippines 0.8％

Taiwan* 5.9％n=

3,985,669

percentages also showed a high degree of concentration in specific countries within each region. The top three countries accounted for 69.2% of the total number of learners, while the top five countries accounted for 82.5%, and the top ten countries accounted for 92.5%. China, Indonesia, and Korea all exerted a particularly strong inf luence on the overall worldwide results (including results by level of education, reasons and purposes for Japanese-language study, and problems and concerns in Japanese-language teaching).

Rank in 2012

Rank in 2009 Countries/Areas

Learners Institutions Teachers

2012 2009Rate of change

(%)2012 2009

Rate of change

(%)2012 2009

Rate of change

(%)1 2 China 1,046,490 827,171 26.5 1,800 1,708 5.4 16,752 15,613 7.32 3 Indonesia 872,411 716,353 21.8 2,346 1,988 18.0 4,538 4,089 11.03 1 Korea 840,187 964,014 (12.8) 3,914 3,799 3.0 17,817 6,577 170.94 4 Australia 296,672 275,710 7.6 1,401 1,245 12.5 2,685 2,547 5.45 5 Taiwan* 233,417 247,641 (5.7) 774 927 (16.5) 3,544 3,938 (10.0)

6 6 United States of America 155,939 141,244 10.4 1,449 1,206 20.1 4,270 3,541 20.6

7 7 Thailand 129,616 78,802 64.5 465 377 23.3 1,387 1,240 11.98 8 Vietnam 46,762 44,272 5.6 180 176 2.3 1,528 1,565 (2.4)9 11 Malaysia 33,077 22,856 44.7 196 124 58.1 509 388 31.210 12 Philippines 32,418 22,362 45.0 177 156 13.5 556 422 31.8

Table 1-2-2 Numbers of Learners, Institutions, and Teachers, by Country/Area (Ranked in Order of Number of Learners According to the 2012 Survey)

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This publication is an excerpt from Survey Report on Japanese-Language Education Abroad 2012 -Summary (ISBN 978-4-87424-610-8) and protected by copyright.It may not be copied or reproduced in whole or in part without permission from the Japan Foundation.