Reinterpreting Intercultural Language Learning: Japanese Language Education and Japanese Studies in an Era of Multi/Pluriculturalism
DOI:
https://doi.org/10.22452/IJEAS.vol14no2.4Keywords:
Intercultural Language Learning, Japanese Studies, The Third Place, The Fourth Place, Multiculturalism, PluricultualismAbstract
In this paper, the author first gives an overview of ILL, which has been strongly advocated in Australian language education and language learning since the 1990s, and prove that the “third place” that was the goal at that time has now become a reality, using the relationship between Indonesia and Japan as an example. However, the author also criticizes the fact that traditional ILL viewed culture as static and fixed and point out that culture in modern society is inherently more dynamic and complex. As a result, the author proposes a new model for ILL incorporating the concepts of multi/plurilingualism and multi/pluriculturalism, not as a flat, two-dimensional framework, which was used before but as a more three-dimensional, holistic approach. The author also emphasizes that to realize this vision, it is essential to integrate language and culture in education, as ILL has consistently advocated. Specifically, the need for Japanese language education and Japanese cultural studies to advance in tandem.
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