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The Association for Japanese-Language Teaching (AJALT), renowned for its Japanese for Busy People series, has developed a comprehensive course for teaching Japanese to young adults in English-speaking countries. Japanese for Young People is a three-level series, designed primarily for middle school and high school curricula (with an optional starter level for elementary students) encouraging systematic Japanese-language acquisition through an enjoyable but structured learning process. With an emphasis on coordination of structure and verbal communication skills, this first Student Book introduces the building-blocks of Japanese grammar through Key Sentences, Dialogues, Exercises, and Tasks. This Student Book is accompanied by a fully-illustrated Kana Workbook which features over 100 pages of activities and games to familiarize young students with the hiragana and katakana syllabaries before advancing to the next level in the series. With color illustrations and cultural notes throughout, Japanese for Young People provides an unintimidating start to learning one of the world's most difficult languages.
The author argues that interactions between the movement and US Cold Warriors had a profound and lasting impact on Japanese society and Japan–US relations.
Long obscured by the more dramatic activities of post-World War II student activists, the history of the Japanese left-wing student movement during its formative period from 1918 until its suppression in the 1930s is analyzed here in detail for the first time. Focusing on the Shinjinkai (New Man Society) of Tokyo Imperial University, the leading prewar student group, Henry DeWitt Smith describes the origins and evolution of student radicalism in the period between the two World Wars. He concludes with an analysis of the careers of the Shinjinkai members after graduation and with an explanation of the importance of the prewar tradition to the postwar student movement.
In light of the COVID-19 crisis, this edited volume explores the changing landscape of International Student Education in Japanese universities and the impact on global student mobility. Through analysing a wide range of data, the book engages historical, cultural, linguistic and pedagogical contexts relating to higher education in Japan. With a particular focus on Japanese tertiary education, the chapters provide comprehensive analysis from surveys and interviews conducted since 2020 amongst Japanese and non-Japanese Higher Education institutions (HEIs) on leadership styles, decision-making behaviours and perspectives on higher education practices in Japan. The authors also examine the challenges and impact on student mobility and international student education, and present future directions for the internationalisation of higher education in post-pandemic Japan. This book will appeal to researchers, educators and anyone with an interest in higher education development, international student mobility and language learning.
Vol. 19, no. 1 consists of the Federation's Annual report, 1924/25.
International Student Education in Tertiary Settings addresses key issues in international student education programme design and implementation. It maps contemporary theories and practices in international students’ transcultural learning and engagement and showcases successful tertiary education programmes for international students in Australia, China, Japan, the USA and the UK. The book highlights the opportunities for engaging international students that are built into the various programmes, international students’ strategies for coping with various challenges of engagement with their educational programmes, and a range of factors that confound their engagement in academic and intercultural learning. The broad coverage of international education programmes in a variety of geographical, sociocultural and pedagogical settings enables the discussion about the complexity of contemporary international student education, shared challenges and productive ways of engaging international students in transcultural learning and the prospect of sustainable engagement. The principles and insights into programme design and implementation to engage international students will be useful for researchers and practitioners in international student education, academics tasked with teaching international students in their class, and administrators responsible for managing and providing services to international students.
This book seeks a better understanding of the sociocultural and ideological factors that influence English study in Japan and study-abroad contexts such as university-bound high schools, female-dominant English classes at college, ESL schools in Canada, and private or university-affiliated ESL programs in Singapore and Malaysia. The discussion is based not only on data garnered from Japanese EFL learners and Japanese/overseas educators but also on official English language policies and commercial magazine discourses about English study for Japanese people. The book addresses seemingly incompatible themes that are either entrenched in or beyond Japan’s EFL context such as: Japan’s decades-long poorly-performing English education vs. its equally long-lived status as an economic power; Japanese English learners’ preference for native English speakers/norms in at-home Japanese EFL contexts vs. their friendship with other Asian students in western study-abroad contexts; Japanese female students’ dream of using English to further their careers vs. Japanese working women’s English study for self-enrichment; Japanese society’s obsession with globalization through English study vs. the Japanese economy sustained by monolingual Japanese businessmen; Japanese business magazines’ frequent cover issues on global business English study vs. Japanese working women’s magazines’ less frequent and markedly feminized discourses about English study.