Considering Japanese-Language Education for Foreign Residents

JFL Today: Considering Japanese-Language Education for Foreign Residents

JFL Today: Considering Japanese-Language Education for Foreign Residents

Learning Japanese Anywhere: Remote Teaching Technology Makes Language Instruction Possible Across Multiple Sites. Society, Education - English - Japanese - Simplified Chinese - Traditional Chinese - Français - Español - العربية - Русский. Learning Through a Screen

Learning Japanese Anywhere: Remote Teaching Tech Enables Language Instruction at Multiple Sites Society Education- English - 日本語 - 简体字 - 繁體字 - Français - Español - العربية - Русский Learning Through a Screen

In early 2026, the city of Fukuoka began testing a new approach to Japanese-language education. From Fukuoka Municipal Haruyoshi Elementary School, online classes were held linking four elementary schools. Taking part were four first- to fourth-grade pupils from China, South Korea, and Indonesia.

In early 2026, the city of Fukuoka began testing a new approach to Japanese language education. Online classes linking four elementary schools were conducted from Fukuoka Municipal Haruyoshi Elementary School. The classes were attended by four students from China, Korea, and Indonesia, in grades one to four.

On the day of our visit, teacher Eto Rieko was instructing the children in words for everyday objects used at school and the proper counters for them. Facing a large screen that showed both the lesson materials and the four pupils, she watched as they listened and nodded along.

On the day we visited, teacher Etō Rieko could be seen instructing the children on vocabulary relating to everyday school objects and the appropriate words to count them. She was facing a large screen displaying the lesson content and the four students, nodding as they listened.

The classes formed part of a trial program conducted by the Fukuoka Municipal Board of Education from January through March. The board set out to examine the benefits and challenges of providing Japanese-language instruction to children with foreign roots by connecting with them on computers at school and at home.

These classes were part of a trial program conducted by the Fukuoka Municipal Board of Education from January to March. The Board sought to evaluate the benefits and challenges of providing Japanese language instruction to children with foreign roots using computers at their schools and homes.

The children joining by computer were able to keep their concentration thanks to parents or teachers monitoring them at their side. When the pupils used paper and pencil, the adults adjusted the cameras so that the teacher could see their work, making two-way interaction possible.

Children participating on computers were able to stay focused thanks to monitoring by parents or teachers at their sides. When the students used paper and pencils, the adults adjusted the cameras so the teacher could see their work, enabling two-way interaction.

Easing the Burden on Schools and HomesReducing the Burden at Schools and Homes

The purpose of the online classes is to secure learning opportunities for children studying Japanese while reducing the burden on their schools and families.

The purpose of online classes is to reduce the burden on schools and families of children learning Japanese while ensuring that they have access to educational opportunities.

The Board of Education had been strengthening its support system in line with the Ministry of Education, Culture, Sports, Science, and Technology’s guideline of assigning one teacher for every 18 pupils who require Japanese-language instruction. In the 2025 school year, Japanese-language teachers were placed at 12 of the city’s 146 elementary schools and 6 of its 72 junior high schools. Under this system, pupils were expected to travel to schools where such teachers were stationed and attend Japanese classes there.

The Board of Education had been strengthening its support system in line with the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) guideline of providing one teacher for every 18 students who require Japanese language instruction. In the 2025 school year, it assigned Japanese language teachers in 12 of the city’s 146 elementary schools and 6 out of 72 junior high schools. Under this system, students were to go to the schools with the language teachers and attend Japanese classes there.

But Abe Mayuko, chief supervising instructor in the School Planning Division of the Guidance Department, explains that the arrangement was inconvenient for some pupils. “It could take more than an hour to reach another school. It also burdens the parents who have to take them there. Online classes could help lighten that load.”

However, Abe Mayuko, the chief supervising instructor in the School Planning Division of the Guidance Department, explained that this arrangement was inconvenient for some students. “Getting to other schools could take more than an hour. It’s a burden on the parents who transport them there. Online classes could help ease this.”

According to Abe, another reason for introducing online classes was the sharp increase in foreign pupils expected during the school year.

According to Abe, another reason for introducing online classes was the sharp increase expected in the number of foreign students during the school year.

MEXT determines the number of Japanese-language teachers to be assigned based on pupil numbers as of May 1, one month into the academic year that begins in April. In Fukuoka, however, the number of foreign pupils rises markedly in May and September, transition periods in the school calendars of many of their home countries. In the 2025 school year, 527 pupils required Japanese-language instruction as of May 1, but by the end of December that figure had jumped to 744. Part-time teachers are recruited whenever pupil numbers increase, but securing enough personnel has not been easy, placing added pressure on schools. Online instruction is viewed as an effective way to reduce regional disparities while schools wait to secure additional teachers.

MEXT decides the number of Japanese language teachers to be assigned based on the number of students as of May 1, a month into the academic year beginning in April. However, in Fukuoka, the number of foreign students increases notably in May and September, which are transitional periods in the school calendars of many of their home countries. In the 2025 school year, there were 527 students requiring Japanese instruction as of May 1, but that number jumped to 744 by the end of December. Although part-time teachers are recruited whenever the number of students increases, securing enough staff has not been easy, and the situation puts additional pressure on schools. Online teaching is seen as an effective way to reduce regional disparities even while schools wait to secure additional teachers.

In the trial program, pupils were divided into two groups: first through fourth graders, and fifth through ninth graders. Each group received ten 45-minute lessons. In-person Japanese-language instruction is conducted mainly one-on-one, but online classes allow multiple pupils to be taught at once. Even online, learning alongside other pupils gives children a sense of connection because they can see one another’s faces, and the board believes this may heighten their motivation to learn.

In the trial program, students were divided into two groups—first through fourth grade students, and fifth through ninth graders—and each group received ten 45-minute lessons. In-person Japanese instruction is mainly conducted one-on-one, but with online classes, multiple students are taught at once. Learning with other students, even online, gives students a sense of connection because they can see each other’s faces, and the Board believes that this may boost their motivation to learn.

Seeking Clues to the Effectiveness of ICTSeeking Insight into the Effectiveness of ICT

In its Comprehensive Measures for the Acceptance and Orderly Coexistence of Foreign Nationals, set out in January 2026, the Japanese government included multilingual translation systems and information and communications technology among the tools to be used in children’s Japanese-language education. Many schools in areas where foreign residents are concentrated can secure the number of teachers required under the “18 pupils to one teacher” standard. In areas where foreign residents are more sparsely distributed, however, it can be difficult to secure the teaching resources needed for the small numbers of children in each locality. This too increases the burden on schools, and the use of ICT could help alleviate these difficulties to some extent.

In its Comprehensive Measures for Acceptance and Orderly Coexistence of Foreign Nationals set forth in January 2026, the Japanese government included multilingual translation systems and information and communication technology as solutions to be used in children’s Japanese language education. Many schools in areas where foreign residents are concentrated are able to secure the number of teachers needed under the “18 students to one teacher” standard. But in areas with sparser foreign populations, it can be difficult to secure the teaching resources to handle the smaller numbers of children in each area. This also increases the burden on schools, but the use of ICT could help ease these challenges to an extent.

Yet, as Eto Rieko notes, teaching online classes is hardly simple. “They are completely different from in-person classroom lessons,” she says. Online lessons are generally considered more difficult when it comes to keeping pupils focused, and the challenge is still greater with younger learners and children with foreign roots whose Japanese is still developing.

However, as Etō Rieko notes, teaching online classes is no simple undertaking. “They’re totally different from in-person classroom lessons,” she says. Online lessons are generally seen as more difficult for keeping students focused, and the challenge is even greater for younger learners and children with foreign roots who are still developing their Japanese skills.

In the trial program, Eto sought to communicate effectively through the screen by using broad gestures and body movements. Referring to worksheets created by educators elsewhere in Japan, the board designed the lesson slides with Canva, a free design tool. Animations and timers were added as well, to help hold the pupils’ attention.

In the trial program, Etō made efforts to communicate effectively through the screen by using large gestures and movements. The Board designed the lesson slides using Canva, a free design tool, referring to worksheets created by educators elsewhere in Japan. Animations and timers were also added to keep a hold on students’ attention.

One thing Eto struggles with is eye contact. If she looks at the children on the screen while speaking, she is no longer looking into the camera. “If I don’t speak straight to the camera, the children won’t feel that I’m looking at them. I don’t normally teach while looking into a camera, so that is a challenge,” she says.

One thing Etō struggles with is eye contact. If she looks at the children on the screen while speaking, she is no longer looking at the camera. “If I don’t speak straight to the camera, the children won’t feel like I’m looking at them. I normally don’t teach while looking at the camera, so it’s a challenge,” she says.

The trial also served as a study of online classes themselves. Lessons were observed by chief supervising instructor Abe Mayuko, Japanese-language teachers, and coordinators who meet with pupils and parents. After class, they shared their impressions and discussed points for improvement.

The trial also served as a study of online classes. The lessons were observed by chief supervising instructor Abe Mayuko, Japanese language teachers, and coordinators who meet with students and parents. After the class, they shared their impressions and discussed areas for improvement.

On this day, Sawada Hiroko, an associate professor at the University of Tsukuba who researches Japanese-language instruction, joined the observation.

On this day, Associate Professor Sawada Hiroko of Tsukuba University, who researches Japanese language instruction, joined the observation.

The observers praised Eto’s lesson, saying that the children were able to take part in the learning process without losing interest. At the same time, one observer noted that the children rarely smiled during the first 15 minutes and offered a specific suggestion: “When the difference between aru, ‘there is,’ and nai, ‘there is not,’ was explained using actual objects, the children became more engaged. The teacher should use that kind of approach from the beginning.”

The observers praised Etō’s lesson, saying that the children were able to engage in the learning process without losing interest. However, one observer pointed out that the children rarely smiled during the first 15 minutes and suggested a specific improvement: “When explaining the difference between aru (there is) and nai (there is not), the children became more engaged when actual objects were shown. The teacher should use this type of approach from the start.”

Putting New Ideas Into Practice from Lessons LearnedRolling Out New Ideas Based on Lessons Learned

The Fukuoka Municipal Board of Education will decide which schools are to serve as hubs for remote classes before launching full implementation in the 2026 school year. The classes will focus on teaching “survival Japanese” for use in daily life. Drawing on the results and challenges of the trial program carried out the previous year, the board intends to use its own materials for instruction.

The Fukuoka Municipal Board of Education will decide which schools will serve as hubs for remote classes before launching full implementation in the 2026 school year. The classes will focus on teaching “survival Japanese” for use in daily life. The Board intends to use its own materials for instruction, drawing from the results and challenges of the trial program carried out over the previous year.

In the current school year, the board has been visiting trial schools and holding discussions with school administrators in preparation for full implementation. The program will be offered in eight periods over the course of the year; pupils will be able to join classes at the start of one of these periods, depending on when they transfer in.

In the current school year, the Board has been visiting trial schools and holding discussions with school administrators in preparation for full implementation. The program will be offered in eight periods during the year; students will be able to join the classes at the start of one of these periods, depending on when they transfer.

To increase the number of hub schools for remote classes, Abe is working to gain the understanding of schools across the city. In addition to teaching “survival Japanese,” she hopes to begin developing a curriculum for the Japanese needed to study school subjects.

In an effort to increase the number of hub schools for remote classes, Abe is working to gain the understanding of different schools. In addition to teaching “survival Japanese,” she hopes to begin developing a curriculum of teaching the Japanese needed to study school subjects.

In April 2025, MEXT introduced a new benchmark for language development and proficiency. The guidance policy recommends using pupils’ native languages to help them acquire Japanese step by step. The Fukuoka Municipal Board of Education has distributed AI voice-translation devices to teachers and is exploring ways to incorporate pupils’ native languages into the teaching process. By making use of advanced technologies, including ICT, the board hopes to provide children with what they need in the moment, one step at a time.

In April 2025, MEXT introduced a new benchmark for language development and mastery. This guidance policy recommends using students’ native languages to help them gradually acquire Japanese. The Fukuoka Municipal Board of Education has distributed AI voice translation devices to teachers and is exploring ways to incorporate students’ native languages into the teaching process. By making use of cutting-edge technologies, including ICT, the Board hopes to provide children with what they need at the moment, taking it one step at a time.