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How to Write and Read Hiragana | Hiragana Chart Worksheet | Learn Japanese for Beginners

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Languages Connect | Broaden Your Horizons | Home

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Welcome to Languages Connect. Languages connect people, broaden horizons, enable more career opportunities and enrich life experiences.

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授業で時間が余った時のアクティビティ３選

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授業で時間が余った時のアクティビティ３選

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日本語教師応援サイト コトハジメcotohajime

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日本語授業で時間が余ったときのアクティビティ3選【準備なし10分タスク】 – 日本語教師応援サイト コトハジメcotohajime

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「あと10分ある、どうしよう…」と焦ったことはありませんか。

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について、見ていきます。

そして、次に
▶「ひらがな」「カタカナ」が
・どう誕生したのか、
を紐解いていきます。

日本語は、どうして文字を持てたのか？

地球上の言語の数
ー文字を持つ言語と持たない言語ー

３０００と８０００とでは
その数が
あまりにも違いすぎます。

それにしても、
膨大な数ですね。

文字を持つ言語は
なんと約４００へと激減します。

膨大な言語の海の中で
文字を持つ言語が
いかに少ないか、

ということを
この数字が
歴然と示しています。

言語は、どう文字を持つのか？

言語が文字を持つには
どのような方法があるのでしょうか？

この二つがあると思われます。

日本語の場合は
他の言語で使われている文字を
借りてくるという方法を選択しました。

その文字が「 漢字 」です。

日本人は、いつごろから漢字を文字として
認識し始めたのか？

では、日本人は
いつごろから漢字を文字として
認識し始めたのでしょうか。

『魏志倭人伝（ぎしわじんでん）』
によると、
このころには、
日本と中国との間に
使節の往来があったことが記されています。
（邪馬台国の女王卑弥呼が、
魏王朝に朝貢したと書かれています）

・図表：魏志倭人伝原文

漢字の導入から「ひらがな」へ

漢字だけでは
日本の言葉を十二分に
書き記すことができないのです。

「漢字だけでは足りない」
という、その歯がゆさが
ひらがな誕生へとつながっていきます。

ひらがな誕生前夜
「万葉仮名」を創作

それこそが「万葉仮名」です。

「万葉仮名」誕生の詳しい年月日は
わかっていません。が、

専門家によると
７世紀には
すでに使われ始めていたそうです。

・図表：万葉仮名から「ひらがな」へ

では、
どうして「万葉仮名」と
呼ばれているのでしょうか。

万葉仮名の言葉の由来

万葉仮名は、奈良時代の「万葉集」の中で

よく使われていました。
そこで、
「万葉」という名がつけられました。

万葉集で使われていた万葉仮名の例

持統天皇の香具山の歌

＜現代文＞
春すぎて　夏きたるらし　白妙の　衣干したり　天の香具山

＜現代語訳＞
春が過ぎて、夏がやってきたらしい。真っ白な衣を干している。
天（あま）の 香具山（かぐやま）よ。

＜注釈＞
「香具山」は奈良県橿原（かしはら）市にあります。
天から降ってきた山という伝説もあるほど、
神聖な山とされていました。
そのため、香具山に「 天（あま）の」という
ほめ言葉がついています。

＜万葉集に載っている漢字文＞

春過而（はるすぎて）　夏来良之（なつきたるらし）
白妙能（しろたえの）衣乾有（ころもほしたり）
天之香具山（あまのかぐやま）

春 過而→春以外の文字、
過、而が万葉仮名となります。
図表：百人一首、持統天皇の「天の香具山」の歌

万葉仮名から「ひらがな」へ

画数が多いと
長文を書くには不便です。

・図表：万葉仮名から「カタカナ」へ

ひらがなの誕生

平安時代に入り、
万葉仮名が「ひらがな」に変化

平安時代

どうして「ひらがな」を
女手と呼ぶようになったのでしょうか？

なぜ「ひらがな」を
女手（おんなで）と呼んだのか？

当時の貴族社会において
公的な場面で用いるのは
漢字でした。

花開く女流文学

「ひらがな」が誕生し、
格段に使いやすくなったことで、
用いる人が激増します。

清少納言の『枕草子』（１００１年ごろ）や
紫式部の『源氏物語』（１００８年頃）などが
好例です。

（紫式部イメージ図）

「カタカナ」の誕生

では、
「カタカナ」は
どうして誕生したのでしょうか？

それは
宗教と密接な関係があります。

僧侶は
宗教を極めるため、
経典を学ばなければなりません。

その経典は
全て漢文で書かれています。

僧侶たちは学びのため、
経典の行間に
読み方などのメモを書き入れていました。

そこで、９世紀ごろから
「万葉仮名」の一部だけを
行間に書き込むようになりました。

これが
「カタカナ」の始まりと言われています。

だいぶ長くなってしまいました。
今回は
ここまでにしますね。

＊カタカナの由来について知りたい方は
・以下をクリックしてください。

ではではニゴでした。

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日本語教師、日本語教師養成、日本語、授業、

# data[].attributes.attachment_link.title
「ひらがな」「カタカナ」の由来

# data[].attributes.attachment_link.description
「ひらがな」「カタカナ」 の由来を話す前に、 まずは ▶日本語が ・どうした経緯で ・文字を持つようになったのか、 について、見ていきます。 そして、次に ▶「ひらがな」「カタカナ」が ・どう誕生したのか、 を紐解いてい・・・

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Is being bilingual good for you brain? | BBC Ideas

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Tokito Oda: The Wheelchair Tennis Player Looking To Inspire The Next Generation 🇯🇵 🎾

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Creepy Nuts｢Bling-Bang-Bang-Born｣ × TV Anime｢マッシュル-MASHLE-｣ Collaboration Music Video #BBBBダンス

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Free online multiplayer buzzer system. Perfect for trivia night, quiz bowl, classrooms, and more.

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あいうえおんがく　踊ってみた

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あいうえおんがく　踊ってみた

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【ダンス】あいうえおんがく♬ GReeeeN｜簡単振り付け【幼児、幼稚園、保育園、運動会、お遊戯会】【1曲フルver.】

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GReeeeN - 「あいうえおんがく♬」PV (メインヴァージョン）

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One of the best Japanese Kanji dictionaries.

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ことばドリルとは？

初めての読み・書きを、楽しいコント劇で学ぼう！

" 初めての読み・書き"の基本スキルを楽しく身につけるための番組です。毎回、子どもたちに身近な場面を設定し、読み・書きで間違いやすい例を、ユーモアあふれるコント劇で紹介します。子どもたちが意識していない"言語のルール（" 文字・語彙・文法・文章表現）に気付かせ、初歩の読み・書きを楽しく習得することができます。

配信はいしん リスト

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初めての読み・書きを、楽しいコント劇で学ぼう！ " 初めての読み・書き"の基本スキルを楽しく身につけるための番組です。毎回、子どもたちに身近な場面を設定し、読み・書きで間違いやすい例を、ユーモアあふれるコント劇で紹介します。子どもたちが意識していない"言語のルール（" 文字・語彙・文法・文章表現）に気付かせ、初歩の読み・書きを楽しく習得することができます。

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このページは、国際交流基金日本語国際センターが運営する「みんなの教材サイト」のTOPページです。このサイトでは、すべて無料で、教材作成のための素材やアイデア、授業に役立つ情報を探したり、素材を通じて、世界各地の他のユーザーと交流したりすることができます。

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外国人児童生徒等教育に関する動画コンテンツ

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外国人児童生徒等教育に関する動画コンテンツ

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（総合教育政策局国際教育課）

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This page introduces training videos on education for foreign national children, and videos that can be used as guidance for children and parents when the children join the school.

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ClassMarker's secure, professional web-based Quiz maker is an easy-to-use, customizable online testing solution for business, training & educational assessments with Tests & Quizzes graded instantly, saving hours of paperwork!

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Online Testing Free Quiz Maker Create the Best quizzes

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The ClassMarker online testing website, is a professional, easy to use, online quiz maker that marks your tests and quizzes for you. Create online quizzes free quiz maker.

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できる？できた！くらしのにほんご

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できる？できた！くらしのにほんご

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公益財団法人兵庫県国際交流協会

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ここから本文です。

外国人住民が安全に安心して日本で生活するため、実際の生活場面で活かせる日本語を学ぶ教科書です。
話したり、聞いたりすることに加え、必要な情報を理解したり、書いたりして、生活に必要な行動を達成することが目標です。生活知識や兵庫県の地域情報も対訳付きで掲載しています。巻末の「わたしの日本語チェックシート」は学習者自身が記入することで学んだことを振り返ることができ、継続的な学習を助けます。

英語版・中国語版・ベトナム語版・スペイン語版・ポルトガル語版があり、課ごとにダウンロードできます。

『わたしの生活ノート』（『できる？できた！！くらしのにほんご』準拠）

『わたしの生活ノート』では、食品のアレルギー表示や市販薬のラベルを確認する、メールに返信するといった日常生活で直面するさまざまな課題を取り上げています。また、近隣の医療機関や避難場所の情報をまとめたり、緊急時にも落ち着いて通報できるように応答メモを作成するなど学習者自身の手で実生活に活用できる"生活ノート"を作り上げていきます。

わたしの生活ノート 40Page
↑こちら↑からダウンロードできます。

※この教材は、一般財団法人自治体国際化協会の平成27年度助成事業により作成しました。

『支援者のための活動デザインブック』

『できる？できた！！くらしのにほんご』、『わたしの生活ノート』を用いた活動例を載せました。それをヒントに支援者のみなさんがご自身のアイデアをどんどん書き込み、目の前の学習者の"今"に合わせた活動をデザインしてみてください。学習者と同じ地域で暮らすからこそわかること、知っていることを学習支援活動に結びつけるために活用してください。

支援者のための活動デザインブック 47Page
↑こちら↑からダウンロードできます。

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公益財団法人兵庫県国際交流協会

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『できる？できた！！くらしのにほんご』

# data[].attributes.attachment_link.description
ここから本文です。 外国人住民が安全に安心して日本で生活するため、実際の生活場面で活かせる日本語を学ぶ教科書です。 ...

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日本語教師のためのベースキャンプ

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Hi, everyone! I'm Japarrot! I was born and raised in Japan, but currently live in Singapore. I enjoy teaching Japanese & Japanese culture, and making stories with interesting characters! All the characters, stories, and animation (I'm a beginner at this!) are created by me. I also completed 420 hours of the Japanese teacher training course.

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わたしをつたえるにほんご

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わたしをつたえるにほんご

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『わたしをつたえるにほんごCINGA版』は、生活者のための日本語学習教材です。

CINGA地域日本語チームが作りました。ユニット1から20まで、生活に身近なテーマがあります。

自分の気持ち・経験・考えなどを他者に伝えられるようになることを目標としています。

教材には、各ユニットの登場人物の話に音声とアニメーションをつけた動画もあります。

基礎的なことばや表現を学ぶだけでなく、自己表現しながら、他者とお互いのことを知りあったり、情報交換したりする力をつけることができます。

教材を通して、多様な文化・価値観を持つ人々の相互理解が進むことを願っています。

動画　YouTube

テキスト

サンプル（Unit3)

翻訳版　英語、中国語、フランス語、ベトナム語、ベンガル語、フィリピノ語、ネパール語

７言語で、本文と単語の翻訳があります。

PDFダウンロードはこちらから　↓

テキストと翻訳版のダウンロードをご希望の方は、以下のリンクよりアンケートにお答えください。アンケートご回答後に、ダウンロードリンクをお伝えします。
https://forms.gle/QY2DjiLPLyqDomMw9
★この教材は、非営利目的に限り、使うことができます。

冊子の頒布

わたにほテキストを冊子でご希望の方には、実費でお分けします。

お申し込みは１と２のセットのみで、頒布の期間は2022年3月31日までです（予告なく変更の可能性があります。）

ご希望の方は、以下の内容をご記入の上、CINGA事務局までメール（ info@cinga.or.jp ）をお送りください。また、併せて指定口座へテキスト代金のお振込みをお願いします。お振込みを確認後、発送までは10日程お日にちをいただきますことをご了承ください。

◆テキスト代金（2冊セット）：2,000円（送料含）

◆振込み先：

三井住友銀行　阿佐ヶ谷支店　普通

口座番号　6950169

口座名義　トクテイヒエイリカツドウホウジン　コクサイカツドウシミンチユウシン

◆事務局（ info@cinga.or.jp ）へ、以下の件名でメールをお送り下さい。

・件名：わたにほテキスト発送希望【お名前】

・お名前

・ご住所

・電話番号

・お振込み日（または予定日）

・お名前とお振込み名が異なる場合は、お振込み名もお知らせください

◆メールを確認後、事務局より営業日に返信いたします（平日10時～16時）。返信がない場合は、恐れ入りますが事務局03-6261-6225までご連絡ください。

◆テキストは、予告なく改訂する場合があります。

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「わたしを つたえる にほんご１，２」

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『わたしをつたえるにほんごCINGA版』は、生活者のための日本語学習教材です。 CINGA地域日本語チームが作りました。ユニット1から20まで、生活に身近なテーマがあります。 自分の気持ち・経験・考えなどを他者に伝えられるようになることを目標としています。 教材には、各ユニットの登場人物の話に音声とアニメーションをつけた動画もあります。 ...

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The Endangered Languages Project is a collaborative online platform for sharing knowledge and resources for endangered languages. Join this global effort to conserve linguistic diversity.

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読み物いっぱいの公式ページです

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やさしいにほんご　語彙リスト／イラスト集

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やさしいにほんご　語彙リスト／イラスト集

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やさしい日本語の一例

やさしい日本語

ここで食べないでください。飲まないでください。
図書館で食べたり、飲んだりしないでください。

やさしい日本語

今、電車は使うことができません。
今、電車は止まっています。

外国人等にもわかるように配慮して、簡単にした日本語のこと

1995年の阪神・淡路大震災の際、多くの外国人が被害を受けたことから、外国人にできるだけ早く正しい情報を伝えられるよう考え出され、東日本大震災において意義が再確認された

「高台」、「避難」が伝わらなかったことで、津波被害が拡大

「高いところに逃げてください」と言えばより多くの人へ伝わった？

やさしい日本語が求められる背景

外国人人口の急増（東京都）

都内人口の約4%、新宿区では10% 超 (ごえ) ！

在住外国人の言葉に関する状況

やさしい日本語のポイント

文章は短く、一文で一つの情報提供に
※情報の整理が重要

主語を明確にし、二重否定やあいまいな表現などは避ける

ふりがなをふる
※「全部ひらがな」はかえってわかりにくい

漢字、カタカナ語、略語、オノマトペなど難しい言葉は避ける

敬語は使わない
※「私（あなた）は～です（ます）」が基本

写真やイラストなどを併用する

話すときはゆっくり、はっきり話す／書くときは分かち書きを

やさしい日本語の意義

都内在住者の国籍が多様化する中、多くの外国人とコミュニケーションをとっていくために必要なツール

日本人と外国人が互いに思いやりを持ち、やさしい日本語を使って歩み寄ることにより、多文化共生意識を醸成

在住外国人だけではなく、訪日外国人や子供、高齢者、障害者とのコミュニケーションにも有効

これからの社会全体に不可欠なものとして、普及が望まれる"多文化共生社会における共通言語"

※当ページは、東京都生活文化局地域活動推進課が編集した「 やさしい日本語リーフレット 」の内容を元に作成しています。
こちらのサイトでもやさしい日本語の取組や活用事例・役立つツール等を発信しています。

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「やさしい日本語」とは | TIPS

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やさしい日本語の一例普通の日本語土足厳禁やさしい日本語靴を脱いでください。普通の日本語館内での飲食はご遠慮ください。やさしい日本語ここで食べないでください。飲まないでください。図書館で食べたり、飲んだりしないでください。普通の日本語電車が運...

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Nihongo Daisuki is a resource for New Zealand secondary school students who are learning Japanese and has been compiled to support my own students’ independent learning. Nihongo Daisuki is…

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MyKikitoriへようこそ！

This is a fun and easy way to practice kikitori (listening comprehension) for beginning learners of Japanese. This interactive listening practice site is based on Genki: An Integrated Course in Elementary Japanese Volume 1 Second Edition. This is a perfect website for not only Genki 1 users, but for anyone who is looking for listening practice. It is free and there is no need to sign up for an account! Enjoy and がんばってください！

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This is a fun and easy way to practice kikitori (listening comprehension) for beginning learners of Japanese. This interactive listening practice site is based on Genki: An Integrated Course in Elementary Japanese Volume 1 Second Edition. This is a perfect website for not only Genki 1 users, but for anyone who is looking for listening practice.

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ゼロイチにほんごチャンネル

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The School of Language Studies (SLS) provides language and culture training to U.S. government employees with job-related needs. It addresses all aspects of language training, from classroom instruction and distance learning, to learning consultation services and testing.

Student Orientation
Are you new to SLS or returning and need a refresher? The orientation page contains information on what to expect when you arrive on campus.

Employment and Fellowship Opportunities
For information about the different types of positions and job opportunities in SLS, please visit the Foreign Language Training Employment Opportunities page.

Learn about opportunities available through the Madeline E. Ehrman Fellowship in Second Language Acquisition for scholars whose work addresses efficient and effective second language training for adults.

Organizational Overview

The School of Language Studies (SLS) is divided into instructional and functional divisions.

Instructional Divisions

The following five instructional divisions provide training in over 60+ languages:

East Asia & Pacific

European & African

Near East, Central, & South Asian

Romance

Slavic & Eurasian

Each instructional division includes a team to support students in meeting their language training goals. Members of that team include:

Division Director (DVD): Oversees all language sections within the division and implements program and division goals. Directly supervises the Language Training Supervisors.

Deputy Division Director (D/DVD): Oversees the operational aspects of the division. Directly supervises Training Specialists and serves as Government Technical Monitor (GTM) for Program Assistants.

Language Training Supervisors (LTS): Language professionals who oversee training specialists, instructors, and students. The LTS is the immediate supervisor for students enrolled in the language school.

Training Specialists (TS): Non-supervisory staff who support the division with student development, managing language training programs, and implementing program goals. They specialize in one or more of curriculum development, instructional coaching, educational technology, and testing.

Language and Culture Instructors (LCI): Native or near-native speakers who provide classroom instruction and out-of-classroom support.

Functional Divisions

In addition to the five language divisions, five functional divisions support the mission of SLS.

Learning and Technology Innovation (LTI) leads SLS in evidence-based innovation in language teaching, language learning, program development and instructional technology for application in the Foreign Service use context. LTI is also committed to keeping staff engaged and current through rigorous professional development.

Evaluation and Measurement Unit (EMU) helps all staff members collect and analyze information to understand how programs are performing and in using evidence to inform planning and decisions.

Foreign Service Programs (FSP) supports language training at overseas posts through the Distance Language Learning and Post Language Programs. FSP also offers the In-Language Media Practicum for members for the Foreign Service who engage with the media.

Administration (ADMIN) is responsible for the central operational needs of SLS, such as managing contracts, budget, hiring priorities and travel.

Language Testing and Assessment (LTA) administers the language proficiency testing program, providing test administration oversight, testing records maintenance, and quality control. LTA ensures that tests are valid and reliable for all examinees.

FSI's Experience with Language Learning

The following language learning timelines reflect 76 years of experience in teaching languages to U.S. diplomats, and illustrate the time usually required for a student to reach "General Professional Proficiency" in the language, or a score of "Speaking-3/Reading-3" on the Interagency Language Roundtable (ILR) scale. These timelines are based on what FSI has observed as the average length of time for a student to achieve proficiency, though the actual time can vary based on several factors, including the language learner's natural ability, prior linguistic experience, and time spent in the classroom.

Category I Languages: 24-30 weeks (600-750 class hours)

Languages similar to English.

Category II Languages: Approximately 36 weeks (900 class hours)

Category III Languages: Approximately 44 weeks (1100 class hours)

"Hard languages" - Languages with significant linguistic and/or cultural differences from English. This list is not exhaustive.

Category IV Languages: 88 weeks (2200 class hours)

"Super-hard languages" - Languages which are exceptionally difficult for native English speakers.

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Foreign Language Training - United States Department of State

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The School of Language Studies (SLS) provides language and culture training to U.S. government employees with job-related needs. It addresses all aspects of language training, from classroom instruction and distance learning, to learning consultation services and testing. Student Orientation Are you new to SLS or returning and need a refresher?

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NEWS WEB EASYは、小学生・中学生の皆さんや、日本に住んでいる外国人のみなさんに、わかりやすいことば　でニュースを伝えるウェブサイトです。

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New Zealand Association of Language Teachers

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To access the PDFs and/ or word docs of the new NCEA Level 1 vocabulary and structures lists for all languages download the documents below.

How to print as an A5 booklet

If you would like to print some or all of the vocabulary lists for your students, this document may be of some help in creating an A5 booklet format when you print.

Level 1 vocabulary lists

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New NCEA Level 1 Vocabulary Lists 2024 » New Zealand Association of Language Teachers

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To access the PDFs and/ or word docs of the new NCEA Level 1 vocabulary and structures lists for all languages download the documents below. How to print as an A5 booklet If you would like to print some or all of the vocabulary lists for your students, this document may be of some help in creating an A5 booklet format when you print.

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Teaching and Learning Activities Level 1 

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Teaching and Learning Activities Level 1 

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SpeechNinja AAC Speech Aid - Say What I Type

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#1 Text To Speech (TTS) Reader Online. Free & Unlimited

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Listen to great content

Most of the world's content is in textual form. Being able to listen to it - is huge! In that sense, TTSReader has a huge advantage over podcasts. You choose your content - out of an infinite variety - that includes humanity's entire knowledge and art richness. Listen to lectures, to PDF files. Paste or upload any text from anywhere, edit it if needed, and listen to it anywhere and anytime.

Proofreading

One of the best ways to catch errors in your writing is to listen to it being read aloud. By using TTSReader for proofreading, you can catch errors that you might have missed while reading silently, allowing you to improve the quality and accuracy of your written content. Errors can be in sentence structure, punctuation, and grammar, but also in your essay's structure, order and content.

Listen to web pages

TTSReader can be used to read out loud webpages in two different ways. 1. Using the regular player - paste the URL and click play. The website's content will be imported into the player. (2) Using our Chrome extension to listen to pages without leaving the page.
Listening to web pages with TTSReader can provide a more accessible, convenient, and efficient way of consuming online content.

Turn ebooks into audiobooks

Upload any ebook file of epub format - and TTSReader will read it out loud for you, effectively turning it into an audiobook alternative. You can find thousands of epub books for free, available for download on Project Gutenberg's site, which is an open library for free ebooks.

Read along for speed & comprehension

TTSReader enables read along by highlighting the sentence being read and automatically scrolling to keep it in view. This way you can follow with your own eyes - in parallel to listening to it. This can boost reading speed and improve comprehension.

Generate audio files from text

TTSReader enables exporting the synthesized speech with a single click. This is available currently only on Windows and requires TTSReader's premium. Adhering to the commercial terms some of the voices may be used commercially for publishing, such as narrating videos.

Accessibility, dyslexia, etc.

For individuals with visual impairments or reading difficulties, listening to textual content, lectures, articles & web pages can be an essential tool for accessing & comprehending information.

Language learning

TTSReader can read out text in multiple languages, providing learners with listening as well as speaking practice. By listening to the text being read aloud, learners can improve their comprehension skills and pronunciation.

Kids - stories & learning

Kids love stories! And if you can read them stories - it's definitely the best! But, if you can't, let TTSReader read them stories for you. Set the right voice and speed, that is appropriate for their comprehension level. For kids who are at the age of learning to read - this can also be an effective tool to strengthen that skill, as it highlights every sentence being read.

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1 Text To Speech. Type or upload any text, file, website & book for listening online, proofreading, reading-along or generating professional mp3 voice-overs.

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Learn Japanese Counters for People: 10 Little Samurai!

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「はじめまして　にほん」

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Japanese Cultural Community Center of Washington Seattle

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As a part of the JCCCW's cultural program, we published Japanese Cultural Booklets for four seasons, Spring, Summer, Autumn (NEW) and Winter, plus activity pack that includes templates for a game and craft making. These booklets and activity packs are all free to download, written in both English and Japanese.

Illustrations done by Hideko Takahashi

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Japanese Cultural Booklets - Japanese Cultural Community Center of Washington Seattle

# data[].attributes.attachment_link.description
As a part of the JCCCW's cultural program, we published Japanese Cultural Booklets for four seasons, Spring, Summer, Autumn (NEW) and Winter, plus activity pack that includes templates for a game and craft making. These booklets and activity packs are all free to download, written in both English and Japanese.

# data[].attributes.attachment_link.provider_name
New Zealand Association of Language Teachers

# data[].attributes.attachment_link.readable_text
To access the PDFs and/ or word docs of the new NCEA Level 1 vocabulary and structures lists for all languages download the documents below.

How to print as an A5 booklet

If you would like to print some or all of the vocabulary lists for your students, this document may be of some help in creating an A5 booklet format when you print.

Level 1 vocabulary lists

# data[].attributes.attachment_link.title
New NCEA Level 1 Vocabulary Lists 2024 » New Zealand Association of Language Teachers

# data[].attributes.attachment_link.description
To access the PDFs and/ or word docs of the new NCEA Level 1 vocabulary and structures lists for all languages download the documents below. How to print as an A5 booklet If you would like to print some or all of the vocabulary lists for your students, this document may be of some help in creating an A5 booklet format when you print.

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https://app.suno.ai/create/

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株式会社ユーザーローカル

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テキストがAIで生成されたものであるかどうかを判定します。

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About Online Random Group Generator Tool

Everyone knows how exhausting the process of sorting several entries can be in order to form groups randomly. Be it a list of names, a series of values, or a bucket full of items, our Random Group Generator is here to form the desired number of groups from your provided list. The tool can swiftly shuffle and randomize the entries to generate groups arbitrarily. With this online randomizer tool, you can model an unlimited number of groups from a given list of values.

Benefits

Advanced Computing Algorithm: This Random List Generator uses an advanced algorithm to split a catalog of entries into the required number of teams or groups. The high-grade artificial intelligence allows it to convey a unique, exclusive, and unbiased result.
Efficient Research Tool: Your sampling for research is going to be completely unbiased with this sophisticated random groups generator being here. You can use this unbiased tool to handpick random samples from the population. Input the values and let it know how many groups you need. It will formulate and let you decide over the 'control group' and 'treatment group'.
Diverse Usage: Apart from population sampling, you can also utilize this tool for various purposes, such as gaming, team making, squad building, and so on. With this arbitrary number generator tool, the option of usage is beyond a limit.

How to Generate Random Groups:

1. Select the box titled with the "Enter Names" prompt
2. Insert your listed values in the box
3. Each value must be entered on a new line (blank lines will be ignored)
4. Insert the number of teams in the "Number of Groups" box.
5. Hit the "Generate" button in green color below the box
6. Copy, note down, print, or export them

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Random group generator is an online randomizer tool that allows you to generate your groups items randomly.

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If the puzzle on Ancient Greek below "looks Greek to you", don't panic - we guarantee that no previous knowledge of Greek is necessary to solve it.

All of the information you need to solve the puzzles below is in the puzzles themselves. All you need to add is some analytical reasoning and tricky thinking.

Once you've mastered these puzzles from national-level competition, why not try your skills against our past international-level problems? They're difficult enough to puzzle professional linguists... but still solvable by secondary-school students.

Download sample problems

Download sample problem solutions

Easy Problems

1. Georgian Countries

2. Ancient Greek

3. Aragonese

4. Japanese Braille

5. Lalana Chinantec

6. Molistic

7. Persian

1. Kazakh

2. Taikyoku Shōgi

3. Tupí and Guaraní

4. Inuktitut Numbers

5. Basque Numbers

6. Basque Kinship

Hard Problems

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がんプリ国語 | がんプリ

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こそあど言葉（指示語）についての学習プリントです。 私たちも、日頃何気なく使っている「こそあど言葉」ですが、一定のルールがあります。 ここでは、ルールをしっかりと覚えるというよりは、ルールを知った上で正しく「こそあど言葉」を使えるようにす...

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https://quillbot.com

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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Create your own bingo card from scratch

Instructions: Enter your bingo card title, choose a size, and type your words into the squares.

You can drag-and-drop images into the squares and customize the color scheme.

To generate your bingo cards, cilck the "Generate" button.

Afterwards, you can print your bingo cards, or play a virtual bingo game.

Features

New! For question/answer-style bingo, flip over the square to enter a question/clue (which will appear on the call list)

Drag and drop images from your computer to liven up your card

Print 10 bingo cards or 10,000 with 1, 2 or 4 bingo cards per page

Play virtual bingo from a computer, tablet or smartphone

Use the automatically generated random call list to conduct your game

Decide if you want to fix your words/images to a single column (like in traditional bingo), or shuffle them across the entire card.

Customize the size of your card with 5x5, 4x4 and 3x3 grids

Add as many words/images as you want

Choose whether you want a free space or not

Calculate the probability of someone winning your bingo game after a certain number of calls

Drag-n-drop an image from your computer into a square

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#1 Free Bingo Card Generator - Play Online or Print Cards

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Create your own bingo cards with words and images, or choose from hundreds of existing cards. Print them or play online. It's easy.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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JF日本語教育スタンダード　オンライン教材

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JF日本語教育スタンダード　オンライン教材

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注意：本教材は、 日本語教授法動画・テキスト トップページに記載の「利用上の注意」に同意した方のみご利用いただけます。

1．コースの概要

このコースでは、「JF日本語教育スタンダード」の基本的な考え方と特徴を学びます。 JF日本語教育スタンダードは、国際交流基金が「相互理解のための日本語」という理念のもとに、日本語教育の教え方・学び方・評価の方法を、日本語教育に関係する人たちが皆で共有し活用できる国際的な枠組みです。相互理解のために日本語でコミュニケーションができるようになるためには、どんな考え方で日本語教育を実践すればいいのかを考えます。

2．コースの対象者

日本語教師または日本語教育に関心がある人

JF日本語教育スタンダードのB1以上、または日本語能力試験のN3以上の日本語能力がある人

3．目標

1. （1）JF日本語教育スタンダードの理念と特徴を理解する

2. （2）JF日本語教育スタンダードの活用方法を理解する

4．構成

このコースは、全部で4つのPart（パート）に分かれています。各パートには、ビデオ教材とテキスト教材（pdf）、学習を確認するためのクイズ（pdf）があります。

5．学習時間

ビデオ教材とテキスト教材を使った場合、各パート1時間程度の学習とし、コース全体を約4時間で学びます。

6．学び方

ビデオ教材を見てからテキスト教材で勉強する方法を勧めます。テキスト教材はビデオの内容に加えて、タスク（課題）がついています。

教材を使って学習した後で、確認クイズをしてください。確認クイズは、答えもありますから、自分で答えをチェックできます。

7．教材

Part 1：JF日本語教育スタンダードとは？

Part 2：「JFスタンダードの木」を理解する

Part 3：6つのレベルとCan-doを理解する

Part 4：ポートフォリオを理解する

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ジャパンファウンデーション

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JF日本語教育スタンダード｜国際交流基金日本語国際センター

# data[].attributes.attachment_link.description
注意：本教材は、 日本語教授法動画・テキスト トップページに記載の「利用上の注意」に同意した方のみご利用いただけます。 このコースでは、「JF日本語教育スタンダード」の基本的な考え方と特徴を学びます。 ...

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GCSE Japanese Self-Study | Kazue Ono| NIHONGOSCHOOL

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There are five themes set for GCSE and you need to learn the vocabulary along the topics.

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Let's memorize Japanese counters with the song:)/ learning Japanese song /日本語の助数詞を歌で覚えよう♪

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About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

COPPA Safe Harbor

California Student Privacy Certified

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

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https://xfanatical.com/product/form-merger/

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Form Merger | Merge Google Forms Responses | xFanatical

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User Scheduler is a GSuite web application for admins to manage users in schedule. Download it now from GSuite Marketplace.

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https://90dayjapanese.com/japanese-nouns/

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言語文化教育研究学会誌既刊閲覧

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言語文化教育研究学会誌既刊閲覧

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既刊閲覧：学会誌『言語文化教育研究』-言語文化教育研究学会

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ALCEの学会誌『言語文化教育研究』は，J-STAGE（科学技術情報発信・流通総合システム）から全文を閲覧できます。また，CiNii（NII学術情報ナビゲータ）では，学会化以前のバックナンバーも検索・閲覧できます。

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A picture of a fall landscape with trees, mountains, and a river, except the trees have purple leaves, the mountains are blue, and the river is orange, on a planet with two moons and a ring system, alien and surreal digital art

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Intelligent search from Bing makes it easier to quickly find what you're looking for and rewards you.

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JLPT N5 Module 10 Te Form Song (oh my darling clementine)

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『教科書を作ろう』を入手したい方へ｜国際交流基金日本語国際センター

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『教科書を作ろう』に収録されているデータは、すべてダウンロードして、編集・加工などをして教科書や教材を作成することができます。例文、解説などをテキストデータで、図やイラストなどをBMPファイルまたはJPGファイルでダウンロードできます。

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外国人児童生徒向け無料学習プリント にほんごワーク

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日本に住む外国人の人口は非常に多く、少子高齢化が急速に進む日本においては、働き手の確保を始めとした様々なメリットが期待されています。その一方で、日本へ移住してきた子どもたちが日本語や各教科の教育を十分に受けられる環境は、今もなお、様々な試行錯誤がなされている最中と言えるでしょう。
今後、そうした子どもたちが少しでも豊かな生活を送ることが出来るよう、指導方法や教材の工夫がどのような効果をもたらすのか、指導に関わる人たちが積極的に情報を分け合い、助け合っていくことが大切です。

現在の日本においては、多くの現場で日本語教育が行われており、それぞれに工夫がなされた数多くの指導方法や教材が存在しています。
例えば、文部科学省が開発した『JSLカリキュラム』では、語彙や文法教育といった基礎的な日本語指導だけでなく、"体験すること"をねらいとした学習・活動を通して、より深く日本語を理解したり、自発的に相手と関わろうとする意欲を伸ばしたりすることを重視しています。
こうした学習・活動においては、これまでのように決まった順序で学習を進めていくのではなく、子どもの能力や興味・関心に合った内容を柔軟に考えていくことが求められます。しかし、日本語教育を担う多くの教員・指導者にとって、教材の確保や活動の工夫を十分に行うことは、大変難しいことなのではないでしょうか。

そこで、子どもたちが日本語を楽しく学ぶことを最優先に、現場での指導や日常生活の助けとなる教材を広く、無料で提供することを目的に開設したのが、この「にほんごワーク」です。
文字学習や語彙、文法の学習をねらいとした教材だけでなく、様々なやり取りを体験しながら、日本語を深く理解することをねらいとした教材・活動も多く取り上げています。また、「にほんごワーク」の大きな特徴として、公認心理師、デザイナー、WEBデザイナー、保育士の知識・技術を惜しみなく活かし、専門性が高く、魅力的で使いやすい教材を作成している点が挙げられるでしょう。

なお、当サイトでは、海外から日本に移住した児童生徒について、文部科学省の表記に準じ、「外国人児童生徒」と表記しています。当サイトへのアクセスのしやすさに配慮した表現であり、国籍による差別を意図したものではないことを、ご理解頂けますと幸いです。また、当サイトの教材が多様な人種の方に向けて利用されることを想定し、キャラクターの肌には色を付けず、全て棒人間で表現をしております。一部、プリントで取り扱う内容により、キャラクターの性別を明確にしている箇所がございますが、これらについても、人種や性別によって差別をする意図は一切ございませんので、ご理解の程よろしくお願い致します。

一人ひとりの個性に合わせた指導を考える際に、「にほんごワーク」の教材が広く活用され、子どもたちの楽しい学びに繋がっていくことを願っています。

令和2年12月

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当サイトについて - 外国人児童生徒向け無料学習プリント にほんごワーク

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日本に住む外国人の人口は非常に多く、少子高齢化が急速に進む日本においては、働き手の確保を始めとした様々なメリットが期待されています。その一方で、日本へ移住してきた子どもたちが日本語や各教科の教育を十分に受けられる環境は、 [...]

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https://yasacommu-elp.hp.peraichi.com/yasanichi_jichitai_3

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Hutia te rito (Auld lang syne)- cover by Daniel&Ashley

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Step five: Make a plan supported by UDL Guidelines

Make and implement a plan to support ākonga variability

Allow what you know about ākonga to influence the design​

Address key barriers

Build in useful options and universal supports​

Organise feedback approaches.

Then check and refine plan using the prompts below. These prompts have been adapted from Key Questions to Consider When Planning Lessons.

They are organised using the three UDL Guidelines, which are grounded in the concept of neuro-variability. Read more about UDL and the Learning Brain.
Provide multiple means of Engagement
Affective networks: The 'WHY' of learning
Ask yourself:​
Does the lesson provide options that can help all ākonga:​
Provide multiple means of Representation
Recognition networks: The 'WHAT' of learning
Ask yourself:​
Does the lesson provide options that can help all ākonga:​
Provide multiple means of Action and Expression
Strategic networks: The 'HOW' of learning
Ask yourself:​
Does the lesson provide options that can help all ākonga:​

You can find out more about the UDL Guidelines on the CAST website

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Make and implement a plan to support ākonga variability Allow what you know about ākonga to influence the design​ Address key barriers Build in useful options and universal supports​ Organise feedback approaches. Then check and refine plan using the prompts below. These prompts have been adapted from Key Questions to Consider When Planning Lessons.

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So Ruth and Carolyn have walked us through the framework of Te Mātaiaho, which brings us to the fourth section of our session this afternoon. And really, this is just closing back and thinking about implementation that we touched on briefly at the start.

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What is Change 2 - Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori in NCEA?

We are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it. This change is system-wide, with mātauranga Māori being woven into all aspects of NCEA. The resources on this page are designed to support kaiako to implement Change 2 and foster a holistic understanding of mātauranga Māori and its importance.

On this page, you'll find resources designed to support kaiako to implement Mana ōrite mō te mātauranga Māori. This suite of resources is clustered into toolkits aimed at building a holistic understanding of Mana ōrite mō te mātauranga Māori. The resources in each toolkit are intended to be responsive to kaiako and their unique contexts and include video, audio and supplementary written materials.

The subject matter of the toolkits care summarised below:

Toolkit 1 - Te tūāpapa o te mana ōrite: foundations of equal status - in this toolkit, you'll learn how colonisation has oppressed Māori knowledges and harmed Māori learners.

Toolkit 2 - Mātauranga Māori: He whakamārama: Understanding mātauranga Māori - in this toolkit, you'll learn about foundational Māori values and what they look like in practice.

Toolkit 3 - Te taura here tangata: Building key relationships - in this toolkit, you'll learn how to build relationships in te ao Māori contexts, the importance of connecting with local whānau, hapū and iwi, and how to nurture and sustain these relationships.

Toolkit 4 - He whakakitenga: Setting a vision for mātauranga Māori - in this toolkit, you'll learn about what it looks like to stand firmly in leadership or on the world stage with mana ōrite mō te mātauranga Māori as a foundation.

Toolkit 5 - Te awe māpara: Focussing on the future - in this toolkit, you'll be equipped with further resourcing to guide a Mana ōrite-led future and envision what this future will look like for all ākonga.

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Mana ōrite mō te Mātauranga Māori - Equal status for mātauranga Māori in NCEA

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What is Change 2 - Mana ōrite mō te mātauranga Māori - Equal status for mātauranga Māori in NCEA? We are working to ensure there is equal status, support and resourcing for mātauranga Māori in NCEA, opening up greater opportunities for ākonga to access mātauranga Māori and the pathways that lead from it.

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NCEA Literacy and Numeracy resources for kaiako

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The Pacific Values Framework (PVF) is a resource for all teachers of Pacific learners in NCEA. It is designed to support teachers build their capability to design programmes of learning that are inclusive and relevant to Pacific learners and contexts. It aims to support kaiako to develop local curriculum that incorporates Pacific knowledges, languages, cultures, and identities as inherently valuable to the teaching and learning of respective subjects.

The PVF was developed by the NCEA Pacific Panel in 2020 and intends to provide an anchor on which solutions and strategies can be developed that are reflective of Pacific communities and their aspirations in NCEA. This PVF is intended to complement existing resources such as Tapasā and offers further guidance with a focus on NCEA.

Central to the PVF is the 'Kumete' which is Tongan for kava bowl. The practice of sharing in kava is symbolic across the Pacific countries and can be seen as bringing the past into the future and binding them together. The PVF Kumete consists of five key values that characterise Pacific peoples and communities, demonstrated through their customs, practices, and ways of being. In the context of education, the Kumete could also provide a symbol of collective unity, ownership of and responsibility for Pacific learner success.

This Kumete also helps us to centre the needs of Pacific learners in our work. As is the view of Pacific cultures and communities, it is the children or young people that are seen as the future of families so therefore, their wellbeing, development, safety, prosperity, and dignity are concerns for the collectives in which they belong.
The values identified are not meant to be representative of the many values that are held within Pacific communities but rather highlight shared Pacific values as a starting point for discussions.

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Pacific Values Framework - Delivering for Pacific Learners and Contexts

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The Pacific Values Framework (PVF) is a resource designed to support teachers build their capability to design programmes of learning that are inclusive and relevant to Pacific learners and contexts.

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Subject-specific terms can be found in the glossary.

Students develop language skills in listening, speaking, reading, and writing by studying Japanese. They can communicate and connect meaningfully with Japanese-speaking communities.

Language and culture play a key role in developing personal, community, national, and global identities. Through Japanese, students learn how to interact with others in culturally-informed ways. They also develop linguistic and cultural knowledge, as well as communicative skills. As students build their communication and intercultural skills, they can reflect on their personal identities and explore their own culture(s) from a new perspective.

Students will discover and make connections to the rich histories, customs, and cultures of Japanese-speaking communities. For example, students can make linguistic and cultural connections between Japanese-speaking communities and Māori and Pacific cultures, or their own.

Language learning is an individual and collaborative process. Students are encouraged to take ownership of their own learning and work together with others. They can gain confidence in their independent study skills, and strengthen collaborative skills to develop their language and cultural knowledge.

In Japanese, students gain skills and knowledge that can lead to, and support, a variety of personal and career pathways. The ability to communicate in additional languages offers students new opportunities and shows commitment to learning, and interest in the world around them.

Subject-specific terms can be found in the glossary.

Students develop language skills in listening, speaking, reading, and writing by studying Japanese. They can communicate and connect meaningfully with Japanese-speaking communities.

Language and culture play a key role in developing personal, community, national, and global identities. Through Japanese, students learn how to interact with others in culturally-informed ways. They also develop linguistic and cultural knowledge, as well as communicative skills. As students build their communication and intercultural skills, they can reflect on their personal identities and explore their own culture(s) from a new perspective.

Students will discover and make connections to the rich histories, customs, and cultures of Japanese-speaking communities. For example, students can make linguistic and cultural connections between Japanese-speaking communities and Māori and Pacific cultures, or their own.

Language learning is an individual and collaborative process. Students are encouraged to take ownership of their own learning and work together with others. They can gain confidence in their independent study skills, and strengthen collaborative skills to develop their language and cultural knowledge.

In Japanese, students gain skills and knowledge that can lead to, and support, a variety of personal and career pathways. The ability to communicate in additional languages offers students new opportunities and shows commitment to learning, and interest in the world around them.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Japanese Big Idea.

The Learning Languages Learning Area, including its whakatauākī, informs this subject's Significant Learning - learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning. The Learning Area's whakatauākī is:

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.

The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.

The Learning Languages whakatauākī brings to life the why and how of language learning. The second part of the whakatauākī provides a metaphor for the experience of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.

As in the Māori creation story, learners have an initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.

Communication is a vital part of human connection. We use language to express ourselves, build relationships, and create communities. Language, culture, and identity are inseparable. Language carries cultural values, practices, and protocols. It is a way to express identity. The vitality of a language impacts the vitality of a culture and vice versa. This way, the hopes of our ancestors live on through the continued use of their language by their descendants.
Big Ideas and Significant Learning
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.

There are five Big Ideas in Japanese. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.

This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Japanese Big Idea.

The Learning Languages Learning Area, including its whakatauākī, informs this subject's Significant Learning - learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning. The Learning Area's whakatauākī is:

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.

The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.

The Learning Languages whakatauākī brings to life the why and how of language learning. The second part of the whakatauākī provides a metaphor for the experience of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.

As in the Māori creation story, learners have an initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.

Communication is a vital part of human connection. We use language to express ourselves, build relationships, and create communities. Language, culture, and identity are inseparable. Language carries cultural values, practices, and protocols. It is a way to express identity. The vitality of a language impacts the vitality of a culture and vice versa. This way, the hopes of our ancestors live on through the continued use of their language by their descendants.
Big Ideas and Significant Learning
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.

There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.

There are five Big Ideas in Japanese. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.

Title: Learning languages is about connecting and communicating within and across cultures and communities

Big Idea Body:

Communicating in an additional language is a rewarding experience. Students can engage in effective and appropriate communication with people from different cultures and communities. It also broadens opportunities to travel, study, and work in Japanese-speaking communities across the world.

Each student brings unique linguistic and cultural backgrounds to their learning. They will learn the significance and rich history of Japanese-speaking communities, culture, protocols, and language. Students can reflect on their personal identities and explore their own cultures(s) through intercultural connection and comparison.

Title: Languages express meaning through unique forms of communication

Big Idea Body:

Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks include oral features, vocabulary, grammar, and syntax.

Students of Japanese can explore its unique linguistic workings by comparing and connecting it with the language or languages they use. They learn how language is used in different contexts and for different purposes. This allows students to communicate with greater clarity, creativity, and confidence.

Title: Language, culture, and identity are inextricably linked

Big Idea Body:

Language and culture evolve together and impact one another. Through language, culture can be shared and passed to the next generation. This contributes to personal, community, national, and global identities.

Learning an additional language provides rich access to another culture. Students can communicate with people from Japanese-speaking communities and experience texts in spoken and written Japanese. They can gain an understanding of the culture, which helps them develop intercultural respect, acceptance, and appreciation of the world's diverse communities.

Title: Learning languages encourages diverse ways of thinking, doing, and being

Big Idea Body:

"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging." (Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
The languages we use impact the way we think and see the world. Sometimes, we are not aware of how our language does this.

Learning an additional language allows students to compare and connect their linguistic and cultural knowledge with Japanese-speaking communities and culture. They can appreciate and understand different ways of seeing the world and recognise similarities with their own. Students can gain a deeper insight into the relationship between language and the ways that people think, do, and are. Examining diverse cultural and personal points of view is a valuable skill for our increasingly diverse and globally connected world.

Title: Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance

Big Idea Body:

The language learning process empowers the learner by giving them the essential tools and knowledge they need to understand and engage with the world.

Acquiring an additional language takes commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their learning. By doing so, they demonstrate and foster agency, leadership, and self-determination.

Students are made aware of the processes of language acquisition and learn some of the most helpful communication strategies. These include pattern recognition, techniques to memorise vocabulary, and effective use of tools like dictionaries and digital translators. Students are encouraged to find modes of learning that work best for them.

As students negotiate situations with their emerging communicative competence, they build resilience and feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Japanese outside the classroom, which is where language learning truly flourishes.

Through language learning, students become better equipped to communicate competently in Japanese, as well as in the language(s) they already know. The attributes gained, such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will support and further empower students in every aspect of their life.

Developing Key Competencies through Japanese

Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.

Thinking

Students of Japanese will:

deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills

evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes

explore and reflect on the many ways language, culture, and thinking influence each other

critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.

Using language, symbols, and texts

Students of Japanese will:

develop increased proficiency in using language, symbols, and texts effectively to communicate information, ideas, and opinions, not just in the additional language they are learning but also in their own language(s)

recognise how choices of language, symbols, or text work together and affect people's understanding of, and responses to, communications and how they work together in different languages

think about the type of language that is appropriate to use in a range of contexts and formats and for different purposes and audiences

expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.

Relating to others

Students of Japanese will:

build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices

explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures and their own, with more empathy and insight

develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the Pacific

experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.

Managing self

Students of Japanese will:

be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them

use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress

build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals

participate actively and responsibly in group activities.

Participating and contributing

Students of Japanese will:

be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication - through this, they will gain confidence to participate and contribute in and outside of the classroom with the skills they have

mature as local and global citizens by getting to know the worldviews and needs of other people

recognise the interconnected nature of societies and communities in Aotearoa New Zealand and the Pacific.

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Developing Key Competencies through Japanese

Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.

Thinking

Students of Japanese will:

deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills

evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes

explore and reflect on the many ways language, culture, and thinking influence each other

critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.

Using language, symbols, and texts

Students of Japanese will:

develop increased proficiency in using language, symbols, and texts effectively to communicate information, ideas, and opinions, not just in the additional language they are learning but also in their own language(s)

recognise how choices of language, symbols, or text work together and affect people's understanding of, and responses to, communications and how they work together in different languages

think about the type of language that is appropriate to use in a range of contexts and formats and for different purposes and audiences

expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.

Relating to others

Students of Japanese will:

build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices

explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures and their own, with more empathy and insight

develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the Pacific

experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.

Managing self

Students of Japanese will:

be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them

use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress

build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals

participate actively and responsibly in group activities.

Participating and contributing

Students of Japanese will:

be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication - through this, they will gain confidence to participate and contribute in and outside of the classroom with the skills they have

mature as local and global citizens by getting to know the worldviews and needs of other people

recognise the interconnected nature of societies and communities in Aotearoa New Zealand and the Pacific.

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Japanese sits within, and is connected to all subjects within the Learning Languages Learning Area of the New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL) Asian Languages European Languages Pacific Languages

Gagana Sāmoa

Gagana Tokelau

Lea Faka-Tonga

Te Reo Māori Kūki 'Āirani

Vagahau Niue

Japanese is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
The Arts
Dance - shared exploration and comparison of different cultures, art, custom, and styles of dance across communities.

Music - shared exploration of different musical styles across cultures and communities. Music, as in Japanese , allows for self-expression, creativity, and identity exploration.

Visual Arts - shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society. Students can explore their ideas and experiment with a wide range of creative mediums.
English
English - languages and English provide opportunities to develop productive and receptive skills. English, like language learning, provides training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
Health and Physical Education
Food and Nutrition - shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures.

Health - shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people's lives.

Physical Education - shared topics include discussions into popular sports in Japanese -speaking communities, key sports personalities, and events.
Social Sciences
Geography - shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.

History - shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.

Social Studies - shared topics include exploration of identities, cultures, and diverse bodies of knowledge. Students can explore experiences in Aotearoa New Zealand, the Pacific region, and Japanese-speaking communities, and make connections with the wider world.
Technology
Computer Science - shared explorations include how computer science can support learning languages and translation. Students also develop insight into the digital tools that have shaped our access to learning languages and information on other cultures.

Digital Technologies - shared explorations include how digital technologies can assist with learning languages, translation, and sharing culture. Students also develop insight into the relationship between language, culture, and technology.

Japanese sits within, and is connected to all subjects within the Learning Languages Learning Area of the New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL) Asian Languages European Languages Pacific Languages

Gagana Sāmoa

Gagana Tokelau

Lea Faka-Tonga

Te Reo Māori Kūki 'Āirani

Vagahau Niue

Japanese is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
The Arts
Dance - shared exploration and comparison of different cultures, art, custom, and styles of dance across communities.

Music - shared exploration of different musical styles across cultures and communities. Music, as in Japanese , allows for self-expression, creativity, and identity exploration.

Visual Arts - shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society. Students can explore their ideas and experiment with a wide range of creative mediums.
English
English - languages and English provide opportunities to develop productive and receptive skills. English, like language learning, provides training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
Health and Physical Education
Food and Nutrition - shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures.

Health - shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people's lives.

Physical Education - shared topics include discussions into popular sports in Japanese -speaking communities, key sports personalities, and events.
Social Sciences
Geography - shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.

History - shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.

Social Studies - shared topics include exploration of identities, cultures, and diverse bodies of knowledge. Students can explore experiences in Aotearoa New Zealand, the Pacific region, and Japanese-speaking communities, and make connections with the wider world.
Technology
Computer Science - shared explorations include how computer science can support learning languages and translation. Students also develop insight into the digital tools that have shaped our access to learning languages and information on other cultures.

Digital Technologies - shared explorations include how digital technologies can assist with learning languages, translation, and sharing culture. Students also develop insight into the relationship between language, culture, and technology.

Students of Japanese gain knowledge and skills that enrich and support every aspect of their journey through life, including the world of work. Learning a language provides a space for students to understand who they want to be, to explore their interests and aspirations, and to ignite a passion for a pathway.

To employers, the knowledge of an additional language shows resilience, a commitment to learning, and an openness to understanding different cultures and perspectives. Proficiency in Japanese is increasingly sought for work related to advocacy, education, journalism, health, and government.

Studying Japanese enhances students' cultural understanding and supports them to navigate diverse societies.

No matter what students choose to do beyond school, they will always carry with them the knowledge and skills developed through Japanese. The ability to engage with people of different backgrounds, and bridge cultural gaps to facilitate effective communication, is a valuable way of not only understanding others but of understanding oneself.

Students of Japanese gain knowledge and skills that enrich and support every aspect of their journey through life, including the world of work. Learning a language provides a space for students to understand who they want to be, to explore their interests and aspirations, and to ignite a passion for a pathway.

To employers, the knowledge of an additional language shows resilience, a commitment to learning, and an openness to understanding different cultures and perspectives. Proficiency in Japanese is increasingly sought for work related to advocacy, education, journalism, health, and government.

Studying Japanese enhances students' cultural understanding and supports them to navigate diverse societies.

No matter what students choose to do beyond school, they will always carry with them the knowledge and skills developed through Japanese. The ability to engage with people of different backgrounds, and bridge cultural gaps to facilitate effective communication, is a valuable way of not only understanding others but of understanding oneself.

Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Japanese course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.

Sample Course Outlines are intended to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Japanese course could be constructed using the new Learning Matrix and Achievement Standards is provided here. It is indicative only and does not mandate any particular context or approach.

Vocabulary List

The Vocabulary List supports teachers to understand the language appropriate at Curriculum Level 6 for Japanese.

The language used for internal assessments, and teaching and learning of Japanese, is not restricted to the expressions or vocabulary contained in this Vocabulary List.

Any examples and formulaic expressions provided are suggestions only.

Language specifically related to external assessments is contained in these tabs in the Vocabulary List spreadsheet:

Japanese to English

English to Japanese

Categories such as nouns, verbs, and adjectives

Grammar and Structures.

Furigana will be provided for all kanji in the external assessments.

Vocabulary List

The Vocabulary List supports teachers to understand the language appropriate at Curriculum Level 6 for Japanese.

The language used for internal assessments, and teaching and learning of Japanese, is not restricted to the expressions or vocabulary contained in this Vocabulary List.

Any examples and formulaic expressions provided are suggestions only.

Language specifically related to external assessments is contained in these tabs in the Vocabulary List spreadsheet:

Japanese to English

English to Japanese

Categories such as nouns, verbs, and adjectives

Grammar and Structures.

Furigana will be provided for all kanji in the external assessments.

Interact in spoken Japanese to share and respond to information, ideas, and opinions

The evidence for this Achievement Standard will be collected over one or more interactions. Students must talk about a range of contexts (or events and experiences) and ensure they use sufficient language to meet the requirements for this Standard. The interactions must take place in real time and show that the student can use spoken Japanese to respond to information, ideas, and opinions.

Students may work in pairs or a group. If students are working in a group, it is essential that each student contributes enough appropriate language to meet the requirements of this Standard. Assessors may assist students in selecting a suitable partner or partners.

Each interaction submitted as evidence must:

be a single video recording without any edits

be clearly audible and allow for each student to be identified clearly.

Assessors may:

provide images or objects which can be used to prompt conversation, as long as they don't include Japanese text

if multiple interactions are submitted, provide general feedback to students after their first interaction, but must not scaffold students' preparation for further interaction opportunities.

Students may:

refer to prompts given by the assessor.
Students may not:

practise the exact task with their partner(s) prior to the assessment

rote-learn or script role plays

be provided with any scaffolding, instruction, teaching, or other forms of guidance during the assessment

use Japanese notes, language learning resources, or dictionaries during the assessment.

Communicate in Japanese for a chosen purpose

Submissions should consist of one piece of work. The submission may be in written, spoken, or a combination of spoken and written Japanese. If a combination of both is chosen, the spoken and written language content must be complementary to each other, and students should not only be reading out what has been written.

The submission may consist of evidence involving one or more people, but students will be assessed individually. Where a collaborative approach to collecting evidence is used, assessors must ensure that each student has met the requirements of the Standard individually.

Assessor involvement during the assessment event is limited to providing students with feedback on the technical aspects of their work only, for example, formatting, design, or audio, visual and image quality. Assessors must not provide feedback on student language be it written or spoken.

Assessors must ensure that students are only assessed based on the quality of language.
Students may not:

copy whole sentences or passages from any source without significant modification

use any digital language tools (for example, translators) other than dictionaries

have anyone else point out errors, edit, or correct their work before handing it in for assessment.

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Subject-specific terms can be found in the glossary. Students develop language skills in listening, speaking, reading, and writing by studying Japanese. They can communicate and connect meaningfully with Japanese-speaking communities. Language and culture play a key role in developing personal, community, national, and global identities.

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When planning a course, you will continue to consider what you know about the ākonga who will be participating. Designing intentionally for variation and diverse learners will help make your course more inclusive. Universal Design for Learning is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga. A first step is to consider:
What do we know about the ākonga who will participate in this learning?

What do we know about our ākonga as a group and as individuals?

What do we know about their prior learning and strengths in this area?

What community connections and relationships do we have to this area of learning?

What is the purpose and goal of this unit of learning?

In what ways will this unit resonate and have value for ākonga?

How can ākonga be involved in the design?

Further support on Universal Design for Learning.

Developing contexts that support ākonga to see themselves in their learning is likely part of your existing practice. Some of the contexts for learning in your existing practice may be able to be adapted to align with the new materials for your subject. Consider how to reduce barriers for ākonga to engage through implementing a Universal Design for Learning framework.

The Pacific Values Framework offers guidance on how you might design learning to reflect our Pacific context.

Maximise the learning opportunities for literacy and numeracy in your course. Aim to build in learning activities that focus on literacy or numeracy-rich contexts and provide opportunities for ākonga to develop and practice their skills and knowledge. The Literacy Pedagogical Guide and Numeracy Pedagogical Guide for your subject can support you on how to do this.

You can use the Course Outlines for ideas on how a course could be designed.

Each school and kura will have a local curriculum that is unique and responsive to the priorities, preferences, and issues of your community and your people, and reflects the school or kura's strategic goals. Individual courses should be planned in this context.
Further support on local course design

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When planning a course, you will continue to consider what you know about the ākonga who will be participating. Designing intentionally for variation and diverse learners will help make your course more inclusive. Universal Design for Learning is a people-first design framework that guides the design of learning experiences to proactively meet the needs of each and every ākonga.

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We recognise that mātauranga Māori encompasses concepts and principles that are richly detailed and complex. This resource is designed to encourage and support initial conversations around kaupapa Māori.

In this series of videos, Tuihana Pook [Te Whānau-ā-Apanui, Ngāti Porou, Ngāti Kahu; Tumuaki, Te Kura Mana Māori o Whangaparāoa (retd)], Hine Waitere [Ngāti Tūwharetoa, Ngāti Kahungunu, Ngāti Hau, Ngāti Rangi; Director of Te Āwheonui: Centre for Professional Learning and Development, Te Whare Wānanga o Awanuiārangi], and Tihirangi Brightwell [Taranaki, Ngāti Kahungunu, Muaūpoko, Ngāti Porou, Te Āti Haunui-a-Pāpārangi; Head of Department - Te Reo Māori, Lincoln High School] explore 12 mātauranga Māori concepts.
Subtitles in English and Te Reo Māori can be turned on by clicking the 'cc' button on the bottom right of the video screen and selecting the preferred language. Transcripts in both English and Te reo Māori are also available for each of the videos.

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We recognise that mātauranga Māori encompasses concepts and principles that are richly detailed and complex. This resource is designed to encourage and support initial conversations around kaupapa Māori.

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Process Ideas

Learners formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations

Learners:

determine the mathematics and/or statistics needed in a range of situations.

formulate and carry out plans to use mathematics/statistics

select appropriate representations of the mathematics or statistics - eg, graphs, tables, diagrams, equations, expressions.

Learners use mathematics and statistics to meet the numeracy demands of a range of meaningful situations

Learners:

apply mathematical and/or statistical concepts.

use appropriate mathematical/statistical approaches, which may include digital calculations.

use a degree of precision appropriate to the situation (including estimation).

Learners explain the reasonableness of mathematical and statistical responses to situations

Learners:

consider and explain the reasonableness of solutions, outcomes, and approaches while reflecting on how these were chosen.

engage in sense-making to interpret solutions in relation to the situation given, including in different cultural contexts (see "Unpacking Numeracy").

provide evidence-based conclusions.

use critical judgements in relation to statements based on mathematical and statistical ideas.

critique these statements

explore different approaches to them

respect the thinking of others

respond to the ideas of others

share mathematical and statistical ideas.

use mathematical and statistical language, symbols, and representations

share methods and results

use their own words to explain ideas

present ideas concisely and coherently

Content Ideas

Operations on numbers

Fluently and flexibly solve problems that require operations on numbers, understanding the relative size of those numbers, and making sense of the answer in context.

Mathematical relationships

Recognise and work with mathematical relationships.

Spatial properties and representations

Understand and use the spatial properties and representations of objects.

Location and navigation

Understand and use systems for location and navigation.

Measurement

Use numbers and units to measure and express attributes of objects and events as quantities, with a degree of precision appropriate to the context.

Statistics and data

Understand and reason with statistics and data.

Elements of chance

Use probability to interpret situations that involve elements of chance.

More Information

Numeracy in Your Classroom - A guide for subject kaiako on how the changes to NCEA Numeracy can be implemented.

Numeracy Pedagogy Guides (NPGs) - A set of guides that unpack the Unpacking Numeracy document in specific NCEA learning areas and subjects. These may be useful when considering how you can weave numeracy into your classroom.

About Pāngarau - Find out more about the Pāngarau standard ākonga can sit as an alternative to the Numeracy standard, or in addition to the Numeracy standard to show their skills in both languages.

About NCEA Literacy - An overview of the changes to NCEA Literacy.

Additional Readings

See additional readings and sources for NCEA Literacy and Numeracy.

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Learners formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations Learners: determine the mathematics and/or statistics needed in a range of situations. formulate and carry out plans to use mathematics/statistics select appropriate representations of the mathematics or statistics - eg, graphs, tables, diagrams, equations, expressions.

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https://kana-quiz.tofugu.com/

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Practice hiragana and katakana online with Tofugu's free app. Type romaji for the kana you know.

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https://optimistminds.com/communication-activities-for-teens/

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This blog mentions some communication activities for teens. Teenagers also have a poor reputation as they might be thought of as surly and moody, or just interested in what's common.

However, many of these stereotypes are founded on incorrect assumptions.

One aspect that can make a major difference in how adolescents view themselves and feel about themselves is helping them develop good communication skills.

Learning to connect means learning to tell what's going on for you in any circumstance, and it also means doing a good job listening to what's going on for other people.

The exercises in this lesson are meant to appeal to adolescents with various strengths and learning styles, while at the same time giving them a strong communication skills practice.

Communication Activities for Teens

The following are some activities for teens to help them learn how to communicate effectively:

Assertive Communication

Assertiveness is a style of communication in which an individual speaks up for his or her own interests and values, while still respecting the interests of others.

The definition of assertive communication is genuine understanding, diplomacy, and straightforwardness.

Assertive Communication Worksheet contains one page of psychoeducational and the second page of practice activities that can help clients learn how to use assertive communication in their own lives.

The psychoeducation portion of the workbook defines assertive communication and presents useful suggestions and examples.

The Worksheet Practice segment introduces four scenarios that can be addressed on the page or used for role-playing. You can get this worksheet from here.

Back-to-Back Drawing Activity

The back-to-back drawing communication activity will get your members and couples to work together, talk, and think about how they interact. Groups are divided into pairs of "listeners" and "speakers."

The speaker will explain an image for the listener to draw, but the listener will not be able to speak. Neither person can see the other person's paper

The completion of the back-to-back illustration exercise provides a segue for a variety of critical contact topics.

What is the role of the listener in good communication?

What happens when the speaker is not careful? Why could they be misinterpreted?

Back-to-Back Drawing Printing includes instructions, discussion questions, and several photos for use during the exercise.

You can access this worksheet from here.

Reflections: Communication Skill

Reflections are a powerful tool for improving communication.

This worksheet provides one-page learning with an explanation of how to use thoughts (including tips and an example), accompanied by a one-page practice paragraph.

This connectivity workbook will be helpful as a wakeup call for couples at home or as a form of evaluation for individual psychotherapy clients.

This workbook may also form the basis of a group conversation and activity. We recommend that you fill out the study guides in the session. They can be more complicated for beginners than they seem!

When you're dealing with a group, ask one person to lift a light-hearted topic while other activities reflect.

Visit our Communication Techniques Treatment Guide to learn more observations and a few other communication methods.

This worksheet has some light, but it still looks amazing when it's printed in grayscale. You can access this worksheet in the form of a PDF from here.

Passive, Aggressive, and Assertive Communication

Communication skills are an important basis for any kind of work with couples and families, and assertive communication is a good place to start.

Everyone uses every style of communication from time to time, but many people tend to lean on one more.

The Passive, Aggressive, and Assertive Communication Worksheet provides an overview of each communication style, along with strategies to help your clients recognize each one.

It is a perfect starting point for discussions about communication methods, replacing violence, and passivity with assertiveness. You can access this worksheet from here.

Turbo Tales

This practice offers students the ability to interact as quickly and efficiently as possible. Create a list of topics that teens may be interested in or have genuine emotions about, like family , friendship, music, or politics.

Pick a student to get started. He or she has exactly one minute to say as much as he or she can about the topic you call.

Others in the classroom would try to echo back what they heard him or her say.

Talk about what was exciting and entertaining about this round before you gave another student a shift.

I Feel Messages

Communication may be particularly challenging in times of conflict, ambiguity, or when tough thoughts and feelings prevail.

Teach your students to use the "I feel" message. Students should practice by saying, "I feel like ... When, uh ... Since, yeah ... "This gives them the practice of speaking from their own perspective and conveying their feelings.

After teaching the basic framework, split students into small groups and assign scenarios to think about, or ask them to communicate through times when using "I feel" texts, they might prove useful.

For example, if students think about the scene in the school lunchroom, they could practice saying, "I get annoyed when I can't find a seat because I think everyone's looking at me."

Yes and No

The Yes and No game helps teens learn to use other terms to answer questions without using the words "yes" and "no."

Encouraging teens to search their brains for other words to express meaning makes them understand how much more they have to share in the conversation.

You can know more about this game here.

Start the game by putting one teen on a chair in the center of the table.

The other members in the classroom ask questions to the teen in the chair, and the teen is not allowed to say "yes" or "no" in his or her responses.

When the participant in the seat makes an error and uses one of those terms, he or she has to leave the chair, and the next participant takes a turn. Repeat until every teen in the group has an opportunity in the chair.

One-Minute Speak

One-Minute Talk is a friendly activity for small groups.

Have a list of subjects ready for teenagers to speak about - such as athletics, Hollywood stars, wildlife, and music - and pick one person in the community to start talking.

If that person hesitates, reiterates a word, stops, or has to think about what to say next, another person in the group can say, "hesitation," "error," or "repeat" and take over the discussion.

Pay heed to the legality of the takeover. Whoever is left to talk at the end of one minute wins the game.

Dictionary

An important part of a good conversation is the ability to make others believe what you say is true.

The dictionary game lets adolescents exercise the power of persuasion by attempting to persuade someone that the meaning of a word they've selected is valid.

Let the first player pick a word from a dictionary that is little known or obscure. That individual then makes up a definition or shares a true definition with the community.

The definition must be completely true or completely false. Have the other teenagers in the group ask questions about the word and then vote on whether the definition given is true or false.

The person with the dictionary is given one point for every person who is fooled.

Phrase-Word-Charade

Effective communication is as much about the choice of word as it is about the number of words spoken between two people.

The Phrase-Word-Charade game lets teenagers engage in conversation in three ways: words, choice of words, and body language.

That individual in the community writes three nouns on three sheets of paper and puts them in a cup.

Make a big circle and divide by counting off into two teams. The first player selects a piece of paper and then tries to use words to express significance without using the word itself as his group members attempt to guess.

After each accurate guess, the player chooses some other word until the clock runs out of 45 seconds.When each person has had a shift, count the points in the round and place the papers back in the bowl.

For the second session, gamers choose words from the bowl but only use one-word clues to express the meaning to the team members.

For the third round, players can only use silly games to express the meaning of the words they choose from the bowl.

Count all the points at the end of the three rounds to see which side wins.
How do you teach teenagers communication skills?
Some ways of teaching communication skills to teenagers are as follows:

1. Use "I statements"

2. Be direct and clear

3. Don't put the emotions back

4. Gain trust

5. Ask questions

6. Chat Personally

How can I help my teenager with social skills?
Teenagers can be taught social skills in the following ways:

1. Volunteer to help with your child

2. Play a Say Anything Game

3. Play the role of interviewing skills

4. Write a letter requesting assistance

5. Engage in Awkward Moment Card Game

What are some social skills activities?
Some social skills activities include:

Have a staring contest

Eyes on The Forehead

Swinging

Books about Idioms

Memory or Matching Game

Emotion Charades

How do I communicate with my teenager?
The following are some tips for communicating with teenagers:

1. Listen

2. Affirm their feelings

3. Show faith

4. Don't dictate

5. Appreciate them

6. Control the feelings

7. Having stuff finished together

8. Partake in daily meals

How do you teach effective communication?
Effective communication skills can be taught to children by teaching them empathy, conversation skills, active listening, and effective speaking skills, respectful vocabulary, power of pausing, introspection skills, and turn-taking.
How can I improve my communication skills?
Communication skills can be improved in the following ways:

1. Observe the conversation skills while watching films

2. Utilize technology

3. Strengthen active listening skills

4. Offer presentations and assignments for group

5. Ask questions which are open-ended

6. Use activities and tasks that foster critical thinking

7. Offer opportunities for reflective learning

This page provided you with some of the best communication activities and worksheets for teenagers.

If you have any questions or queries regarding this blog, let us know through your comments. We will be glad to assist you.

References

Communication Worksheets for Adolescents | Therapist Aid

Communication Activities for Teens | Study.com

Games for Teaching Conversation Skills to Teens

Amazon.com

Unsplash.com

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Communication Activities For Teens (5+) | OptimistMinds

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This blog mentions some communication activities for teens. Teenagers also have a poor reputation as they might be thought of as surly and moody, or just

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https://ncea.education.govt.nz/literacy-and-numeracy/numeracy/learning

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Process Ideas

Learners formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations

Learners:

determine the mathematics and/or statistics needed in a range of situations.

formulate and carry out plans to use mathematics/statistics

select appropriate representations of the mathematics or statistics - eg, graphs, tables, diagrams, equations, expressions.

Learners use mathematics and statistics to meet the numeracy demands of a range of meaningful situations

Learners:

apply mathematical and/or statistical concepts.

use appropriate mathematical/statistical approaches, which may include digital calculations.

use a degree of precision appropriate to the situation (including estimation).

Learners explain the reasonableness of mathematical and statistical responses to situations

Learners:

consider and explain the reasonableness of solutions, outcomes, and approaches while reflecting on how these were chosen.

engage in sense-making to interpret solutions in relation to the situation given, including in different cultural contexts (see "Unpacking Numeracy").

provide evidence-based conclusions.

use critical judgements in relation to statements based on mathematical and statistical ideas.

critique these statements

explore different approaches to them

respect the thinking of others

respond to the ideas of others

share mathematical and statistical ideas.

use mathematical and statistical language, symbols, and representations

share methods and results

use their own words to explain ideas

present ideas concisely and coherently

Content Ideas

Operations on numbers

Fluently and flexibly solve problems that require operations on numbers, understanding the relative size of those numbers, and making sense of the answer in context.

Mathematical relationships

Recognise and work with mathematical relationships.

Spatial properties and representations

Understand and use the spatial properties and representations of objects.

Location and navigation

Understand and use systems for location and navigation.

Measurement

Use numbers and units to measure and express attributes of objects and events as quantities, with a degree of precision appropriate to the context.

Statistics and data

Understand and reason with statistics and data.

Elements of chance

Use probability to interpret situations that involve elements of chance.

More Information

Numeracy in Your Classroom - A guide for subject kaiako on how the changes to NCEA Numeracy can be implemented.

Numeracy Pedagogy Guides (NPGs) - A set of guides that unpack the Unpacking Numeracy document in specific NCEA learning areas and subjects. These may be useful when considering how you can weave numeracy into your classroom.

About Pāngarau - Find out more about the Pāngarau standard ākonga can sit as an alternative to the Numeracy standard, or in addition to the Numeracy standard to show their skills in both languages.

About NCEA Literacy - An overview of the changes to NCEA Literacy.

Additional Readings

See additional readings and sources for NCEA Literacy and Numeracy.

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Learners formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations Learners: determine the mathematics and/or statistics needed in a range of situations. formulate and carry out plans to use mathematics/statistics select appropriate representations of the mathematics or statistics - eg, graphs, tables, diagrams, equations, expressions.

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https://ncea.education.govt.nz/literacy-and-numeracy/literacy/learning

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Literacy is a foundational skill that enables access to further learning, develops important life skills, and allows people to fully engage in work and in their communities.

Everyone has a role to play in developing NCEA literacy, including school leaders, kaiako, whānau and ākonga.

Strong foundational reading and writing skills increase ākonga engagement and:

improve work and career outcomes;

enable broader contribution in communities; and

lead to better health outcomes.

About NCEA Literacy

NCEA Literacy supports ākonga to develop a level of literacy knowledge and skills to engage successfully with all the learning areas of the New Zealand Curriculum, as well as learning in non-school settings. NCEA Literacy covers foundational literacy. This is approximately Level 4/5 of the New Zealand Curriculum, whereby a student has full control over level 4 and is ready to work at Level 5.

From 2024, to gain an NCEA qualification, ākonga must pass either a Te Reo Matatini standard or these two Literacy standards:

US32403: Read written texts to understand ideas and information

US32405: Write texts to communicate ideas and information. The Literacy standards require ākonga to demonstrate the following skills:

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Literacy is a foundational skill that enables access to further learning, develops important life skills, and allows people to fully engage in work and in their communities. Everyone has a role to play in developing NCEA literacy, including school leaders, kaiako, whānau and ākonga.

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あか　きいろ　みどり　あお

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あか　きいろ　みどり　あお

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あか きいろ みどり あお「Red Yellow Green Blue」| こどものうた | Super Simple 日本語

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Telling Time in Japanese - Listening Quiz!

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https://www.youtube.com/@DragonLady99100/videos

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I am a college Japanese language educator, teaching and living in the US. よろしくお願いします。

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https://www.japan.travel/en/au/

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Japan National Tourism Organization (JNTO)

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Japan Tourism Official Website | Visit Japan - Japan National Tourism Organization

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The official Japan tourism website for Australians and New Zealanders by Japan National Tourism Organization (JNTO), the government tourism board.