Abstract:

Diversity and inclusion have become keywords in many fields and education is certainly no exception. While Japan is not widely known as a multicultural society, the various differences referred to under the umbrella term ‘diversity’ are by no means 'foreign' here. Japanese society is today rapidly diversifying and that trend looks likely to only strengthen in the coming years. In just the past few months, for example, the Japanese government itself has raised the issue of doing away with the 5 year term limits on accepted "temporary" foreign workers (Category 1 Specified Skilled Workers) which grants working rights in 14 industry fields, such as construction, farming and nursing care. Reinvigorating this debate into the possible expansion of the nation's unskilled foreign labor force is a watershed moment. However, in order for Japan to become a more attractive destination for foreign labor (if indeed that is the real intention), real reform is needed on many fronts, one of which is of course the education system. At present, the one-size-fits-all conformist system is unattractive to many foreign laborers, ill-suited to dealing with the nation's bourgeoning diversity within and out of date in today's globalising world. Based on a review of recent educational conditions and these potential changes, this paper looks at how Japan has been preparing its teachers to deal with growing diversity in their classrooms and whether this training is sufficient. By reviewing teacher-training curriculum content as well as interviews with pre- and inservice teachers, it examines the task at hand and issues Japan needs to address. Through contrasts with international examples, what is lacking and what needs to be done is highlighted along with the overall benefits for foreign language education as well as intercultural competency.

Keywords:

Multiculturalism, Diversity, Teacher training, Inclusive Education.