JF Standard Update
in the Philippine Context
The Japan Foundation, Manila
FURUKAWA, Yoshiko
2021/1/30
AFINITE Benkyookai
Contents
●What is the JF Standard for Japanese Language Education
●The development of Japanese language education in the Philippines
●Key concepts 1: Competency, Can-do and Levels
●Tips for balanced design of Japanese language classroom for acquisition of NihongoFour strands (P. Nation), Irodori, and Marugoto
●Key concepts 2: Portfolio: reflection and self-evaluation
What do you know about the JF Standard for Japanese Language Education?
JF Standard Website:
Japanese:JF日本語教育スタンダード (jfstandard.jp)
English*:https://jfstandard.jp/summaryen/ja/render.do*NOTE: Only the “About JF Standard” page is translated into English.
● Can do
● 6 Levels  A1 A2 B1 B2 
● Competence
Keywords in JF Standard which were published in 2010
Websites, e-learning
Marugoto A1~B1
enTree: Halina! Be a NIHONGOJIN! 
Related materials
The development of Japanese language education in the Philippines
●2009~ SPFL (Special Program in Foreign Language) started in high schools in the PhilippinesDevelopment of “enTree: Halina! Be a NIHONGOJIN!” referring to the JF Standard
Can do objectives / Portfolio / Performance Testing
●Increasing numbers of Filipino workers going to JapanIncreasing numbers of JLPT takers in the Philippines2019~  Start of the SSW VISA  Competency  based / A2 Level / JFT-Basic and Irodori based on JF Standard
JF Standard for Japanese Language Education
Key concepts・Competency, Can do, and Levels・Portfolio: reflection, self-evaluation
Competency, Can do, 
Levels
The JF Standard (JFS) aims to cultivate these competencies
●Competence in accomplishing tasks:Ex.買い物ができるSNSにコメントをポストする
仕事のe-mailに返事をする相手に合わせてあいさつする
●Competence in intercultural understanding:Ex. Can recognize annual events / greetings etc. of other countries
and compare those observed here in the Philippines…
= Objectives in education based on the JFS
What is competency
Cambridge Dictionary: an important skill that is needed to do a job (task).Wikipedia: the set of demonstrable characteristics and skills that enable, and improve the efficiency or performance of a job.
In Philippine context:Ex 1 Competency Based Curriculum (TESDA)
https://www.tesda.gov.ph/Downloadables/CBC%20Rating%20Forming%20Part%20of%20a%20Navigational%20Watch%20NC%20II%20(II-4).pdf
Ex 2 Curriculum Guide & Most Essential Learning Competencies: MELCs (DepEd)https://commons.deped.gov.ph/MELCS-Guidelines.pdf
The JF Standard can serve as a set of specifications to identify competencies.
Can-do   Can do
● The levels of the JF Standard defines at each level the tasks that one can accomplish using Japanese. 
grammarwords or kanji
● Can-dos describe the ability to complete tasks
Six levels from A1 to C2 = CEFR
<Six_levels_of_Can-do> (jfstandard.jp)
● With Can-dos as learning objectives, you can plan the students’ learning so that it focuses on actual communication.
Example of a Can do in Marugoto / Irodori
●Marugoto Elementary 1    A2
(Can) talk about your hobbies
●Irodori A1 初級１ Lesson 1 - 7
Irodori
Includes topics in the context of working in Japan.Can-do objectives
● Topic● Situation● Relationship with people
Image from Irodori : Japanese for Life in Japan A2 初級1, L1 - 7
6 Levels
https://jfstandard.jp/sample/ja/render.do
Sample performances per levelhttps://jfstandard.jp/sample/ja/render.do
Let’s check an oral performance in a role play (A2 tasks)
●https://jfstandard.jp/sample/ja/render.do
Example of Roles for Role-play:1. You have come to Japan for work, and are going home tomorrow. You have suddenly become unwell, and have come to the hospital. Answer the doctor's questions.(A2 〇）
1. You are in Japan. You found clothes with very nice colors in a department store, but they don't fit you. Talk with a shop assistant about it.(A2 ◎）
Test: JFT-Basic 
JFT-Basic Test explanation and Standard
https://www.jpf.go.jp/jft-basic/e/about/index.html#se07
JFT-Basic Sample Questions
https://www.jpf.go.jp/jft-basic/sample/q08.html
IRODORI Japanese for Life in Japan A1, A2
●https://www.irodori.jpf.go.jp/en/
●Includes downloadable Audio
Vocabulary
A sample of Irodori Syllabus A2Topic
Can-do
Vocabulary
Grammar
Culture
Activity
Marugoto  https://www.marugoto.org/en/about/
Syllabus
Experience
Marugoto Katsudoo Syllabus A2
Can-do
Activity
A sample of Marugoto Syllabus A2
Four Strands by Nation
Tips for balanced design of Japanese language classroom for acquisition of Nihongo
Reference: Paul Nation (2007) Four Strands
https://www.victoria.ac.nz/__data/assets/pdf_file/0019/1626121/2007-Four-strands.pdf
Balanced language classroom by P. Nation (2001)
Meaning-focused Input
Form (Language )-focused Instruction
Meaning-focused Output
Fluency Development
Meaning-focused input
Meaning-Focused Output
Form(Language)-focused Learning
Fluency development
Balanced language classroom by P. Nation (2001)
Comprehensible Meaning-Focused InputLearners should have the opportunity to learn new language items through listening and reading activities where the main focus in on the information (understanding meaning). Teachers’ role is to guide learners to notice or discover the meaning through context clues or background knowledge.Listening & reading comprehension, Watching videos, extensive reading
Form-Focused Instruction (Language-Focused instruction)Teachers should do Form-Focused Instruction after the learners have understood the meanings. Teachers help students notice new language patterns by themselves.An appropriate amount of  usefully-focused deliberate activities of language items in realistic context is needed.Situational drill, Pronunciation practice, Learning vocabulary from flash cards, Translation, Memorization, Feedback for writing
The Four Strands of a Balanced Language Course by John Pasdenhttps://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course
Balanced language classroom by P. Nation (2001)
Meaning-Focused OutputLearners should have the chance to develop their knowledge of the language through speaking and writing activities where their main attention is focused on the information they are trying to convey. It is better if learners get corrective feedback and successful modification of output.Role play, posting on SNS, Speech, Presenting 
Fluency DevelopmentIn order to use activities that put this strand into action, learners should not work with new vocabulary and grammar; instead, they become more fluent in using items they already know.Situational pattern practice, Shadowing, Repeated listening/reading
The Four Strands of a Balanced Language Course by John Pasdenhttps://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course
Marugoto and Irodori have similar policy with 4 Strands
Form (Language )-focused Instruction
Fluency Development
Meaning-focused Input
Meaning-focused Output
Based on The Four Strands of a Balanced Language Course by John Pasdenhttps://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course
Traditional language teaching tends to...
Fluency 
Development
Form-Focused Instruction
Meaning-Focused Output
Comprehensible 
Fluency 
Development
Form-Focused Instruction
Meaning-Focused Output
Comprehensible 
Portfolio: reflection, self-evaluation
Assessment: Portfolio
A powerful tool for teachers to help learnersengage with Nihongo learning
Self assessment     Reflection
JF Standard’s  portfolio : ・assessment tables・records of linguistic and cultural experiences・learning achievements
Example of Portfolio: enTree
enTree Portfolio report by Ms. Ofune
https://www.jpf.go.jp/j/project/japanese/teach/tsushin/report/201411.html
Self Can-do check
Reflection narratives
Syllabus
Experience
Marugoto Katsudoo Checklist
Can-doobjectives
Self Can-do check
Reflection narratives
An A1 sample of records of linguistic and cultural experiences shared in SNS
おばあさんはしょくぶつがすきです。それでこのしょくぶつをあげました。オンラインでしょくぶつをかいました。
*JFM got permission from the student to use one’s post.
Marugoto A1~B1
enTree: Halina! Be a NIHONGOJIN! 
Related materials
Websites, e-learning
Conclusion
JF Standard is a conceptual platform of Japanese language education for communication in the global life for catering to various needs: work, study, self fulfillment, hobbies, living in Japan…
Tips for application
● For balanced design of classroom for Nihongo communication 
⇒Four strands (P. Nation), Irodori, and Marugoto
● Portfolio: reflection and self-evaluation
Powerful tool for teachers to help learners engage with Nihongo learning!
More to come!
⇒Irodori A1 Pilot course  (May 2021~)
⇒“Fostering autonomous Learners of NIHONGO” webpage: in JFM
Website in 2021 
Reference
JF Standard Website:JF日本語教育スタンダード (jfstandard.jp)
English*:https://jfstandard.jp/summaryen/ja/render.doSix levels from A1 to C2 = CEFR https://jfstandard.jp/pdf/cando_6levels_en.pdfSample performances per levelhttps://jfstandard.jp/sample/ja/render.do
JFT-Basic Test explanation and Standardhttps://www.jpf.go.jp/jft-basic/e/about/index.html#se07
JFT-Basic Sample Questionshttps://www.jpf.go.jp/jft-basic/sample/q08.html
IRODORI Japanese for Life in Japan A1, A2  https://www.irodori.jpf.go.jp/en/Marugoto https://www.marugoto.org/en/about/
Competency Based Curriculum (TESDA)https://www.tesda.gov.ph/Downloadables/CBC%20Rating%20Forming%20Part%20of%20a%20Navigational%20Watch%20NC%20II%20(II-4).pdfCurriculum Guide & Most Essential Learning Competencies: MELCs (DepEd)https://commons.deped.gov.ph/MELCS-Guidelines.pdf
enTree Portfolio report by Ms. Ofunehttps://www.jpf.go.jp/j/project/japanese/teach/tsushin/report/201411.html
Reference
Nation, Paul (2007) Four Strandshttps://www.victoria.ac.nz/__data/assets/pdf_file/0019/1626121/2007-Four-strands.pdf
The Four Strands of a Balanced Language Course by John Pasden https://www.sinosplice.com/life/archives/2019/06/12/the-four-strands-of-a-balanced-language-course