Masashi Notsu: From the Front Lines of High School Japanese Language Education

The High School Courses of Study announced in March 2018 (Heisei 30) have begun to be implemented this fiscal year following a period of public notification, dissemination, and transition. In the Japanese language subject, "Modern Japanese" (2 credits) and "Language and Culture" (2 credits) have been established as compulsory subjects.

According to the Ministry of Education, Culture, Sports, Science and Technology (MEXT), "Modern Japanese" is a "subject focused on fostering the qualities and abilities necessary for various activities using the Japanese language in real-world society." As teaching materials for "reading," "logical texts and practical texts required for modern social life" are used. "Logical texts" refers to "explanatory texts, editorials, commentaries, critiques, opinion pieces, and reviews." Furthermore, "practical texts" include "news and public relations texts such as newspapers and newsletters, texts for guidance, introductions, communications, requests, and letters, as well as practical documents such as records of meetings or trials, reports, manuals, planning documents, and proposals, as well as legal texts, catchphrases, and advertising texts." It is also stated that "various texts on the Internet and many emails" can be considered a type of practical text.

On the other hand, "Language and Culture" is intended to handle classics (Classical Japanese and Kanbun) and "texts of high cultural value" such as novels and poetry.

As elective subjects, "Logical Japanese," "Literary Japanese," "Japanese Expression," and "Classical Inquiry" (all 4 credits) have been established. However, it is expected that many schools will have students take the compulsory subjects "Modern Japanese" and "Language and Culture" in their first year, and then have them take "Logical Japanese" and "Classical Inquiry" as electives from the second year onwards. Regarding materials for "Logical Japanese," it is stated that they should be "logical texts from the modern era onwards and practical texts required for modern social life," and it is said that "explanatory texts, editorials, commentaries, critiques, opinion pieces, reviews, and academic papers written since the Meiji era" fall under "logical texts from the modern era onwards."

Taking these factors together, in many schools, the only time students will read modern novels and poetry during their three years of high school will be during "Language and Culture" in their first year.

Under the old curriculum, the compulsory subject "Comprehensive Japanese" was 4 credits, and four hours a week were used to teach classics (Classical Japanese and Kanbun), modern poetry and novels, and critiques and essays. However, classics and modern poetry/novels are now to be handled within the 2-credit "Language and Culture" time slot. Consequently, the time available to teach poetry and novels must become extremely limited. For this reason, it is said that there were many voices from teachers on the ground wanting to handle novels in "Modern Japanese," the other compulsory subject.

However, the commentary on the Courses of Study clearly states that "both logical texts and practical texts are texts that exclude literary texts such as novels, stories, poems, tanka, and haiku." It is reported that in MEXT's preliminary explanations, it was stated there was no room for novels to be included in "Modern Japanese."

However, in the fiscal year 2020 textbook screening, a "Modern Japanese" textbook from one publisher that included five works of fiction passed. This textbook then garnered approximately 200,000 adoptions for the fiscal year 2022, becoming the top-adopted textbook (16.9%).

Other publishers were not satisfied. The Curriculum Advisory Committee and the Textbook Association of Japan made inquiries to MEXT regarding the relationship between this textbook and the provisions of the Courses of Study. In response, the "Japanese Language Subcommittee of the First Division of the Textbook Authorization Council" provided the following answer.

"Based on the intent of the current revision of the Courses of Study, it was not originally intended for novels to be included in this manner as teaching materials for high school 'Modern Japanese.' However, since the inclusion of literary works in 'Modern Japanese' textbooks is not strictly prohibited, this subcommittee did not immediately judge it to be a defect in light of the Courses of Study and determined the book in question to be passing."

While the response gives the impression of a retreat from the initial policy of the new curriculum, in any case, due to the wishes of teachers on the ground, approximately 17% of high schools are now able to spend the same amount of time as before on novels in the first year. However, as long as students do not take "Literary Japanese," it remains true that novels and poetry will disappear from textbooks from the second year onwards.

In response to this, various criticisms are heard: "The new curriculum neglects literature." "A large number of high school students will emerge who have almost no contact with literary works." "In the first place, it is strange to divide modern Japanese into 'Logical Japanese' and 'Literary Japanese.' Literature must have logic too." "Is there any meaning in specifically handling 'practical texts' in high school classes?" ...and so on.

So, what do I think? Whether it be essays, critiques, novels, or poetry, I want to conduct classes where students read excellent texts and works that I want them to read in a well-balanced manner, in small classes, where they can read deeply, think, talk, and write. This is my hope.