Critical Analysis of the Japanese Language Studies Curriculum in Kazakhstan’s Universities

Abstract

Japanese language and cultural studies have been integral to Kazakhstan’s multilingual education landscape, driven by a growing interest in Japanese pop culture, history, and professional opportunities. As of 2020, eight institutions in Kazakhstan offer Japanese language education, which provide specialized programs supported by a dedicated faculty of forty educators (Ayako, 2017). However, the curriculum and materials currently used in Japanese Studies programs in Kazakhstani universities rely heavily on outdated resources and traditional teaching methods. These inadequacies hinder students from developing practical language skills and engaging meaningfully with modern Japanese culture. The present critical analysis aims to reveal the current issues with the curriculum of Japanese language studies at two major universities in Kazakhstan with programs specifically designed to teach Japanese as L2. Furthermore, this analysis will propose possible solutions to the challenges faced by Japanese language programs, including modernizing teaching materials, incorporating practical language learning strategies (LLS), and leveraging technological advancements (Oxford, 1990; Oxford et al., 1993). By implementing these changes, such programs can better equip students for academic, cultural, and professional success, fostering deeper language acquisition. Kazakhstan is home to over 130 ethnic groups, which makes it a multilingual and multicultural nation (Goodman et al., 2021). The government’s multilingual education policies emphasize the importance of mastering Kazakh, Russian, and English to prepare citizens for a globalized world. However, as Japan remains a key economic and cultural partner, students increasingly seek Japanese language education (Ayako, 2017). Universities first adopted the Japanese language programs in Kazakhstan in 1992. Currently, the Japanese language is being taught to students of Oriental studies and to students from other departments such as international relations and translation studies. According to the curriculum documents, these programs introduce students to Japanese grammar, literature, and history. However, the curriculum documents reveal that the educational programs at these universities rely on textbooks like Minna no Nihongo, which emphasize rigid grammar structures, rote memorization, and artificial dialogues, offering minimal engagement with real-life language use or contemporary cultural contexts.