The Future

The developers of the program at Kanda University of International Studies believe that "universities should lead efforts aimed at raising awareness about heritage languages and their speakers" (Becski, 2021), and I would have to agree with them. At this stage, in this particular context, raising awareness is the primary focus, because, quite simply, not enough people know about these topics in Japan. The team also believes that, using CLIL, heritage languages and cultures as pieces of content should be introduced in all "university language departments where the foreign language studied is also a heritage language in Japan" (Becski, 2021). I would also agree with them on this note. It is not enough to be aware of these issues; it's necessary to be able to articulate why they are issues and what action needs to happen to change them from being so, followed by practical and respectful change. 

 

Their final recommendation is that "this class be accessible to students who major in other fields at the university" (Becski, 2021). I would agree with this, though much of the design around Spanish being a medium for the content would obviously have to change. The core idea of the program--heritage inclusion--is one that can be spread anywhere in Japan, not just in foreign language departments. An option to adjust the course content to fit other programs and institutions would be to change the requirement for intermediate language proficiency. While the course model works in an upper division foreign language course at a university, the same cannot necessarily be said elsewhere. In changing the requirements for entry, it opens up the possibility of an increased student base, thereby spreading these ideas to more people. At its heart, the content is flexible, so long as its approached with the respect and depth it deserves. Additionally, this is a topic that can--and should--be addressed earlier in education. It should not take until the university level for students to be more adept at understanding and articulating the various issues of heritage languages and cultures in Japan.

 

Starting small, however, is the only choice, and any developments will take time. In increasing general awareness, heritage languages can be "discussed in classes on linguistic and educational policies, sociology, anthropology, etc." (Becski, 2021). From there, more impactful change can begin through the process of training students "who are going to make the decisions for the education of tomorrow in Japan" (Becski, 2021). I'll end with this quote by the program developers: 

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We are sure that if topics such as heritage languages, heritage speakers, education, educational policies and social planning in Japan were [included], it could become a meeting point between heritage speakers and non-heritage speakers. It would also reach many more people in Japanese society, eliminating educational and social barriers and making visible this important part of Japanese society that is not “officially” represented. (Becski, 2021)