Poučevanje japonščine v terciarnem in sekundarnem izobraževanju

In Romania, Japanese language, literature and culture are taught at university level in two private universities and two state universities. Japanese departments are part of either a Faculty of Letters or a Faculty of Languages and Literatures. Students have to choose another language to study, in addition to Japanese. This gives them a dual major / dual specialization. A large number of graduates decide on pursuing a teaching career in one of their specializations. My paper looks at the way in which university provides an educational background for teachers at lower and upper education. It also looks into the way it shapes secondary education through its curriculum. This refers to compulsory education in an integrated national system of education. But, in the last ten years, this perspective has broadened. Language schools, which are not part of this integrated system, have appeared. Some of them teach exclusively Japanese language and Japanese culture classes. In the beginning, the students were mainly adults, age 18+ but in the last several years, more children have started to be interested in attending classes in these language schools. My paper also discusses this new perspective. A questionnaire and its results will also be presented on this topic. It will show not only the increasing number of young learners but also, their very young age, which goes as far as primary school. This tendency, in studying Japanese as a foreign language, could provide a preview into its development at the secondary level. V Romuniji se na terciarni ravni japonski jezik, literatura in kultura poučujejo na dveh privatnih in dveh državnih univerzah. Oddelki za japonologijo so bodisi del Fakultete za humanistiko bodisi del Fakultete za jezike in literaturo. Poleg japonščine se morajo študenti odločiti še za en tuji jezik. To posledično pomeni, da je njihov študij sestavljen iz dveh smeri oziroma specializacij. Številni diplomanti se odločajo za učiteljski poklic na enem od izbranih področij. Pričujoči prispevek predstavi, kako univerza zagotavlja določeno raven pedagoške izobrazbe za učitelje na nižji in višji sekundarni stopnji. Prispevek prav tako osvetli, kako univerzitetni študijski programi krojijo ustroj sekundarnega izobraževanja, kar se nanaša na obvezno izobraževanje v integriranem nacionalnem sistemu izobraževanja. A v zadnjem desetletju se situacija spreminja. Pojavile so se jezikovne šole, ki niso del integriranega sistema. Nekatere od njih poučujejo izključno japonski jezik in kulturo. Sprva so bili udeleženci teh šol predvsem odrasli, starejši od 18 let. Članek posveti nekaj pozornosti tudi novostim na tem področju. Opaziti je namreč mogoče, da v zadnjih nekaj letih narašča zanimanje za tovrstne jezikovne šole tudi med otroki. Prispevek predstavi vprašalnik in rezultate ankete v zvezi s tem. Izsledki raziskave kažejo, da ne narašča le število mladih, ki se zanimajo za japonski jezik in kulturo, temveč se je tudi starostna meja učencev znižala, ki sega celo pred primarno, osnovnošolsko raven. Te tendence nam lahko nudijo vpogled v bodoči razvoj japonščine kot tujega jezika na sekundarni ravni