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COURSE

Courses

CURRICULUM

Learning Goals upon Completion of the Japanese Language Education Program

Japanese Language Education Program Program Learning Goals Japanese Proficiency
Learning Goals
2-Year College Preparatory Course

1. Academic information analysis and logical communication skills

Students can organize and integrate information from specialized lectures and materials, and write reports and give presentations from their own perspective. They can communicate in writing and speech with a logical structure that others can follow.

2. Autonomous learning management and career development skills

Based on a medium- to long-term vision, students can gather information through self-analysis and social engagement, independently determine their reasons for applying, and explain them to others with supporting grounds. Through self-evaluation and reflection, they can plan and carry out the learning needed to solve problems, and continue preparing for further education and life beyond school.

3. Practical problem-solving skills in a multicultural society

Through interviews and participation in community events, students can grasp on-the-ground conditions and needs based on facts. They can organize information from dialogue and observation with residents and others, work through proposals and coordination toward solutions, and share the results externally in reports or presentations.

 B2
1-Year 9-Month College Preparatory Course

1. Academic information analysis and logical communication skills

Students can organize and integrate information from specialized lectures and materials, and write reports and give presentations from their own perspective. They can communicate in writing and speech with a logical structure that others can follow.

2. Autonomous learning management and career development skills

Based on a medium- to long-term vision, students can gather information through self-analysis and social engagement, independently determine their reasons for applying, and explain them to others with supporting grounds. Through self-evaluation and reflection, they can plan and carry out the learning needed to solve problems, and continue preparing for further education and life beyond school.

3. Practical problem-solving skills in a multicultural society

Through interviews and participation in community events, students can grasp on-the-ground conditions and needs based on facts. They can organize information from dialogue and observation with residents and others, work through proposals and coordination toward solutions, and share the results externally in reports or presentations.

 B2

Level-Based Curriculum

2-Year
Course		 1-Year 9-Month
Course		 Level Level
Setting		 Timetable Learning Goals
Weeks of Instruction Class Hours
per Week
● A2 Pre-Intermediate 1 10 20

Writing: Can write about themselves on familiar topics using simple words and short sentences.

Reading: Can grasp the content of short notices and simple texts seen in daily life.

Listening: Can catch the main points of self-introductions and familiar topics when spoken slowly and clearly.

Speaking (interaction): Can exchange information on familiar topics using simple words and sentences.

Speaking (presentation): Can talk about familiar matters such as self-introductions and daily routines using simple sentences.
● ● A2 Pre-Intermediate 2 10 20

Writing: Can write coherent short texts about personal experiences and future hopes, understanding expressions of time sequence and simple reasons.

Reading: Can grasp the content of easy texts on life rules and culture, and understand the main topics.

Listening: Can understand advice from people nearby and personal anecdotes, and grasp their main points.

Speaking (interaction): Can understand what others say about familiar topics of interest and continue simple exchanges using learned expressions.

Speaking (presentation): Can introduce future goals and desired career paths in class, understanding how to structure a talk with simple reasons.
● ● B1 Intermediate 1 10 20

Writing: Can write coherent texts about experiences, impressions, and local topics, understanding connectives and sentence structure.

Reading: Can follow the logical development of readings on social themes and understand the key facts and the writer’s main points.

Listening: Can follow moderately long talks such as activity reports and career guidance, and pick out needed information.

Speaking (interaction): Can understand others’ views and backgrounds on familiar topics, state one’s own ideas, and deepen the exchange through responses.

Speaking (presentation): Can present past experiences, activities, and future dreams clearly to listeners, with attention to structure, delivery, and visual materials.
● ● B1 Intermediate 2 10 20

Writing: Can write clear, concise texts on familiar social concerns (environment, manners, local rules, etc.), understanding how to distinguish one’s opinions from specific reasons.

Reading: Can grasp the main content of each paragraph in general news and explanatory texts, and identify the conclusion the writer most wants to convey.

Listening: Can understand the gist of TV news and interviews on familiar social issues, and grasp the key facts and opinions stated by speakers.

Speaking (interaction): Can understand others’ points about everyday and community problems, and convey one’s own views with reasons and concrete examples.

Speaking (presentation): Can present researched local issues or personal interests in an orderly way so listeners can picture the content.
● ● B1 Intermediate 3 10 20

Writing: Can write well-structured texts about one’s ideas and intentions, using vocabulary and patterns related to social life and career development, with reasons and supporting grounds.

Reading: Can grasp the structure of texts on social topics and local culture, and accurately identify the writer’s claims and supporting points.

Listening: Can understand conversations and explanations on social life and work at a standard pace, and grasp the speaker’s intent and key points underlying their judgments.

Speaking (interaction): Can understand social rules and polite language in diverse interpersonal situations, and engage in problem-solving exchanges while stating reasons as appropriate.

Speaking (presentation): Can grasp how information is organized on cultural comparison and social themes, distinguish facts from opinions, and present coherent content in order.
● ● B2 Upper-Intermediate 1 10 20

Writing: Can distinguish facts from opinions on social matters and write ideas organized by topic using a basic logical structure (introduction, body, conclusion).

Reading: Can grasp paragraph structure in texts on social topics and follow the context to identify the writer’s main claims and gist.

Listening: Can understand the structure of interviews and commentaries, notice topic shifts, and grasp the development of the talk and key information.

Speaking (interaction): Can continue exchanges on familiar social themes using appropriate opinion-stating patterns while responding to others.

Speaking (presentation): Can grasp the structure of social issues and self-analysis, prioritize information, and present one’s ideas in order.
● ● B2 Upper-Intermediate 2 10 20

Writing: Can understand logical structure for social issues and personal career paths, organize multiple pieces of information, and write coherent texts with supporting grounds.

Reading: Can grasp the structure of explanatory texts on social and specialized fields, and extract the main argument, supporting evidence, and needed information.

Listening: Can understand the structure of discussions and explanations on social topics, and grasp the speaker’s gist and the key information used as criteria for judgment.

Speaking (interaction): Can continue natural exchanges with proficient Japanese speakers on topics involving diverse viewpoints, confirming and asking for clarification as needed.

Speaking (presentation): Can grasp social situations, organize information in order, and speak logically with fact-based grounds.
● ● B2 Upper-Intermediate 3 10 20

Writing: Can organize information from multiple perspectives and sources on social issues, integrate it with one’s own analysis, and write coherent texts.

Reading: Can grasp texts with complex logical structure and identify main points and connections among background information.

Listening: Can understand the structure of multi-speaker discussions and grasp each speaker’s stance and differences in information importance.

Speaking (interaction): Can continue exchanges at a natural pace with proficient Japanese speakers on abstract themes and social topics.

Speaking (presentation): Can grasp the structure of social issues and research findings, organize main points, and speak logically and coherently.

Curriculum Overview

Subject / Item Course Content & Learning Objectives
Basic Japanese

Students systematically study the vocabulary, grammar, and sentence patterns required in specialized and academic contexts, building a foundation in the writing and reading skills needed for academic settings. They learn to accurately decode the logical structure of texts and establish a solid base for expressing their own ideas logically in writing. The course develops the ability to think and express oneself independently at future institutions of higher education and in advanced Japanese-language situations.
Japanese Conversation

Students develop practical listening and speaking (interaction) skills that enable them to attend lectures, take part in Q&A sessions, and participate in discussions at universities and vocational schools. They acquire communication skills applicable to a wide range of situations, from relaxed, natural conversation to coordinating opinions and building consensus in team settings. The goal is for students to be immediately able to convey their intentions accurately and communicate smoothly in academic environments and everyday social life.
Career Design

Through self-analysis and research on companies and society, students develop the ability to envision concrete future goals and a clear career path. They acquire the skills to compile their strengths and action plans for achieving their goals into a logical report and to present it persuasively. With a view to further education and subsequent employment, students build the capacity to proactively shape their own futures.
Community & Cultural Understanding

Through experiential learning and community research, students deepen their understanding of traditional Japanese culture and a wide range of social issues. They develop the practical ability to organize the information they gather and their own ideas, and to communicate them through diverse means such as speeches and presentations. Through collaboration and exchange with local residents and classmates, students cultivate intercultural mutual understanding and multiple perspectives.
JLPT Preparation

Using JLPT-style practice questions and mock examinations, students gain an objective understanding of the strengths and weaknesses of their Japanese proficiency. Through the course, they develop self-regulation skills, creating their own study plans and refining them repeatedly. While aiming to pass at their target level, students also establish study habits that allow them to continue learning independently after advancing to higher education.

Student Capacity

Division 1 / Division 2 Course Name Duration of Study Enrollment Capacity Number of Classes Notes
Division 1 2-Year College Preparatory Course 2 years 40 2 April enrollment
1-Year 9-Month College Preparatory Course 1 year 9 months 10 1 July enrollment
Subtotal 50 3
Division 2 2-Year College Preparatory Course 2 years 40 2 April enrollment
1-Year 9-Month College Preparatory Course 1 year 9 months 10 1 July enrollment
Subtotal 50 3
Total 100 6

* Each day consists of 4 class hours, for a total of 20 class hours per week. One class hour is defined as 50 minutes.

Current Students

Division 1 / Division 2 Course Name Duration of Study Enrollment Capacity Number of Classes Notes
Division 1 2-Year College Preparatory Course 2 years 40 2 To be filled after opening
1-Year 9-Month College Preparatory Course 1 year 9 months 10 1 To be filled after opening
Subtotal 50 3
Division 2 2-Year College Preparatory Course 2 years 40 2 To be filled after opening
1-Year 9-Month College Preparatory Course 1 year 9 months 10 1 To be filled after opening
Subtotal 50 3
Total 100 6