Can volunteers replace professional language teachers in Japan?
Research reveals how policy gaps and community efforts shape language education for foreign residents in Japan
image:
Study shows the potential and limitations of local Japanese classes run by volunteers.
view moreCredit: Goryukaku from Wikimedia Commons https://commons.wikimedia.org/w/index.php?search=globals+learner&title=Special%3AMediaSearch&type=image
Promoting the acquisition of the host country's language is crucial for integrating immigrants into society, as it fosters social harmony, economic contribution, and mutual understanding among the citizens. With an increase in Japan’s foreign resident population, supporting their integration into local communities is a major issue. However, in Japan, many municipalities, instead of hiring professional language teachers, rely on volunteers to provide language instructions.
Exploring the issue, Associate Professor Bettina Gildenhard from the Faculty of Global Communications, Doshisha University, conducted a study to investigate how volunteer-led Japanese language classes work within broader policy frameworks and everyday community settings. While previous research has often examined language policies and teaching practices separately, this study serves as a link between both. It examines the tensions between personal initiatives, national language policies, and the quest for professionalism that shape the microcosm of local Japanese classes run by volunteers. The findings were made available online in the journal Japan Forum on April 24, 2026.
The study used two approaches: a review of the top-down language policy process through an analysis of published documents and an in-depth examination of the actual process through practical research. Government documents show that since the early 2000s, national and local policies have increasingly incorporated volunteers into providing formal language education, despite limited investment in professional teaching positions. Additionally, the research also draws in participant observation, interviews with volunteers, and reflection on training programs, thus providing a comprehensive view of both top-down policies and on-ground realities.
The author’s personal motivation also plays an important role in shaping this research. Her involvement in volunteer language support arose from a desire to better understand the multicultural coexistence and integration of foreign residents. Her direct participation in these classes proved to be more effective in critically reflecting upon the role of volunteers themselves.
“What began as an effort to support language learning gradually became an opportunity to question how volunteers are positioned within the system,” she explains.
A key concept observed was “semi-professionalism.” Training programs in Japan are designed to improve teaching quality while preparing volunteers to take on a more structured, professional-like role. In this context, volunteers function as “quasi-professionals,” meaning they are not formally certified teachers but are trained and expected to deliver lessons with a similar level of responsibility and consistency. Many volunteers enjoy teaching, and many migrants also expect to be taught by “teachers.” When too much emphasis is placed on formal language instruction, however, migrants are mainly viewed as non-native speakers rather than as fellow community members. Similarly, volunteers who enjoy engaging with foreign residents and wish to develop new activities might be pushed into a teaching role they do not wish to assume.
Overall, the research highlights internal debates regarding teaching methods and professionalism between volunteers and demands for a more bala nced approach. It suggests increasing investment in professional language educators along with continued support for volunteer initiatives. It also reflects on recognizing the value of volunteers while also addressing structural gaps, which can help create a more effective and diverse system. Thus, aligning policy with practice and community engagement can prove to be essential in supporting foreign residents as active participants in Japanese society.
About Associate Professor Bettina Gildenhard from Doshisha University
Dr. Bettina Gildenhard is an Associate Professor at the Faculty of Global Communications, Doshisha University, Japan. She earned her PhD from the University of Heidelberg, Germany, and her work focuses on humanities & social sciences, including language education for migrants, community-based learning, and multicultural studies. To date, she has published more than 6 research articles, exploring policies, methods, and initiatives for multicultural integration.
Funding information
NA
Media contact:
Organization for Research Innovation
Doshisha University
Kyotanabe, Kyoto 610-0394, JAPAN
E-mail：jt-ura@mail.doshisha.ac.jp
Journal
Japan Forum
Method of Research
Observational study
Subject of Research
People
Article Title
Volunteering in Local Japanese Classes - Insights into a Microcosm between Personal Initiatives, National Language Policies and the Quest for Professionalism
No comments:
Post a Comment