The perception of Japanese among teachers and learners in Kenya: A case of tertiary institutions

Abstract

Japanese is one of the foreign languages taught in tertiary institutions in Kenya. Though the language is offered at basic as well as at advanced levels, most of its learners do not pursue it beyond the basic level. One of the contributing factors to the low progression could be how the teachers and the learners perceive the language. This paper examined the perception of teachers and learners of Japanese in tertiary institutions. Data was collected through administering questionnaires and interviews to the teachers and learners of the language. The data was then analyzed using statistical software. The study revealed that learners’ perceive the language as a tool for communication and socialization, as well as a means for professional advancement. It was also found that some teachers do not consider it necessary to teach the logographic scripts (Kanji) scripts, and that some institutions do not teach Kanji at all. The lack of emphasis on Kanji scripts, perceived difficulty of the language and the perception that the language is a tool of socialization of which basic level is sufficient, were seen to be among the main factors that hinder learner progression to advanced levels.