Teachers’ Perspectives on Integrating Intercultural Understanding into Japanese Language Teaching in Bangladesh

要旨

his study explores how Japanese language teachers in Bangladesh understand and integrate intercultural understanding into their teaching practices. As Japanese language learning has reportedly increased alongside expanding mobility pathways to Japan, intercultural competence has become increasingly important for learners preparing for study and employment in Japan. Using an exploratory mixed-methods design with a qualitative emphasis, the study draws on questionnaire responses (used descriptively) and semi-structured interviews with four Bangladeshi teachers at a private Japanese language school in Dhaka. with the interview data analyzed through thematic analysis and supported by descriptive questionnaire data.　Interviews were conducted mainly in Japanese, with occasional code-switching into English for clarification. The findings show that teachers view intercultural understanding as essential for real-life communication and adaptation in Japan and integrate it primarily through teacher-led supplementation, including situational explanations, role-plays, and multimedia resources. However, integration tends to be informal and constrained by exam-oriented priorities, limited materials, and uneven levels of firsthand experience related to Japan. The study highlights the need for curricula and teacher development that embed authentic scenarios and pragmatic norms relevant to mobility-oriented learners in non-Japanese contexts.

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