Abstract
In order to address the lack of diversity among L2 Japanese educators, we must consider how to give more students with diverse backgrounds the opportunity to study Japanese, become language educators, pursue and attain Japanese teacher certification, and find jobs in the field. The NCSSFL-ACTFL Can-Do Statements (2018) defined a path to language proficiency. This article presents a list of “can-do statements” on the path to becoming an L2 Japanese educator. These statements illustrate the experiences that students must have access to in order to stay on the path to becoming a Japanese educator, beginning in kindergarten through their job search and satisfaction. Many of these statements may not be “can-dos” for most students in the U.S currently. If we as a field can change that reality, we have the potential to widen and diversify the pool of potential L2 Japanese educators for years to come.
Highlights
5% were interested in becoming future educators, 70% of them white; only 783 students in total intended to major in a foreign language (2016:10)
Many factors influence the number of L2 students who become Japanese educators
We must address each of these areas in order to begin to widen the pool of potential Japanese teacher candidates
Summary
5% were interested in becoming future educators, 70% of them white; only 783 students in total intended to major in a foreign language (2016:10). Opportunities, perceptions, and experiences influence our future potential Japanese teachers in the K–16 funnel . A negative answer to any one of these statements might cause a student to leave the potential L2 Japanese teacher pipeline.
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