Reimagining the role and significance of Japanese language learning within multilingual colombian higher education

Abstract This study reimagines the role and significance of Japanese language education within Colombian higher education, positioning it as a civic-oriented and intercultural practice rather than a merely instrumental pursuit of linguistic proficiency. Drawing upon Biesta’s (2011, 2009, 2006) theory of the three educational functions: qualification, socialization, and subjectification, and integrating perspectives from Critical Content-Based Instruction (CCBI) (Sato et al., 2017; Sato, Takami, et al., 2015), symbolic competence (Kramsch, 2011), and Translanguaging, the paper argues that language education must foster civic competence, ethical reflection, and intercultural understanding. The research situates Japanese language learning within Colombia’s multilingual policy framework, where less commonly taught languages (LCTLs) such as Japanese have the potential to diversify academic offerings and promote inclusive global citizenship. Comparative analyses of Japanese and Colombian educational philosophies, particularly the Colombian Constitution (1991) and Japan’s Basic Act on Education (1947/2006), reveal shared commitments to dignity, social responsibility, and civic formation, while also highlighting different cultural emphases. Building on institutional missions and policy documents from Colombian universities, the study underscores how higher education can integrate language education into broader strategies for ethical and civic development. Empirical references to Japan Foundation surveys (2017–2023) demonstrate that, despite its small scale, Japanese language education in Colombia has a strong foothold in higher education and functions as a platform for intercultural collaboration and academic diplomacy. Through the case of a university seminar on Ikigai and Japanese Popular Culture, the study illustrates how reflective and dialogic approaches can transform language classrooms into spaces for self-understanding, intercultural dialogue, and civic engagement. The paper further proposes a CEFR–JLPT–Civic Competence correspondence framework that links language profi cy with democratic participation and ethical leadership. Ultimately, this theoretical reconstruction positions Japanese language education as a strategic component of Colombia’s multilingual and multicultural vision. Beyond developing communicative skills, it contributes to forming critically engaged, socially responsible citizens who can mediate meaning across cultures and act ethically in pluralistic societies.