With the debatable exception of Waterloo for early career CS and a very small number of US university Japanese language programs using similar pedagogy I’ve never in my career had call to say “Ahh they are clearly using the superior technology they got at school.”
Note this doesn’t mean human capital isn’t a thing... it’s just not really a thing from undergrad. (It’s not terribly difficult to pick up signal on “Has worked at Google/similar” from a discussion of e.g. scaling.)
Curious about the Japanese pedagogy sidenote?
How it is taught almost everywhere: memorize these word lists and associated symbols.
How it is taught at schools which adopted Japanese: the Spoken Language (a textbook): “Drill the }^}*#*{* out of these conversations.”
How it is taught almost everywhere: memorize these word lists and associated symbols.
How it is taught at schools which adopted Japanese: the Spoken Language (a textbook): “Drill the }^}*#*{* out of these conversations.”
If universities were actually meaningfully in charge of human capital they’d definitely choose “drill the ^}*{%+{ out of it” and greater than 5% of undergrad majors in Japanese would achieve sufficient fluency to have a status meeting but they aren’t so they don’t and they don’t.
“My that’s... robust.”
Look at US pass rates for the JLPT test at any level, probably focusing on JLPT 3 (which tops out at approximately una cerveza por favor levels of fluency and is the theoretical goal of US undergrad instruction at most places for non-heritage majors).
Look at US pass rates for the JLPT test at any level, probably focusing on JLPT 3 (which tops out at approximately una cerveza por favor levels of fluency and is the theoretical goal of US undergrad instruction at most places for non-heritage majors).
Japanese is a useful field for this subject because undergrads in the US who are not heritage speakers in it or Chinese are unlikely to have meaningful pre-university experience and you can’t simply IQ your way through a Japanese test.
Also benefits from being tough to mistake incompetence for competence or to paper over it for social reasons. (Quoth teacher of mine: “There is no partial credit! The document does not care if you are literate or not! It will not rewrite itself to be easier since you’re trying!”)
