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Contemporary Japanese Migration: Educational Strategies for Teaching Japanese

Contemporary Japanese Migration: Educational Strategies for Teaching Japanese . Spring Conference: Challenges and Achievements in Community Language Schools -UCLA- Aki Yamada. Research Questions. Diversity of “Shin- Issei ” sub-groups. Definition of Japanese School. Methodology.

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Contemporary Japanese Migration: Educational Strategies for Teaching Japanese

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  1. Contemporary Japanese Migration: Educational Strategies for Teaching Japanese Spring Conference: Challenges and Achievements in Community Language Schools -UCLA- Aki Yamada

  2. Research Questions

  3. Diversity of “Shin-Issei” sub-groups

  4. Definition of Japanese School

  5. Methodology

  6. Two major education strategies Sojourners (Kikokugumi帰国組) • Japanese school on the weekend • Supplementary school • Schools designed to prepare students for the Japanese education system • Japanese cram school (Jyuku) Non-sojourners(Eijyu Gumi 永住組） • Japanese school on weekend (specific campus) • Standard American public school • Learn Japanese at home • Might not attend any heritage language/ supplementary school

  7. Japanese Parents’ expectations for supplementary schools • To serve as a center for fostering and sharing ethnic values and identity • Acquiring language through the process of sociocultural knowledge • Parents networking, information resources • Offer opportunity for Japanese ethnic group membership • Multi-dimensional role, not limited to language • Supplementary school has organized support and advice regarding education (educational path, next stage of education)

  8. Outside supplementary school-voices from Japanese parents- • Not only sending their children to Japanese supplementary school, but Japanese mothers played an extra role in teaching Japanese to their children (ex: Japanese writing, mathematic solving questions, essays) • Watching Japanese children cartoons, movie in order to improve listeningskills • Large amount of homework assignments • Engaging their children with Japanese pop-culture, anime, cartoon, comics book • Some return to Japan during the summer in order to let their children attend school in Japan • Formal Japanese was hard for children to learn

  9. Findings • The majority of Shin-Issei immigrants want their children to study Japanese in the supplementary school, regardless of their status as sojourners or non-sojourners • Language schools are not the only place to learn Japanese language • Japanese parents, regardless of their plans to return, see transnationality as a valuable asset in the new global economy • Through interviews with Japanese mothers, expectations and definitions of being bilingual were quite different

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