fbpx
Wikipedia

Hoshū jugyō kō

April 19, 2023

Hoshū jugyō kō (補習授業校), or hoshūkō (補習校),[1] are supplementary Japanese schools located in foreign countries for students living abroad with their families. Hoshū jugyō kō educate Japanese-born children who attend local day schools. They generally operate on weekends, after school, and other times not during the hours of operation of the day schools.[2]

The Chengdu Hoshuko (Japanese: 成都日本語補習校; Chinese: 成都日本语补习校), a hoshū jugyō kō in the Hiroshima-Sichuan Sino-Japanese Friendship Convention Center (広島・四川中日友好会館; 广岛・四川中日友好会馆) in Wuhou District, Chengdu, Sichuan

The Ministry of Education, Science, Sports and Culture (Monbusho), as of 1985, encouraged the opening of hoshū jugyō kō in developed countries. It encouraged the development of full-time Japanese ("person", not "language") day schools, in Japanese nihonjin gakkō, in developing countries. In 1971, there were 22 supplementary Japanese schools worldwide.[3]

By May 1986, Japan operated 112 supplementary schools worldwide, having a total of 1,144 teachers, most of them Japanese nationals, and 15,086 students.[4] The number of supplementary schools increased to 120 by 1987.[3] As of April 15, 2010, there are 201 Japanese supplementary schools in 56 countries.[5]

Operations

These schools, which usually hold classes on weekends, are primarily designed to serve the children of Japanese residents temporarily residing in foreign countries so that, upon returning to their home country, they can easily re-adapt to the Japanese educational system.[6] As a consequence, students at these schools, whether they are Japanese nationals and/or permanent residents of the host country, are generally taught in the age-appropriate Japanese curriculum specified by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).[7] Article 26 of the Constitution of Japan guarantees compulsory education for Japanese children in grades one through nine, so many weekend schools opened to serve students in those grades. Some weekend schools also serve high school and preschool/kindergarten.[8] Several Japanese weekend schools operate in facilities rented from other educational institutions.[9]

The majority of the instruction is kokugo (Japanese language instruction). The remainder of the curriculum consists of other academic subjects,[6] including mathematics, social studies, and sciences.[8] In order to cover all of the material mandated by the government of Japan in a timely fashion, each school assigns a portion of the curriculum as homework, because it is not possible to cover all material during class hours.[6] Naomi Kano (加納 なおみ, Kanō Naomi),[10] author of "Japanese Community Schools: New Pedagogy for a Changing Population", stated in 2011 that the supplementary schools were dominated by "a monoglossic ideology of protecting the Japanese language from English".[11]

The Japanese government sends full-time teachers to supplementary schools that offer lessons that are similar to those of nihonjin gakkō, and/or those which have student bodies of 100 students each or greater.[4] The number of teachers sent depends upon the enrollment: one teacher is sent for a student enrollment of 100 or more, two for 200 or more students, three for 800 or more students, four for 1,200 or more students, and five for 1,600 or more students.[12] MEXT also subsidizes those weekend schools that each have over 100 students.[8]

North America

In North America, the hoshūkō are usually operated by the local Japanese communities. They are equivalent to hagwon in ethnic Korean communities and Chinese schools in ethnic Chinese communities.[13] These Japanese schools primarily serve Japanese nationals from families temporarily in the United States, or kikokushijo, and second-generation Japanese Americans. The latter may be U.S. citizens or they may have dual U.S.-Japanese citizenship.[14] Because few Japanese children with Japanese as a first language in North America attend full-time Japanese schools, the majority of these children receive their primary education in English, their second language.[15] These supplementary schools exist to provide their Japanese-language education.

Rachel Endo of Hamline University,[16] the author of "Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community", wrote that these schools "have rigorous academic expectations and structured content".[17]

As of 2012 the most common education option for Japanese families resident in the United States, especially those living in major metropolitan areas, is to send children to American schools during the week and use weekend Japanese schools to supplement their education.[12] As of 2007 there were 85 Japanese supplementary schools in the United States.[18] Some 12,500 children of Japanese nationality living in the United States attended both Japanese weekend schools and American day schools. They make up more than 60% of the total number of children of Japanese nationality resident in the United States.[12]

In the 1990s, weekend schools began creating keishōgo, or "heritage education", classes for permanent residents of the U.S. The administrators and teachers of each weekend school that offers "heritage classes" develop their own curriculum.[19] In the years prior to 2012, there was an increase in the number of students who were permanent residents of the United States and did not plan to go back to Japan. Instead, they attended the schools "to maintain their ethnic identity". By that year, the majority of students in the Japanese weekend schools in the United States were permanent residents of the United States.[6] Kano argued that the MEXT curriculum for many of these permanent residents is unnecessary and out of touch.[7]

The oldest U.S. Japanese weekend school with Japanese government sponsorship is the Washington Japanese Language School (ワシントン日本語学校, Washington Nihongo Gakkō),[20] founded in 1958 and serving the Washington, DC metropolitan area.[21]

United Kingdom

The MEXT has eight Saturday Japanese supplementary schools in operation in the UK. As of 2013, 2,392 Japanese children in Canterbury, Cardiff, Derby, Edinburgh (school is in Livingston), Leeds, London, Manchester (school is in Lymm), Sunderland (school is in Oxclose), and Telford attend these schools.[22][23]

Demographics

In 2003, 51.7% of pupils of Japanese nationality in North America attended both hoshūkō and local North American day schools.[32]

As of 2013, in Asia 3.4% of children of Japanese nationality and speaking Japanese as a first language attend Japanese weekend schools in addition to their local schools. In North America that year, 45% of children of Japanese nationality and speaking Japanese as a first language attend Japanese weekend schools in addition to their local schools.[15]

List of schools

See: List of hoshū jugyō kō

References

  • Doerr, Musha Neriko (Brookdale Community College) and Kiri Lee (Lehigh University). "Contesting heritage: language, legitimacy, and schooling at a weekend Japanese-language school in the United States" (). Language and Education. Vol. 23, No. 5, September 2009, 425–441.
    • Note: p. 426 states that the "all the names in this article are aliases": It is a common practice in ethnography to use aliases for actual names in order to protect privacy of the students, parents, teachers, as well as the school.
  • Kano, Naomi. "Japanese Community Schools: New Pedagogy for a Changing Population" (Chapter 6). In: García, Ofelia, Zeena Zakharia, and Bahar Otcu (editors). Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City (Volume 89 of Bilingual Education and Bilingualism). Multilingual Matters, 2012. ISBN 184769800X, 9781847698001. START: p. 99.
  • Mori, Yoshiko (森 美子 Mori Yoshiko; Georgetown University) and Toshiko M. Calder (カルダー淑子 Karudā Toshiko; Princeton Community Japanese Language School). "Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo." Foreign Language Annals. American Council on the Teaching of Foreign Languages, Volume 46, Issue 2, pages 290–310, June 2013. First published online on 22 May 2013. DOI 10.1111/flan.12027.

Notes

  1. ^ Ishikawa, Kiyoko. Japanese families in the American wonderland: transformation of self-identity and culture. University of Michigan, 1998. p. 221. "It means the JSM, Hoshu-jugyo-ko (its abbreviation is Hoshuko), in Japanese."
  2. ^ Mizukami, Tetsuo (水上 徹男 Mizukami Tetsuo). The sojourner community [electronic resource]: Japanese migration and residency in Australia (Volume 10 of Social sciences in Asia, v. 10). BRILL, 2007. ISBN 9004154795, 9789004154797. p. 136.
  3. ^ a b Goodman, Roger. "The changing perception and status of kikokushijo." In: Goodman, Roger, Ceri Peach, Ayumi Takenaka, and Paul White (editors). Global Japan: The Experience of Japan's New Immigrant and Overseas Communities. Routledge, June 27, 2005. p. 179. "Official policy (see Monbusho, 1985) was that Nihonjingakko should be set up in developing countries, hoshuko in the developed world."
  4. ^ a b "Section 4. Well-Being of Japanese Nationals Overseas" (). Diplomatic Bluebook 1987 Japan's Diplomatic Activities. Ministry of Foreign Affairs. Retrieved on March 8, 2015.
  5. ^ "English" (). Penang Japanese (Supplementary) Saturday School. Retrieved on June 22, 2014.
  6. ^ a b c d Mori and Calder, p. 292 (PDF p. 3/21).
  7. ^ a b Kano, p. 104.
  8. ^ a b c Doerr and Lee, p. 426.
  9. ^ Maguire, Mary H. (McGill University). "Identity and Agency in Primary Trilingual Children’s Multiple Cultural Worlds: Third Space and Heritage Languages" (). In: Cohen, James, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan (editors). ISB4: Proceedings of the 4th International Symposium on Bilingualism. p. 1423-1445. CITED: p. 1432 (PDF p. 10/24). "The other two schools, the Chinese Shonguo and Japanese Hoshuko are privately funded, rent space for their Saturday schools from mainstream educational institutions, and thus have no visible identifiable logo or physical presence as a particular ”heritage language school”."
  10. ^ . Ochanomizu University. Archived from the original on 2 April 2015. Retrieved 31 March 2015.()
  11. ^ Kano, p. 106.
  12. ^ a b c Kano, p. 103.
  13. ^ Hirvela, Alan. "Diverse Literacy Practices among Asian Populations: Implications for Theory and Pedagogy" (Chapter 5). In: Farr, Marcia, Lisya Seloni, and Juyoung Song (editors). Ethnolinguistic Diversity and Education: Language, Literacy and Culture. Routledge, January 25, 2011. Start page 99. ISBN 1135183708, 9781135183707. - Cited: p. 103. "These, too, exist as a result of efforts made by local ethnic communities. Chinese (buxiban) and Korean (hagwon) schools are the most dominant of these learning environments, while Japanese heritage schools (hoshuko) also exist in certain communities," and "Japanese schools, like the Chinese schools, are usually community-based."
  14. ^ Endo, R. (Hamline University). "Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community." Bilingual Research Journal, 2013, Vol. 36(3), p.278-294. CITED: p. 281.
  15. ^ a b Mori and Calder, p. 291 (PDF 2/21).
  16. ^ "Endo Presents and Leads at Conference" (). Hamline University. April 20, 2012. Retrieved on March 4, 2015.
  17. ^ Endo, R. (Hamline University). "Realities, Rewards, and Risks of Heritage-Language Education: Perspectives from Japanese Immigrant Parents in a Midwestern Community." Bilingual Research Journal, 2013, Vol.36(3), p.278-294. CITED: p. 282.
  18. ^ Mizukami, Tetsuo. The sojourner community [electronic resource]: Japanese migration and residency in Australia (Volume 10 of Social sciences in Asia, v. 10). BRILL, 2007. ISBN 9004154795, 9789004154797. p. 139.
  19. ^ Doerr and Lee, p. 427.
  20. ^ . Japan-America Society of Greater Philadelphia. 16 April 2015. Archived from the original on 15 April 2015. Retrieved 15 April 2015.().
  21. ^ "English 2014-05-02 at the Wayback Machine." Washington Japanese Language School. Retrieved on April 30, 2014. "Washington Japanese Language School c/o Holy Cross Church, Quinn Hall, 4900 Strathmore Avenue, Garrett Park, MD 20896"
  22. ^ Conte-Helm, Marie (1996). The Japanese and Europe: Economic and Cultural Encounters (17 December 2013 ed.). Bloomsbury Academic Collections); A&C Black. ISBN 9781780939803. (ISBN 1780939809), p. 74. "A total of 2,392 Japanese children currently[...]" (the figure is specific to the 2013 edition)
  23. ^ " "Ōshū no hoshū jugyō-kō ichiran (Heisei 25-nen 4 tsuki 15 nichigenzai)" 欧州の補習授業校一覧（平成25年4月15日現在 [List of European schools (as of April 15, 2013)]. Ministry of Education, Culture, Sports, Science and Technology (in Japanese). Retrieved 10 May 2014.
  24. ^ "Derbyjs.co.uk" ダービー日本人補習校 [Derby Japanese School]. Derby Japanese School. from the original on 14 February 2015. Retrieved 14 February 2015. c/o Derby College Broomfield Hall, Morley Ilkeston, Derby DE7 6DN UK
  25. ^ . Archived from the original on 2006-02-03. Retrieved 2020-11-04.{{cite web}}: CS1 maint: bot: original URL status unknown (link)
  26. ^ "Contact". Kent Japanese School. from the original on 11 January 2018. Retrieved 11 January 2018. Classes are held from 10:00 to 12:30 every Saturday in Canterbury.
  27. ^ "Home". Kent Japanese School. from the original on 14 January 2017. Retrieved 11 January 2018.
  28. ^ ""Contact Us". Manchester Japanese School. from the original on 15 February 2015. Retrieved 15 February 2015. Oughtrington Lane, Lymm, Cheshire, WA13 0RB, UK (Language Centre at Lymm High School).
  29. ^ 概要. The Scotland Japanese School (in Japanese). from the original on 15 February 2015. Retrieved 15 February 2015. 1982年5月　三菱電機、日本電気、ダイワスポーツが中心となり、SDA(現在のSDI、スコットランド国際開発庁)の協力を得て、エジンバラ市のGraigmount High Schoolの教室を借り、生徒数11名、教師3名の複合3クラスでスタートし、その後2003年4月 に上記の所在地に移転、現在に至っています。
  30. ^ "Home". Telford Japanese School. from the original on 15 February 2015. Retrieved 15 February 2015. c/o Lakeside Academy, Stirchley, Telford, Shropshire TF3 1FA
  31. ^ [Location]. North East of England Japanese Saturday School. Archived from the original on 15 February 2015. Retrieved 15 February 2015. C/O Oxclose Community School, Dilston, Close, Oxclose, Washington, Tyne and Wear, NE38 0LN
  32. ^ Mizukami, Tetsuo. The sojourner community [electronic resource]: Japanese migration and residency in Australia (Volume 10 of Social sciences in Asia, v. 10). BRILL, 2007. ISBN 9004154795, 9789004154797. p. 138.

Further reading

(in Japanese) Articles available online

  • Chinen, Kiyomi (知念 聖美; University of California, Irvine) and Richard G. Tucker (リチャード・G・タッカー; Carnegie Mellon University). "The Acquisition of Heritage Japanese Language in the United States : Relationship between Ethnic Identity and Hoshuu-jugyoko(Japanese Language Schools for Supplementary Studies)[permanent dead link]" (米国における継承日本語習得 : エスニックアイデンティティーと補習授業校との関係; Archive). 母語・継承語・バイリンガル教育(MHB)研究 (2), 82-104, 2006-03-31. 母語・継承語・バイリンガル教育(MHB)研究会. See profile at CiNii. See profile at Osaka University Knowledge Archive. Alternate link ().
  • Okumura, Minako (奥村 三菜子; University of Bonn and Japanische Schule Bonn e.V. (ボン日本語補習授業校)). "補習" (ドイツの日本語補習校幼児部における現状・実践・考察; Archive). 母語・継承語・バイリンガル教育(MHB)研究 (6), 80-95, 2010-03-31. Mother Tongue, Heritage Language, and Bilingual Education (MHB) Research Association (母語・継承語・バイリンガル教育研究会（MHB研究会）). See profile #1 and profile #2 at CiNii. See profile at Osaka University Knowledge Archive (OUKA; 大阪大学機関リポジトリ). Alternate link ().
  • Ozawa, Michimasa. (小澤 至賢; 国立特別支援教育総合研究所教育 Department of Educational Support (支援部)). "" (アメリカ東部地区の日本人学校及び補習授業校における障害のある日本人児童生徒への支援状況 (<特集>米国における障害のある子どもへの教育的支援の実際; ). Special Needs Education of the World (世界の特別支援教育) 23, 43-55, 2009-03. National Institute of Special Needs Education (独立行政法人国立特別支援教育総合研究所). See profile at CiNii. English abstract available.
  • Suzuki, Kazuyo (鈴木 一代; Faculty of Humanities (人間学部), Saitama Gakuen University). "Japanese Language and Culture Acquisition of Intercultural Children with Japanese Ancestry : From the Perspective of Teachers at Part-time Japanese Schools" (日系国際児の日本語・日本文化習得とその支援 : 補習授業校講師の視点から; ). Bulletin of Saitama Gakuen University (埼玉学園大学紀要). Faculty of Humanities 7, 103-113, 2007-12. Saitama Gakuen University. See profile at CiNii. English abstract available.
  • 奥村 三菜子. "補習授業校における国際児にとっての日本語教育のあり方を考える : ドイツの補習授業校での実践から (第31回日本言語文化学研究会) -- (発表要旨)" (). 言語文化と日本語教育 (31), 82-85, 2006-06. お茶の水女子大学日本言語文化学研究会. See profile at CiNii. Ochanomizu University Teapot (Institutional Repository).
  • 横尾 俊 (国立特別支援教育総合研究所教育相談部). "平成20年度日本人学校及び補習授業校に対するアンケート結果について" (). 国立特別支援教育総合研究所教育相談年報 30, 33-45, 2009-06. National Institute of Special Needs Education (独立行政法人国立特別支援教育総合研究所). See profile at CiNii.
  • 大浜 幾久子 (University of Tokyo). "補習" (Archive). Annual Convention of the Japanese Association of Educational Psychology (日本教育心理学会総会発表論文集) (22), 228-229, 1980-10-05. The Japanese Association of Educational Psychology (日本教育心理学会). See profile at CiNii.

Articles not available online

  • 峯本 伸一 (前ボストン補習授業校(Greater Boston Japanese Language School):奈良市教育委員会). 在外教育施設における指導実践記録 33, 197-200, 2010-12-24. Tokyo Gakugei University. See profile at CiNii.

April 19, 2023
hoshū, jugyō, 補習授業校, hoshūkō, 補習校, supplementary, japanese, schools, located, foreign, countries, students, living, abroad, with, their, families, educate, japanese, born, children, attend, local, schools, they, generally, operate, weekends, after, school, oth. Hoshu jugyō kō 補習授業校 or hoshukō 補習校 1 are supplementary Japanese schools located in foreign countries for students living abroad with their families Hoshu jugyō kō educate Japanese born children who attend local day schools They generally operate on weekends after school and other times not during the hours of operation of the day schools 2 The Chengdu Hoshuko Japanese 成都日本語補習校 Chinese 成都日本语补习校 a hoshu jugyō kō in the Hiroshima Sichuan Sino Japanese Friendship Convention Center 広島 四川中日友好会館 广岛 四川中日友好会馆 in Wuhou District Chengdu Sichuan The Ministry of Education Science Sports and Culture Monbusho as of 1985 encouraged the opening of hoshu jugyō kō in developed countries It encouraged the development of full time Japanese person not language day schools in Japanese nihonjin gakkō in developing countries In 1971 there were 22 supplementary Japanese schools worldwide 3 By May 1986 Japan operated 112 supplementary schools worldwide having a total of 1 144 teachers most of them Japanese nationals and 15 086 students 4 The number of supplementary schools increased to 120 by 1987 3 As of April 15 2010 there are 201 Japanese supplementary schools in 56 countries 5 Contents 1 Operations 1 1 North America 1 2 United Kingdom 2 Demographics 3 List of schools 4 References 5 Notes 6 Further readingOperations EditThis section needs expansion You can help by adding to it March 2015 These schools which usually hold classes on weekends are primarily designed to serve the children of Japanese residents temporarily residing in foreign countries so that upon returning to their home country they can easily re adapt to the Japanese educational system 6 As a consequence students at these schools whether they are Japanese nationals and or permanent residents of the host country are generally taught in the age appropriate Japanese curriculum specified by the Ministry of Education Culture Sports Science and Technology MEXT 7 Article 26 of the Constitution of Japan guarantees compulsory education for Japanese children in grades one through nine so many weekend schools opened to serve students in those grades Some weekend schools also serve high school and preschool kindergarten 8 Several Japanese weekend schools operate in facilities rented from other educational institutions 9 The majority of the instruction is kokugo Japanese language instruction The remainder of the curriculum consists of other academic subjects 6 including mathematics social studies and sciences 8 In order to cover all of the material mandated by the government of Japan in a timely fashion each school assigns a portion of the curriculum as homework because it is not possible to cover all material during class hours 6 Naomi Kano 加納 なおみ Kanō Naomi 10 author of Japanese Community Schools New Pedagogy for a Changing Population stated in 2011 that the supplementary schools were dominated by a monoglossic ideology of protecting the Japanese language from English 11 The Japanese government sends full time teachers to supplementary schools that offer lessons that are similar to those of nihonjin gakkō and or those which have student bodies of 100 students each or greater 4 The number of teachers sent depends upon the enrollment one teacher is sent for a student enrollment of 100 or more two for 200 or more students three for 800 or more students four for 1 200 or more students and five for 1 600 or more students 12 MEXT also subsidizes those weekend schools that each have over 100 students 8 North America Edit The offices of the Princeton Community Japanese Language School in Princeton New Jersey In North America the hoshukō are usually operated by the local Japanese communities They are equivalent to hagwon in ethnic Korean communities and Chinese schools in ethnic Chinese communities 13 These Japanese schools primarily serve Japanese nationals from families temporarily in the United States or kikokushijo and second generation Japanese Americans The latter may be U S citizens or they may have dual U S Japanese citizenship 14 Because few Japanese children with Japanese as a first language in North America attend full time Japanese schools the majority of these children receive their primary education in English their second language 15 These supplementary schools exist to provide their Japanese language education Rachel Endo of Hamline University 16 the author of Realities Rewards and Risks of Heritage Language Education Perspectives from Japanese Immigrant Parents in a Midwestern Community wrote that these schools have rigorous academic expectations and structured content 17 As of 2012 the most common education option for Japanese families resident in the United States especially those living in major metropolitan areas is to send children to American schools during the week and use weekend Japanese schools to supplement their education 12 As of 2007 there were 85 Japanese supplementary schools in the United States 18 Some 12 500 children of Japanese nationality living in the United States attended both Japanese weekend schools and American day schools They make up more than 60 of the total number of children of Japanese nationality resident in the United States 12 In the 1990s weekend schools began creating keishōgo or heritage education classes for permanent residents of the U S The administrators and teachers of each weekend school that offers heritage classes develop their own curriculum 19 In the years prior to 2012 there was an increase in the number of students who were permanent residents of the United States and did not plan to go back to Japan Instead they attended the schools to maintain their ethnic identity By that year the majority of students in the Japanese weekend schools in the United States were permanent residents of the United States 6 Kano argued that the MEXT curriculum for many of these permanent residents is unnecessary and out of touch 7 The oldest U S Japanese weekend school with Japanese government sponsorship is the Washington Japanese Language School ワシントン日本語学校 Washington Nihongo Gakkō 20 founded in 1958 and serving the Washington DC metropolitan area 21 United Kingdom Edit The MEXT has eight Saturday Japanese supplementary schools in operation in the UK As of 2013 2 392 Japanese children in Canterbury Cardiff Derby Edinburgh school is in Livingston Leeds London Manchester school is in Lymm Sunderland school is in Oxclose and Telford attend these schools 22 23 Derby Japanese School ダービー日本人補習校 Dabi Nihonjin Hoshukō Morley Erewash Derbyshire 24 Japanese Saturday School in London Japanese School in Wales ウェールズ補習授業校 Weruzu Hoshu Jugyō Kō Cardiff 25 Kent Japanese School ケント日本語補習校 Kento Nihongo Hoshu Jugyō Kō Located in Canterbury 26 Its time of establishment is August 2005 27 Manchester Japanese School マンチェスター日本人補習授業校 Manchesuta Nihonjin Hoshu Jugyō Kō Lymm Warrington Cheshire 28 Yorkshire and Humberside Japanese School ヨークシャーハンバーサイド日本語補習校 Yōkusha Hanbasaido Nihongo Hoshukō Leeds The Scotland Japanese School スコットランド日本語補習授業校 Sukottorando Nihongo Hoshu Jugyō Kō Livingston near Edinburgh established in 1982 29 Telford Japanese School テルフォード補習授業校 Terufōdo Hoshu Jugyō Kō Stirchley Telford 30 North East of England Japanese Saturday School 北東イングランド補習授業校 Hokutō Ingurando Hoshu Jugyō Kō Oxclose Tyne and Wear 31 near Newcastle upon Tyne Demographics EditThis section needs expansion You can help by adding to it March 2015 In 2003 51 7 of pupils of Japanese nationality in North America attended both hoshukō and local North American day schools 32 As of 2013 in Asia 3 4 of children of Japanese nationality and speaking Japanese as a first language attend Japanese weekend schools in addition to their local schools In North America that year 45 of children of Japanese nationality and speaking Japanese as a first language attend Japanese weekend schools in addition to their local schools 15 List of schools EditSee List of hoshu jugyō kōReferences EditDoerr Musha Neriko Brookdale Community College and Kiri Lee Lehigh University Contesting heritage language legitimacy and schooling at a weekend Japanese language school in the United States Archive Language and Education Vol 23 No 5 September 2009 425 441 Note p 426 states that the all the names in this article are aliases It is a common practice in ethnography to use aliases for actual names in order to protect privacy of the students parents teachers as well as the school Kano Naomi Japanese Community Schools New Pedagogy for a Changing Population Chapter 6 In Garcia Ofelia Zeena Zakharia and Bahar Otcu editors Bilingual Community Education and Multilingualism Beyond Heritage Languages in a Global City Volume 89 of Bilingual Education and Bilingualism Multilingual Matters 2012 ISBN 184769800X 9781847698001 START p 99 Mori Yoshiko 森 美子 Mori Yoshiko Georgetown University and Toshiko M Calder カルダー淑子 Karuda Toshiko Princeton Community Japanese Language School Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students at Hoshuukoo Foreign Language Annals American Council on the Teaching of Foreign Languages Volume 46 Issue 2 pages 290 310 June 2013 First published online on 22 May 2013 DOI 10 1111 flan 12027 Notes Edit Ishikawa Kiyoko Japanese families in the American wonderland transformation of self identity and culture University of Michigan 1998 p 221 It means the JSM Hoshu jugyo ko its abbreviation is Hoshuko in Japanese Mizukami Tetsuo 水上 徹男 Mizukami Tetsuo The sojourner community electronic resource Japanese migration and residency in Australia Volume 10 of Social sciences in Asia v 10 BRILL 2007 ISBN 9004154795 9789004154797 p 136 a b Goodman Roger The changing perception and status of kikokushijo In Goodman Roger Ceri Peach Ayumi Takenaka and Paul White editors Global Japan The Experience of Japan s New Immigrant and Overseas Communities Routledge June 27 2005 p 179 Official policy see Monbusho 1985 was that Nihonjingakko should be set up in developing countries hoshuko in the developed world a b Section 4 Well Being of Japanese Nationals Overseas Archive Diplomatic Bluebook 1987 Japan s Diplomatic Activities Ministry of Foreign Affairs Retrieved on March 8 2015 English Archive Penang Japanese Supplementary Saturday School Retrieved on June 22 2014 a b c d Mori and Calder p 292 PDF p 3 21 a b Kano p 104 a b c Doerr and Lee p 426 Maguire Mary H McGill University Identity and Agency in Primary Trilingual Children s Multiple Cultural Worlds Third Space and Heritage Languages Archive In Cohen James Kara T McAlister Kellie Rolstad and Jeff MacSwan editors ISB4 Proceedings of the 4th International Symposium on Bilingualism p 1423 1445 CITED p 1432 PDF p 10 24 The other two schools the Chinese Shonguo and Japanese Hoshuko are privately funded rent space for their Saturday schools from mainstream educational institutions and thus have no visible identifiable logo or physical presence as a particular heritage language school 研究者詳細 加納 なおみ Ochanomizu University Archived from the original on 2 April 2015 Retrieved 31 March 2015 Kano p 106 a b c Kano p 103 Hirvela Alan Diverse Literacy Practices among Asian Populations Implications for Theory and Pedagogy Chapter 5 In Farr Marcia Lisya Seloni and Juyoung Song editors Ethnolinguistic Diversity and Education Language Literacy and Culture Routledge January 25 2011 Start page 99 ISBN 1135183708 9781135183707 Cited p 103 These too exist as a result of efforts made by local ethnic communities Chinese buxiban and Korean hagwon schools are the most dominant of these learning environments while Japanese heritage schools hoshuko also exist in certain communities and Japanese schools like the Chinese schools are usually community based Endo R Hamline University Realities Rewards and Risks of Heritage Language Education Perspectives from Japanese Immigrant Parents in a Midwestern Community Bilingual Research Journal 2013 Vol 36 3 p 278 294 CITED p 281 a b Mori and Calder p 291 PDF 2 21 Endo Presents and Leads at Conference Archive Hamline University April 20 2012 Retrieved on March 4 2015 Endo R Hamline University Realities Rewards and Risks of Heritage Language Education Perspectives from Japanese Immigrant Parents in a Midwestern Community Bilingual Research Journal 2013 Vol 36 3 p 278 294 CITED p 282 Mizukami Tetsuo The sojourner community electronic resource Japanese migration and residency in Australia Volume 10 of Social sciences in Asia v 10 BRILL 2007 ISBN 9004154795 9789004154797 p 139 Doerr and Lee p 427 Andrew M Saidel Japan America Society of Greater Philadelphia 16 April 2015 Archived from the original on 15 April 2015 Retrieved 15 April 2015 English Archived 2014 05 02 at the Wayback Machine Washington Japanese Language School Retrieved on April 30 2014 Washington Japanese Language School c o Holy Cross Church Quinn Hall 4900 Strathmore Avenue Garrett Park MD 20896 Conte Helm Marie 1996 The Japanese and Europe Economic and Cultural Encounters 17 December 2013 ed Bloomsbury Academic Collections A amp C Black ISBN 9781780939803 ISBN 1780939809 p 74 A total of 2 392 Japanese children currently the figure is specific to the 2013 edition Ōshu no hoshu jugyō kō ichiran Heisei 25 nen 4 tsuki 15 nichigenzai 欧州の補習授業校一覧 平成25年4月15日現在 List of European schools as of April 15 2013 Ministry of Education Culture Sports Science and Technology in Japanese Retrieved 10 May 2014 Derbyjs co uk ダービー日本人補習校 Derby Japanese School Derby Japanese School Archived from the original on 14 February 2015 Retrieved 14 February 2015 c o Derby College Broomfield Hall Morley Ilkeston Derby DE7 6DN UK Wales Japan Club ウェールズ日本人会 Archived from the original on 2006 02 03 Retrieved 2020 11 04 a href Template Cite web html title Template Cite web cite web a CS1 maint bot original URL status unknown link Contact Kent Japanese School Archived from the original on 11 January 2018 Retrieved 11 January 2018 Classes are held from 10 00 to 12 30 every Saturday in Canterbury Home Kent Japanese School Archived from the original on 14 January 2017 Retrieved 11 January 2018 Contact Us Manchester Japanese School Archived from the original on 15 February 2015 Retrieved 15 February 2015 Oughtrington Lane Lymm Cheshire WA13 0RB UK Language Centre at Lymm High School 概要 The Scotland Japanese School in Japanese Archived from the original on 15 February 2015 Retrieved 15 February 2015 1982年5月 三菱電機 日本電気 ダイワスポーツが中心となり SDA 現在のSDI スコットランド国際開発庁 の協力を得て エジンバラ市のGraigmount High Schoolの教室を借り 生徒数11名 教師3名の複合3クラスでスタートし その後2003年4月 に上記の所在地に移転 現在に至っています Home Telford Japanese School Archived from the original on 15 February 2015 Retrieved 15 February 2015 c o Lakeside Academy Stirchley Telford Shropshire TF3 1FA Shozaichi 所在地 Location North East of England Japanese Saturday School Archived from the original on 15 February 2015 Retrieved 15 February 2015 C O Oxclose Community School Dilston Close Oxclose Washington Tyne and Wear NE38 0LN Mizukami Tetsuo The sojourner community electronic resource Japanese migration and residency in Australia Volume 10 of Social sciences in Asia v 10 BRILL 2007 ISBN 9004154795 9789004154797 p 138 Further reading Edit in Japanese Articles available online Chinen Kiyomi 知念 聖美 University of California Irvine and Richard G Tucker リチャード G タッカー Carnegie Mellon University The Acquisition of Heritage Japanese Language in the United States Relationship between Ethnic Identity and Hoshuu jugyoko Japanese Language Schools for Supplementary Studies permanent dead link 米国における継承日本語習得 エスニックアイデンティティーと補習授業校との関係 Archive 母語 継承語 バイリンガル教育 MHB 研究 2 82 104 2006 03 31 母語 継承語 バイリンガル教育 MHB 研究会 See profile at CiNii See profile at Osaka University Knowledge Archive Alternate link Archive Okumura Minako 奥村 三菜子 University of Bonn and Japanische Schule Bonn e V ボン日本語補習授業校 補習 ドイツの日本語補習校幼児部における現状 実践 考察 Archive 母語 継承語 バイリンガル教育 MHB 研究 6 80 95 2010 03 31 Mother Tongue Heritage Language and Bilingual Education MHB Research Association 母語 継承語 バイリンガル教育研究会 MHB研究会 See profile 1 and profile 2 at CiNii See profile at Osaka University Knowledge Archive OUKA 大阪大学機関リポジトリ Alternate link Archive Ozawa Michimasa 小澤 至賢 国立特別支援教育総合研究所教育 Department of Educational Support 支援部 Situation of Support for Japanese Students with Disabilities in Full day and Supplementary Schools for the Japanese in the Eastern United States アメリカ東部地区の日本人学校及び補習授業校における障害のある日本人児童生徒への支援状況 lt 特集 gt 米国における障害のある子どもへの教育的支援の実際 Archive Special Needs Education of the World 世界の特別支援教育 23 43 55 2009 03 National Institute of Special Needs Education 独立行政法人国立特別支援教育総合研究所 See profile at CiNii English abstract available Suzuki Kazuyo 鈴木 一代 Faculty of Humanities 人間学部 Saitama Gakuen University Japanese Language and Culture Acquisition of Intercultural Children with Japanese Ancestry From the Perspective of Teachers at Part time Japanese Schools 日系国際児の日本語 日本文化習得とその支援 補習授業校講師の視点から Archive Bulletin of Saitama Gakuen University 埼玉学園大学紀要 Faculty of Humanities 7 103 113 2007 12 Saitama Gakuen University See profile at CiNii English abstract available 奥村 三菜子 補習授業校における国際児にとっての日本語教育のあり方を考える ドイツの補習授業校での実践から 第31回日本言語文化学研究会 発表要旨 Archive 言語文化と日本語教育 31 82 85 2006 06 お茶の水女子大学日本言語文化学研究会 See profile at CiNii See profile at Ochanomizu University Teapot Institutional Repository 横尾 俊 国立特別支援教育総合研究所教育相談部 平成20年度日本人学校及び補習授業校に対するアンケート結果について Archive 国立特別支援教育総合研究所教育相談年報 30 33 45 2009 06 National Institute of Special Needs Education 独立行政法人国立特別支援教育総合研究所 See profile at CiNii 大浜 幾久子 University of Tokyo 補習 Archive Annual Convention of the Japanese Association of Educational Psychology 日本教育心理学会総会発表論文集 22 228 229 1980 10 05 The Japanese Association of Educational Psychology 日本教育心理学会 See profile at CiNii Articles not available online 峯本 伸一 前ボストン補習授業校 Greater Boston Japanese Language School 奈良市教育委員会 在外教育施設における指導実践記録 33 197 200 2010 12 24 Tokyo Gakugei University See profile at CiNii Japan portal Schools portal Retrieved from https en wikipedia org w index php title Hoshu jugyō kō amp oldid 1147837512, wikipedia, wiki, book, books, library,

article

, read, download, free, free download, mp3, video, mp4, 3gp, jpg, jpeg, gif, png, picture, music, song, movie, book, game, games.