本プログラムは、過去13回実施された。実施期間中、カルガリー大学の学生は、専修大学の国際交流会館で日本人の学生と生活を共にしながら語学を学び、日本事情、日本文化の研究をしている。発表者は、2015年、2018年、2019年に引率を経験し、現在は2021年プログラムの準備をしている。今回は本プログラムの実践例の報告と課題、今後の展望について発表し、短期交換留学における異文化間、学生間の「学び」について意見交換をしたい。

It has been well established that long-term study abroad programs, compared to their short-term counterparts, produce far better outcomes along a range of domains beyond language acquisition. It is however a fact of life that, to many university students in Japan, short-term programs are preferable for an array of reasons, including financial concerns as well as academic, occupational and personal obligations. In this presentation, an American college’s recent experience, designing and delivering an effective and fulfilling short-term study abroad program for Japanese university students will be discussed. Particular attention will be paid to language learning through a university-level service-learning courses.

This presentation reflects on the findings of three qualitative studies into the experiences of Japanese undergraduate students in short-term study abroad programs at a university in British Columbia. The studies were related to students’ perspectives on ideal program elements, their personal narratives, and their unexpected encounters. Key themes included intercultural experiences, classroom learning, extra-curricular activities, food and drink, money matters, and climate. Findings point to the importance of scaffolded program support to foster meaningful encounters and encourage free time exploration. This program support combined with learner-centred pre-departure preparation can help students take advantage of the opportunities these programs offer.

本発表では、2020年度夏に行ったブルネイでの1週間のオンラインによる短期語学・文化研修プログラムの実践をふりかえり、参加した学生にどのような学びがあったのかを考察する。そして、新型コロナウィルスの感染拡大により、学生達が実際に海外に行くことが難しくなっている今、オンラインによる新たな海外留学のあり方について参加者と議論することを試みる。

Providing opportunities to develop English language skills and intercultural understanding is an important aim of many short-term study abroad (SA) programmes. However, SA practices tend not to reflect the variability of English language use in global communication among different users. In addition, intercultural learning can be associated with factual information, overlooking differences among individuals and risking stereotypes. The research aimed to capture individual SA experiences and develop a qualitative understanding as to which programmes and programme features were effective in supporting language and intercultural learning. 15 students taking part in SA in diverse locations were interviewed at three points: pre-sojourn, post-sojourn, and six months later. A thematic analysis uncovered distinctions between learning on different programmes. A characterisation of learning in these SA experiences was developed, outlined in this presentation with theoretical observations on how learning may be enhanced through reviewing SA programmes and features.

Previous research shows that study abroad experiences positively impact L2 speaking development in variety of language aspects, such as fluency, accuracy, syntactic complexity, lexical complexity and language processing speed. This study examined two sets of oral proficiency interviews of learners of Japanese (before and after three months courses) related to fluency, accuracy and complexity during study abroad in Japan and during course work at the home institute. At the presentation previous studies on study abroad effects in terms of language development are introduced. Effectiveness and challenges of study abroad on students’ language development of the current study are also discussed.

世界中でコロナが流行している2020年3月、私は語学を学ぶためにドイツへ飛び立った。初めてのドイツ。街並み、食べ物、人々、すべてが輝いて見えた。しかし、現地ではコロナ拡大による人種差別が皆の気づかぬ間に起きていた。

「私の3本柱」とは、「自分自身を信じること」「自分らしさを忘れないこと」「挑戦し続けること」である。今回、ドイツ留学経験で築き上げたこれらの「信念」を本会で共有し、その意義を考えたい。

If we are not careful Orientation for students about to study abroad becomes a “How to get a passport,” “When to pay,” “Not too early to think about o-miyage” travel-agent driven briefing, with little time for consideration of the possibly life-changing adventure the students are about to embark on. Schools that make provision for more in-depth Orientation often use it for facts and figures about the destination and/or a kind of remedial English conversation in preparation for encounters with immigration officers, host families, and host families.

The presenter will suggest that what SA students most need to be oriented to is an attitude to their overseas experience that will prepare them to learn from it, to question, hypothesise and test. Unlike a more traditional Orientation, an attitudinal orientation will enrich and strengthen their experience. The presenter will offer illustrations from his own Orientation practice.

This research concerns the impact of a short-term sojourn abroad onwillingness to communicate (WTC) and confidence of Japanese university students studying English as a L2. In this mixed-methods study, nine participants completed a pre and post-sojourn quantitative survey, and three of the nine were randomly selected for interviews. The participants were students enrolled in a teacher-training program and studying to become elementary school and junior high school (English) teachers upon graduation. During the sojourn, participants (in pairs) completed a 5-day teaching practicum at a local American kindergarten or elementary school, and individually or in groups did a 7-day homestay. The results from the surveys suggest that anxiety related to speaking English was reduced, and that confidence and WTC increased after the 9-day sojourn. The participants also reported that interacting with children at their teaching practicum as well as their peer-partners seemed to be major reasons for this change.

コロナ拡大のため留学できなくなった日本留学希望学生のために日本語学校ではオンライン授業を始めた。留学までの臨時的措置として始めた日本語教育も来日時期が見通せない状況の中今後もオンラインを続けなければならない。対面授業にかわる臨時的措置として1日６コマ週5日の授業を4月から続けてきたが、①第二言語学習ではなく外国学習②長期間③ゼロ初級スタートなどの視点からオンライン授業の有効性と課題を検証する。

The study echoes voices of university students who returned from exchange study abroad programs. The speaker conducted questionnaires and interviews with students, some of whom returned amidst COVID-19 outbreak and have experienced online classes in two institutions. The 108 participants are speakers of 12 different native languages, study abroad destinations extending to 29 countries. A further 24 students were interviewed to discuss the following: academic demands, comparison of sending and receiving universities, ways they dealt with academic difficulties, any impact learning multiple languages have had on them, and suggestions for other students, university faculty and administrators supporting the exchange programs.

This presentation explores the impact on intercultural sensitivity of a 5-week study abroad programme for Japanese university students in Australia. Intercultural sensitivity refers to the ability to develop positive emotions towards cultural differences along with appropriate and effective behaviour. A questionnaire adapted from Chen and Starosta (2000) was administered to 24 students before and after the programme and the results found positive increases in interaction confidence, engagement, enjoyment, and respect for cultural differences and some difficulties with interaction attentiveness which refers to the procedural aspects of interaction.

日本の大学生が「内向き志向」であるとの危機感が指摘されるようになってからしばらく経つが、その一方で、自らの意思で海外留学を決めて実現したり、その後も留学生との交流を試みたり等の「外向き志向」の学生も少数ながら存在する。当研究では、自分の意思で海外留学（9か月以上）を決めて実施した経験をもつ10名の国内学生（帰国子女等は含まれない）に、留学の経緯や考えについてインタビューを行った結果の分析について発表する。

This study aims at exploring Japanese university students’ in-class and out-of-class learning activities in the UK to determine what activities could lead students to develop and change their thoughts on language learning and host cultures. A questionnaire and a semi-structured interview were conducted. Those responses were analyzed by two researchers (Japanese and British) comparing their observations of students’ progress and language improvement to synthesize the pedagogical implications of study abroad.

Researchers’ reflections on effective learning activities and implications for study abroad program shall be discussed.

本研究は、移民・難民が増加するスウェーデンの多文化主義の政策と教育実践について、幼児教育に焦点を当てて文献・資料を調査する。本調査は予定されている現地調査と関連する。スウェーデンは、福祉国家のモデル的存在であるとともに、保育・幼児教育でも国際的に評価されている。その幼児教育の「すべての子どものため」の理念と「文化と知識の創造者としての子ども」観がスウェーデンの多文化主義政策とどのように交差するかを探る。

The purpose of this presentation is to discuss healthy and sustainable school visits for overseas school trips (shugakuryoko) coordinated by Japanese high schools while analyzing the results of surveys conducted among educators in Hawaii high schools who are involved in hosting visiting schools. Though demand for school visits as part of a school trip is high for the purpose of fostering students’ cross-cultural understanding, requests from Japanese schools may be disruptive to the host schools’ curriculum. To establish meaningful school visits for both sides, it is crucial for Japanese schools to understand the needs of the host schools.

For Japanese college students, an unexpected motivation to work on their English can come from interaction with exchange students in Japan. During a linguistics course at a university in Tokyo, exchange students from Malaysia, Turkey, Nepal etc. shared their language background. For many Japanese students, it was an eye-opening opportunity to learn that 1) multiple languages are often spoken in one nation, 2) a language can be understood in many countries, and 3) it is not rare that a person speaks more than one language. Many Japanese students mention that they are motivated to learn foreign languages including English.

Is Meetup a good idea to interact with local people?

Yes, it is! When I was in Australia for five months, I was often using the app called Meetup and joined many sports events. By using the app, you can easily interact with local people who have common interests with you. I have two pieces of advice to use the app safely. 1) Choose events during the daytime whenever possible. 2) Check the host organization of an event before you join. In this presentation, I will suggest further tips to use the app effectively.

Research has reported positive learning outcomes of study abroad, such as personal growth, and the development of foreign language skills and global outlooks. However, little is known about the extent to which these outcomes are applicable to international internships. This presentation highlights a systemic perspective of personal growth, using the autoethnographic account of my one-year experience as an Optional Practical Training student in the United States. Special attention is given to self-sustainability and self-responsibility as potential co-contributors of personal growth. The implications for future research and practice to support students pursuing internship opportunities are also discussed.

This autoethnographic presentation provides a retrospective narrative of personal transformation that derived from my one-year study abroad experience as a Tobitate Japan ambassador in Belgium, Denmark, and Australia. Grounded in transformative learning frameworks, the presentation focuses on disorienting dilemma as an indispensable condition for personal transformation, which is graphically illustrated by three trajectories of agency, emotional wellbeing, and cultural fit over the course of my international sojourn. The roles of social support (especially provided by host mentors) in this three-dimensional transformation are also highlighted.

This study reports on initial findings from qualitative analysis of interviews with 7 Japanese university students taking an IELTS preparation reading course online. How motivated participants were to read in English outside of the class hours was investigated over the course of the 3-month long course through semi-structured online video interviews. Interviews took place 3 times during the course. The interviews sought to gain deeper insight into participants’ reading patterns and motivations for reading in the L2. Initial findings from qualitative analysis using the computer software NVivo, will be presented on the poster. Unexpectedly, despite the challenges presented by the online learning environment and the uncertainty of study abroad opportunities, participants seemed in general to be enthusiastic about improving their reading skills and preparing for the IETS test in preparation for studying abroad.

While the psychological impacts of study abroad experiences on individual students are well-documented, how international experiences contribute to the students’ post-study transitions toward employment has been studied only recently. This presentation, drawing on a systematic review of empirical papers published in peer-reviewed English language journals, proposes a four-stage bidimensional perspective of international students’ study-to-work transitions. This perspective highlights the evolution of the two transitional dimensions (i.e. mobility and career) along the four chronological stages (i.e. pre-study, pre-transition, mid-transition and post-transition). The educational implications of this dynamic perspective, especially the need for institutional support to facilitate career-related transitions, are also discussed.

In the last decade or so, influenced by national policies to encourage studying abroad, the number of university students who study abroad from Japan has been increasing steadily (JASSO, 2020). Although the current situation in the world is unprecedented, universities in Japan are facing in a situation which can expand opportunities to encourage the students for utilizing their study abroad experiences in many ways. It needs to be carefully considered how universities in Japan can maintain to encourage studying abroad for their students on a long-term basis.

In this presentation, a case study of student peer-supporters for encouraging study abroad at a private university in Japan will be discussed. In particular, the presentation will focus on how the student peer-supporters have been performing on campus until 2019 and online in 2020 as well as what they have learned by being involved in student peer-support activities so far.

本発表では、アメリカにおける社会問題、特に貧困、住宅問題、差別と多様性などについて、ボランティア活動や現地高校生との交流などを通して学ぶ海外体験学習プログラムの実践に焦点を当て、社会正義のための教育の視点から学生の記述に見られた学びについて考察し、課題を検討する。これらの社会問題は、参加学生にとって身近な問題として捉えているとは限らないが、様々な活動を通してそれまでの意識が変わったことがわかった。

ビザや学費のハードルが低く、気軽に参加できる超短期日本語プログラムは日本で提供される短期プログラムの半数を占める。学習者の参加動機は必ずしも日本語習得ではないにもかかわらず、多くの機関は日本語学校で行われるような授業を提供している。本発表ではLearning by Doingをモットーに、自分を知り世界を理解するための超短期日本語プログラムを提案する。

博士の学位取得のため日本に留学したインドネシアの理系大学教員4名のライフストーリーから留学評価と日本語習得の関連を探った。全員が3年で学位を取得し、研究面での満足度は高かった。研究では英語を使用し、日本の教育機関での日本語学習経験は全員なかったが、指導教員の意向、同国人コミュニティの有無、現地コミュニティへの参入の必要性等により日本語習得に差が見られ、研究外での満足度への影響が観察された。