Wikipedia

Hoshū jugyō kō

(Redirected fromHoshuko)

Hoshū jugyō kō(Bổ tập thụ nghiệp giáo),orhoshūkō(Bổ tập giáo),[1]are supplementary Japanese schools located in foreign countries for students living abroad with their families.Hoshū jugyō kōeducate 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:Thành đô nhật bổn ngữ bổ tập giáo;Chinese:Thành đô nhật bổn ngữ bổ tập giáo), ahoshū jugyō kōin the Hiroshima-Sichuan Sino-Japanese Friendship Convention Center (Quảng đảo ・ tứ xuyên trung nhật hữu hảo hội quán;Quảng đảo ・ tứ xuyên trung nhật hữu hảo hội quán) inWuhou District,Chengdu,Sichuan

TheMinistry of Education, Science, Sports and Culture(Monbusho), as of 1985, encouraged the opening ofhoshū jugyō kōindeveloped countries.It encouraged the development of full-time Japanese ( "person", not "language" ) day schools, in Japanesenihonjin gakkō,indeveloping 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

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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 theJapanese 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 theMinistry of Education, Culture, Sports, Science and Technology(MEXT).[7]Article 26 of theConstitution of Japanguarantees 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 iskokugo(Japanese languageinstruction). 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(Gia nạp 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 ofnihonjin 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

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The offices of thePrinceton Community Japanese Language SchoolinPrinceton, New Jersey

In North America, thehoshūkōare usually operated by the local Japanese communities. They are equivalent tohagwonin ethnic Korean communities andChinese schoolsin ethnic Chinese communities.[13]These Japanese schools primarily serve Japanese nationals from families temporarily in the United States, orkikokushijo,and second-generationJapanese Americans.The latter may beU.S. citizensor 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 inEnglish, their second language.[15]These supplementary schools exist to provide their Japanese-language education.

Rachel Endo ofHamline 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 creatingkeishōgo,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 nhật bổn ngữ học giáo,Washington Nihongo Gakkō),[20]founded in 1958 and serving theWashington, DC metropolitan area.[21]

United Kingdom

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The MEXT has eight Saturday Japanese supplementary schools in operation in the UK. As of 2013, 2,392 Japanese children inCanterbury,Cardiff,Derby,Edinburgh(school is inLivingston),Leeds,London,Manchester(school is inLymm),Sunderland(school is inOxclose), andTelfordattend these schools.[22][23]

  • DerbyJapanese School(ダービー nhật bổn nhân bổ tập giáo,Dābī Nihonjin Hoshūkō)–Morley,Erewash,Derbyshire[24]
  • Japanese Saturday School in London
  • Japanese School inWales(ウェールズ bổ tập thụ nghiệp giáo,Wēruzu Hoshū Jugyō Kō)–Cardiff[25]
  • KentJapanese School(ケント nhật bổn ngữ bổ tập giáo,Kento Nihongo Hoshū Jugyō Kō)– Located inCanterbury[26]– Its time of establishment is August 2005[27]
  • ManchesterJapanese School(マンチェスター nhật bổn nhân bổ tập thụ nghiệp giáo,Manchesutā Nihonjin Hoshū Jugyō Kō)–Lymm,Warrington,Cheshire[28]
  • YorkshireandHumbersideJapanese School(ヨークシャーハンバーサイド nhật bổn ngữ bổ tập giáo,Yōkushā Hanbāsaido Nihongo Hoshūkō)—Leeds
  • The Scotland Japanese School(スコットランド nhật bổn ngữ bổ tập thụ nghiệp giáo,Sukottorando Nihongo Hoshū Jugyō Kō))–Livingston(nearEdinburgh), established in 1982[29]
  • TelfordJapanese School(テルフォード bổ tập thụ nghiệp giáo,Terufōdo Hoshū Jugyō Kō)–Stirchley,Telford[30]
  • North East of EnglandJapanese Saturday School(Bắc đông イングランド bổ tập thụ nghiệp giáo,Hokutō Ingurando Hoshū Jugyō Kō)–Oxclose,Tyne and Wear[31](nearNewcastle-upon-Tyne)

Demographics

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In 2003, 51.7% of pupils of Japanese nationality in North America attended bothhoshūkōand 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

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See:List ofhoshū jugyō kō

References

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  • 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"(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: 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.ISBN184769800X,9781847698001. START: p.99.
  • Mori, Yoshiko ( sâm mỹ tửMori Yoshiko;Georgetown University) and Toshiko M. Calder (カルダー thục tửKarudā Toshiko;Princeton Community Japanese Language School). "Bilingual Vocabulary Knowledge and Arrival Age Among Japanese Heritage Language Students atHoshuukoo."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. DOI10.1111/flan.12027.

Notes

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  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 ( thủy thượng triệt namMizukami Tetsuo).The sojourner community [electronic resource]: Japanese migration and residency in Australia(Volume 10 of Social sciences in Asia, v. 10).BRILL,2007.ISBN9004154795,9789004154797. p.136.
  3. ^abGoodman, Roger. "The changing perception and status ofkikokushijo."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. ^ab"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.
  5. ^"English"(Archive). Penang Japanese (Supplementary) Saturday School. Retrieved on June 22, 2014.
  6. ^abcdMori and Calder, p. 292 (PDF p. 3/21).
  7. ^abKano, p.104.
  8. ^abcDoerr 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"(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”. "
  10. ^Nghiên cứu giả tường tế – gia nạp なおみ.Ochanomizu University.Archived fromthe originalon 2 April 2015.Retrieved31 March2015.()
  11. ^Kano, p.106.
  12. ^abcKano, 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.ISBN1135183708,9781135183707. – 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. ^abMori and Calder, p. 291 (PDF 2/21).
  16. ^"Endo Presents and Leads at Conference"(Archive).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.ISBN9004154795,9789004154797. p.139.
  19. ^Doerr and Lee, p. 427.
  20. ^"Andrew M. Saidel".Japan-America Society of Greater Philadelphia. 16 April 2015. Archived fromthe originalon 15 April 2015.Retrieved15 April2015.().
  21. ^"EnglishArchived2014-05-02 at theWayback 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.ISBN9781780939803.(ISBN1780939809), 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)"Âu châu の bổ tập thụ nghiệp giáo nhất lãm ( bình thành 25 niên 4 nguyệt 15 nhật hiện tại[List of European schools (as of April 15, 2013)].Ministry of Education, Culture, Sports, Science and Technology(in Japanese). Archived fromthe originalon 30 March 2014.Retrieved10 May2014.
  24. ^"Derbyjs.co.uk"ダービー nhật bổn nhân bổ tập giáo[Derby Japanese School].Derby Japanese School.Archivedfrom the original on 14 February 2015.Retrieved14 February2015.c/o Derby College Broomfield Hall, Morley Ilkeston, Derby DE7 6DN UK
  25. ^"Wales Japan Club/ウェールズ nhật bổn nhân hội".Archived from the original on 2006-02-03.Retrieved2020-11-04.{{cite web}}:CS1 maint: bot: original URL status unknown (link)
  26. ^"Contact".Kent Japanese School.Archivedfrom the original on 11 January 2018.Retrieved11 January2018.Classes are held from 10:00 to 12:30 every Saturday in Canterbury.
  27. ^"Home".Kent Japanese School.Archivedfrom the original on 14 January 2017.Retrieved11 January2018.
  28. ^""Contact Us".Manchester Japanese School.Archivedfrom the original on 15 February 2015.Retrieved15 February2015.Oughtrington Lane, Lymm, Cheshire, WA13 0RB, UK (Language Centre atLymm High School).
  29. ^Khái yếu.The Scotland Japanese School(in Japanese).Archivedfrom the original on 15 February 2015.Retrieved15 February2015.1982 niên 5 nguyệt tam lăng điện cơ, nhật bổn điện khí, ダイワスポーツが trung tâm となり, SDA( hiện tại のSDI, スコットランド quốc tế khai phát sảnh )の hiệp lực を đắc て, エジンバラ thị のGraigmount High Schoolの giáo thất を tá り, sinh đồ sổ 11 danh, giáo sư 3 danh の phục hợp 3クラスでスタートし, その hậu 2003 niên 4 nguyệt に thượng ký の sở tại địa に di 転, hiện tại に chí っています.
  30. ^"Home".Telford Japanese School.Archivedfrom the original on 15 February 2015.Retrieved15 February2015.c/o Lakeside Academy, Stirchley, Telford, Shropshire TF3 1FA
  31. ^"Shozaichi"Sở tại địa[Location].North East of England Japanese Saturday School.Archived fromthe originalon 15 February 2015.Retrieved15 February2015.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.ISBN9004154795,9789004154797. p.138.

Further reading

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(in Japanese) Articles available online

Articles not available online

  • Phong bổn thân nhất ( tiền ボストン bổ tập thụ nghiệp giáo (Greater Boston Japanese Language School): Nại lương thị giáo dục ủy viên hội ). Tại ngoại giáo dục thi thiết における chỉ đạo thật tiễn ký lục 33, 197–200, 2010-12-24.Tokyo Gakugei University.See profile atCiNii.
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