2010年10月アーカイブ

Japanese-Language Program for Specialists in Cultural and Academic Fields (2-month course)
June 6-August 1, 2018

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1. Japanese Language Classes
 The top selling point of this program is the variety of classes it offers. Once you've taken your placement test, you will have access to classes (catered to your level) that cover a wide range of topics, including grammar, conversation, news, discussion, and more. Most of the classes are optional, allowing you to customize your schedule. Don't feel like you need another grammar class? You can use that time to do your own research. Feel like your Japanese computer literacy is lacking? You can take a computer course in which you learn how to write formal emails, use the Japanese library system, and the like. Have some specific articles, books, or research papers you want to read? You can take a one-on-one course in which an instructor helps you work through readings (that you choose!) in your specialization.
 It's very clear that the teachers in staff in charge of this program have put a lot of time and effort into creating a program in which learners from all different backgrounds and levels can thrive. You will leave this program not only with a better understanding of Japanese, but also with a lot more confidence in your abilities (and with lots of new friends!)

2. Library
 The small but well-stocked library of The Japan Foundation Japanese-Language Institute, Kansai(hereinafter referred to as the Kansai Center) is full of books in many languages, including fiction and guidebooks. If the library doesn't have what you need, you can borrow books from other libraries through an interlibrary loan. Japan has an incredibly organized national library system that makes borrowing books quite intuitive. If you have any trouble, the librarians are always there to help you with your search and are very patient and kind.

3.Cultural Experiences
 5555.pngBefore you arrive in Japan, you will be asked to choose two culture classes: tea ceremony, calligraphy or yukata. In the tea ceremony class, you'll learn about the history of this long-standing tradition and plunge into the mysterious aura of sado. If you fancy challenging your inner artist, try calligraphy (and get a hand-made present to bring to your loved ones). If you have been dreaming about trying on a Japanese kimono, now's your chance!
 You can also elect to be paired with a host family. For many of us, it was our first time visiting a Japanese home and was an unforgettable experience of getting the taste of the Japanese everyday life. This experience also provides a great opportunity to make some local connections outside of the center.
 You will also get to see bunraku, the traditional Japanese puppet theatre, which is particularly popular in Osaka. You'll also have the opportunity to participate in other organized cultural events, though these aren't required. For example, some of us met with students at Kobe University, while others took a tour of the Osaka Gas facilities, while still others took a yacht cruise on Ocean Day.

4. Life at the Kansai Center
 Living at the center is like living in a hotel. Your meals are taken care of by a combination of cafeteria points and a cash stipend given at the beginning of each month. The cafeteria makes a variety of healthy, tasty dishes each day and caters to most dietary needs (i.e. halal, vegetarian, etc). If you prefer to cook yourself, there's a full kitchen available (stocked with basic cookware like knives, cutting boards pans, etc.) and there are smaller kitchenettes with microwaves on every other floor that you can use when you're craving a hot snack. Rooms are cleaned once a week, but it's up to you to do your own laundry. Don't worry! There are washers and dryers that you can use for free on every other floor. Some other perks include free bike rentals, a study room where you can print, copy, and scan and lounges for hanging out on every other floor.
 The Kansai Center is located in the quiet-but-beautiful Tajiricho area of Osaka. The Center itself is about a 5-minute walk away from a harbor, where there's a tasty fish market on Sundays. It's about equidistant from Marble Beach, where you can take a walk in the sea breeze or have a BBQ. Oh, and the sunsets are great there too!
 Quiet as it is, the Kansai Center has all of modern conveniences you could ask for. Two grocery stores and two convenience stores are within walking distance and there's a nice park nearby. If you want to do some shopping or go out to eat, there's a bus that goes to the nearby outlets and AEON mall, where there are lots of restaurants and stores to choose from. There are also some izakaya(Japanese-style bars) about a 15-minute walk from the center if you're interested in Japanese nightlife. When you want to get out of Tajiricho, you can get to downtown Osaka via the Nankai and JR Lines in about 40 minutes.

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Lee, Jeeye(Korea)
Chloe Marie, WILLIS(America)
Natalia, SERDIUK(Russia)
Noran, Saleh(Egypt)

Japanese-Language Program for Specialists in Cultural and Academic Fields (6-month course)
Period: October 4th 2017- April 4th 2018

The unforgettable 6 month

LIU, Run (China/USA)

 This has been the most unforgettable six months in my life. Soon after we arrived in Japan in October, we were greeted by the wonderful autumn colors, and now, right before we have to leave, the cherry blossoms 1.jpgare reaching their peak in time to say goodbye. In between, we enjoyed the warm winter in Osaka with beautiful illumination events and occasional snow; we also celebrated Christmas and New Year's in Japanese style. We have been immersed in Japanese culture and life during every minute of our stay, and our Japanese language ability has improved painlessly.
 My dissertation is a comparative cross-national study of education policies and gender differences in math and science performance and attitudes, and Japan is one important case in my study. In order to complete the case study of Japan, it is necessary for me to be able to quickly read Japanese academic papers, newspapers, and goverment reports. I also would like to introduce my research to Japanese researchers and get feedback. Therefore, one of the most helpful classes during this program has been the academic grammer and writing class. It quickly helped us to develop our reading and writing skills in academia. Before joining this program, I had never imagined myself being able to present my study and write a research report in Japanese witin such a short time.
 Besides textbooks and homework, travelling has been an indispensable part of the program. During the two intensive periods for academic activities, I travelled to Tokyo, Nagoya, Fukuoka, and many other places in order to attend academic conferences in my research area, to visit well-known professors and researchers with the same research interests and receive from them helpful comments on my own research, and to visit libraries with needed materials. The center not only provides compensations for the travelling, but also helps us to build connections in the Japanese academic community.
 Everyone at the Center has been making every effort to ensure the best condition for us to focus on our 2.jpgresearch. The teachers are patient, experienced, and fun; they provide specialized study plans for us based on our own research projects and Japanese language ability levels. The librarians are friendly and knowledgeable; with their help we can find any book or paper we want. The staff at the center has been like family, and now we really don't want to say goodbye. I will definitely keep my research interest in Japan and I am sure someday I will come back to the Center!

An Impact That Will Continue for Years to Come

OBERMEYER, Amy C (USA)

 As these six months quickly draw to a close, I'm struck both by how quickly the time has raced by, and also by how my Japanese language abilities have grown. I know such growth in such a short time frame would have been impossible without the help and instruction of the teachers and support staff here, all of whom were incredibly kind, patient, and skilled. The benefits of this program are evident not just in the great strides I've made in my own Japanese language abilities, I hear it every day in the speech and expression of every other participant.
 While certainly the entire program has been helpful in my development as a scholar of Japanese literature, two aspects particularly stand out, the individualized lessons and the research support. As my research focuses principally on early-twentieth century literature, I have often found traditional classroom instruction doesn't cover all of the varieties of grammar and syntax necessary to understanding the texts I work with. Trough one-on-one weekly meetings with my tutor, I've been able to fill in these gaps and vastly increase my comprehension. Before coming to the Japan Foundation, I wasn't comfortable reading literature in Japanese without an English translation to reference. However, after reading Tamura Toshiko's 1914 work Miira no Kuchibeni (Lipstick on a Mummy) with my tutor and reviewing the materials together during our weekly sessions, I feel much more confident taking on similar works independently in the future.
 The research support was also invaluable towards further developing my scholarship.Through the generosity of the Japan Foundation, I was able to travel around Japan to gather research materials, deepen my understanding of cultural and historical context of my primary texts, and attend various conferences and workshops related to my work. This photo, taken at Meijimura Museum, shows the home and writing desk of 3.jpgKoda Rohan, the author to whom Tamura Toshiko was initially apprenticed. Prior to our two week-long specialized research periods, we were given in-person introductions to the Kansai branch of the National Diet Library as well as the International Research Center for Japanese Studies (Nichibunken), and beyond that, the center's deeply-knowledgeable library staff were always on-hand to offer additional recommendations and assistance. I wouldn't have known the scope of resources and opportunities available to me, much less had access to them, without the guidance of the Japan Foundation staff. Many of the materials I am returning home with are those whose very existence I was previously unaware of, and which I believe will prove central in developing many of the arguments of my dissertation. Moreover, during these research periods I was able to forge new relationships with scholars within my field working in Japan and around the world, and I am excited for the potential for further collaboration and discussion these relationships may offer. For all of these reasons and many more besides, the benefits of my participation in this program will undoubtedly reverberate for the duration of my academic career.

Specialized Research Activity and Research Presentation

REYES, Maria Corazon Corre (Philippine)

Specialized Research Activity
 One of the main purposes of taking part in the six-month course is to effectively conduct our specialized research here in Japan. The Japan Foundation Language Institute has a well-planned schedule of activities and gives the training participants the opportunity to conduct their own research outside the Institute. This could mean fieldwork, participating in academic conferences, or conducting interviews and other research-related trips in order to gather data as well as to widen each researcher's academic network.
 The first specialized research activity period ia in December, which is shortly after the first term ends, while the second specialized activity period was in February. During these two periods, individual research 4.jpgactivities can be conducted, but first, careful and detailed preparation is a must. Consultation with the assigned tutor is also necessary to help or guide each researcher in formulating interview questionnaires and politely contacting desired professors or interviewees.
 An orientation was held to give details as to how we could efficiently plan our research activity and to explain the two forms required, to be submitted before and after. First, the specialized activity plan must be submitted 1-2 weeks before the scheduled period of activity to allow the Institute to provide the necessary assistance in conducting said research activity. Then, after conducting the research activity outside the Institute, each researcher is required to submit a specialized activity report that details the outcome or results achieved in said specialized activity.
 This opportunity for individual research outside the Institute is obviously one of the most important measures of our improvement in speaking the Japanese language. Each of us had to use our full command of the Japanese language be able to communicate properly with our interviewees, professors or co-researchers. It was certainly an important activity wherein each participant could demonstrate their grasp of the grammar patterns and conversation skills learned in class. This specialized activity indeed helped each of us improve our Japanese language conversation skills.

Research Presentation
 Then there is also the research presentation wherein each participant must present an overview of their individual research. This is also done twice, first in December and then in March. The research presentation 5.jpgis an overall exercise wherein each of us must be able to demonstrate Japanese language skills, not only in explaining our research but also when answering in Japanese questions pertaining to our research.
 The culmination of the program was the last research presentation held in March. I remember how each and every one of us prepared so diligently for the presentation, which eventually made the 2-day final presentation event successful.
 I am deeply thankful for this opportunity to conduct my research, specifically the fieldwork, which was so vital for my thesis. All of the assistance from the teachers, the library and the administration was truly helpful to every one of us.
 Overall, the Japan Foundation Language Institute had provided a complete set of activities for us to learn the Japanese language as well as to help us with our individual research. Surely the next researchers to participate inj this program will also benefit from this Japanese language training experience.

Community of young researchers at the Kansai Kokusai Center

PARZNIEWSKI, Szymon Zbigniew (Poland/UK)

 The Japanese-Language Program for Specialists in Cultural and Academic Fields 6-month course offers a unique opportunity for young researchers coming from a wide range of cultural and disciplinary backgrounds to tailor their language and academic skills for their research activity in Japan. This diverse community of 6.jpgmotivated young individuals makes it a vibrant and refreshing environment to study and enjoy Japanese culture at the same time. Participants are guided by a professional and dedicated group of teachers, librarians and support staff. The facilities at the Kansai Kokusai Center are perfect for language study and academic research. The teachers are always very supportive and provide detailed information during the specialised language classes. The library staff is extremely helpful and the available collection includes a large variety of books, periodicals and other related material, such as access to some of the main archives in Japan.
 The program itself is challenging but well-structured, offering an optimal preparation for the two specialised research activity periods. Participants can engage in a range of research activities including interviews, meetings and discussions with practitioners and experts in their respective fields. In addition to the research activities directly linked to our projects, we also had an opportunity to strengthen existing research collaborations and build new ones, including through participating in a range of seminars, colloquiums, conferences and research-related events all across Japan. The final research presentations offered a great chance to share the key points from our work and reflect on what we have been able to achieve thanks to the program. These opportunities established research links in Japan that can contribute greatly to our future research careers.
 Beyond the great environment to conduct research, this program gave us a unique opportunity to partake in a wide range of Japanese cultural activities, including among others: calligraphy, a tea ceremony and 7.jpgJapanese flower arrangement (Ikebana) class. Moreover, toward the end of the program we had a chance to experience the cherry blossom (sakura) season. Through participation in the events organized by local volunteer groups, we had an opportunity to practice our oral communication skills in a friendly environment. The Kansai Kokusai Center gave us a once in a lifetime chance to contribute to the academic and cultural bridging between Japan and our overseas nations.

Reflections of 6months' experience

MALO, Mario Sanz (Spain)

 When I think about my academic experience as a researcher, I would say that one of the most important things that the six-month program has offered me is the possibility of doing fieldwork related to my research. Thanks to this, I have come to better understand how some of the most important nonprofit organizations 8.jpg(NPOs) in the Fukushima and Iwate area are articulated socially. It has been a privilege to be able to make use of two separate research periods in order to move my work from a bibliographical approach to a more ethnological one.
 Moreover, if we talk about life in the center, the different cultural backgrounds of the participants are the basis for a rich intellectual exchange. To put it concisely as there are several programs, participants are able to make friends that come from a variety of academic fields. In my case, I have shared very important experiences with my own group of researchers as well as with the foreign service program participants.
 On a more personal level, I would like to say that also in Tajiri Cho there is a very special synergy between the volunteers of the area, such as the Izumisano Cross-cultural Association (ICA), the conversation 9.jpgpartners, the "SAYUKAI" for Kumatori Cho International Cultural Exchange etc, and the Japan Foundation Japanese-Language Institute. Thanks to these groups, I could appreciate much better how volunteering works and how it is structured around the international community at the language center. I especially feel great gratitude for the ICA volunteers, who've made a great effort to teach us various aspects of Japanese culture. I am also especially grateful to the three wonderful retired teachers who generously instructed us in the iaido of the Mugai Ryu school.
 In the end, I can say that the experience is hard but it is really rewarding. If you follow the guidance of the teachers, you will make great progress.

 

 

 

平成25年度 日本語学習者訪日研修(高校生)
研修期間:平成25年6月20日-7月4日

 

センターで・・・

 

 私たちがセンターで勉強できるのは、すばらしいことです。センターで、私たちは日本語と日本のことをたくさん勉強しました。たとえば、日本の学校や、アニメとマンガ、日本の文化などです。私たちが習ったことはほんとうにやくにたちます。そして、いろいろなことは国の学校で勉強することができません。それで、どのじゅぎょうもとてもおもしろかったです。それに、先生もとても親切です。先生はいつも私たちのしつもんにはっきりこたえて、ねっしんに教えてくれました。さらに、じゅぎょうで日本語で話さなければなりません。ですから、私たちは日本語がもっと上手になりました。とてもうれしいです。

 じゅぎょうのほかに、私たちはいろいろな日本の文化たいけんをすることができました。文化たいけんは、ゆかた、いけばな、わだいこ、しょどう、さどうがありました。文化たいけんの時、先生がその文化がどうしてあるか、何のためにあるか教えてくれましたから、私たちは日本の文化がふかくわかりました。そして好きな日本の文化をやってみるのはとてもうれしかったです。はじめてしましたから、はじめはうまくできませんでしたが、みんな楽しかったです。

  センターはほんとうにいいところです。私たちは、ここにもどりたいです。

フック(ベトナム)

AW13highs-5-2.jpg       ゆかた                      和太鼓

AW13highs-34.jpg                                       授業風景        

 

日本の高校生と・・・

 

高校訪問

 私たちは、6月28日に住吉高校を訪問しました。住吉高校の授業、課外活動、趣味、クラブ、いろいろな体験をしました。最初はちょっと恥ずかしかったですが、クラスメートと一緒に遊んだり、勉強したりすることを通して、だんだん仲良くなりました。野球、バドミントンなどいろいろ遊びました。とても楽しかったです。

大阪オリエンテーリング

 私たちは6月29日に、住吉高校の学生と一緒に大阪オリエンテーリングをしました。大阪オリエンテーリングというのは、学生たちと一緒に大阪の町のいろいろな地域で有名なところなどをまわることです。大阪の歴史と伝統的な文化に関する知識をいろいろ勉強しました。お好み焼きや大阪城や温泉など、特別な体験をしました。とても楽しかったです。

ホームステイ

 私たちは来日研修の高校生として、日本の住吉高校の高校生の家庭でホームステイをしました。日本のいろいろな習慣とおもしろいことを経験しました。日本人が毎日必ず入浴することや、日本の家庭で普通はお父さん一人だけが働くことにびっくりしました。とても楽しかったです。

ジャクテキ(中国)

 AW13highs-56.jpg       民族衣装で高校へ                   高校の授業に参加

 

 

 研修旅行へ・・・

 

奈良

 奈良日帰り旅行は6月22日でした。そこで鹿が多いです。はじめ、みんなはびっくりしましたが、すぐになれました。奈良で、みんなそうめんも作りました。そのあとで、昼ごはんを食べました。昼ごはんはそうめんじゃなかったですが、そうめんみたいな料理をたべました。そのあと、春日大社と東大寺へ行きました。とても楽しかったです。

京都

 京都日帰り旅行は6月23日でした。京都は歴史のある町です。みんなは清水寺と金閣寺へ行きました。とてもきれいです。京都で色々なハンカチも作りました。 

広島

 広島一泊二日旅行は6月24日と25日でした。はじめの日に、新幹線に乗りました。その日に、宮島へ行きました。そこで鹿が多いです。みなさんは広島でホテルで寝ました。25日に平和記念公園へ行きました。そこで、博物館へ行きました。とても悲しかったです。広島城へも行きました。歴史のあるところです。広島の旅行もよかったです。

ルーカス(ブラジル)

 

本研修の実施にあたっては、大阪府立住吉高等学校をはじめ、様々な機関からご協力をいただきました。誠にありがとうございました。

The Japanese-Language Program for Indonesia University students (Commissioned by Osaka Gas Foundation of International Cultural Exchange)

Training Period: 10th October 2017 - 17th Nobember 2017

About the Program

This year's UPOG program is held from October 10th to November 17th. We are 23 students from China, Taiwan, Thailand, Indonesia, Malaysia, and Vietnam. We participated in various activities during the whole program to use the Japanese language that we have studied so far. For example, discussions about Japan, interviews with locals and Japanese university students, speech, elementary school and university visits, training tours to Kyoto and Wakayama, others.

Life in Center

Life in the Institute was easy and fun. It is convenient because it offers various facilities. There are dining hall, library, landry rooms, bicycles, sports facilities, and entertainment facilities. We can eat together, karaoke, play badminton, go around Rinku Town by bike, etc. I also made friends from other programs. All staffs and teachers are very kind. Live in center was very fun.

aaaaaa.pngJapanese Language Class

There are 3 types of classes in this program. They are Japan understanding and discussion, speech and interview class. In the discussion class, there were many topics provided and we discussed it by sharing our own point of view and compared the situation with our home country. In the speech class, from choosing topics to writing the scripts and rehearsal, we received a lot of help from teachers and other classmates to complete our speech. For the interview, we not only took classes, but also had the chance to interview the local Japanese people. In short, we got deeper understanding about the Japanese society and practiced our Japanese.

Besides normal classes, we also participated in various interesting activities such as traditional cultural experience class, field trips, elementary school visits, university visits, home visits, factory facility visits and many more. Actually, 6 weeks is not that long, so experience Japan to the fullest, make friends with students from other country, and make life long memories.

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Elementary School Visit

It was my first time visiting an elementary school. Japanese elementary school studennts are very cute. They were very excited to hear story about our country. At first I was nervous, but then I enjoyed talking with them. Before coming to Japan, I only saw Japan's elementary schools from animation and Japanese dramas. In fact it was a very good experience.

ccccc.pngCultural experience

Before coming to Japan, we were given options to choose 2 out of 4 cultural experiences which are Japanese calligraphy, Taiko, tea ceremony and Aikijyuujyutsu martial art. We were able to experience the traditional Japanese activity. During the Taiko class, the local people came to the center and taught us how to play Taiko and read the Taiko music scores. We even performed one full version Taiko performance in groups of 4. Playing the Taiko is made us feel more energetic compared to just watching the performance. We also did Aikijyuujyutsu martial arts. Asides from some basic moves, we also learnt some special techniques. We think that it will be useful someday. We even had a chance to see a real Japanese sword. It was a little bit tiring but fun.

The teachers for both classes were amazing.They are the local elderly people but everyone is very lively and passionate about these traditional cultures. Through these cultural activity, we as foreigners now more or less understand the current situation of Japanese traditional culture. In short, the local people held pride in these traditions and try to spread them to the next generation and the world.

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Study Trips

In six weeks, we had two feild trips which are to Kyoto and Wakayama. The trip to Kyoto was a 2 days 1 night trip. The place that we stayed was very near to the Kyoto Station. It was very convenient and it didn't take us much time to go to other places during our free time. We went to a lot of famous tourist spot like Fushimi Inari Shirine, the Golden Pavilion and Heian Shrine. We enjoyed the whole trip as we prayed at the shrine and walked around the souvenir shops near it. While enjoying ourselves, we also deepen our knowledge about Japanese traditional culture, especially on the second day. We went to Marumasu Nishimuraya and did Yuuzenzome, a traditional paint craft. Through this traditional paint craft, we could feel the spirit of the craftsmen.

eeeee.pngAdvice

We have acquired lots of experience and knowledge from this program. In order to let the future participants enjoy the program to the fullest, here are some advices.

1. Health

Aside from classes, there are many kinds of activity available. Take care of yourself so that you can participate in the activities. It is quite cold during autumn/fall, so it would be very helpful to have coats or heat tech.

2. Interaction

Since the participants are from different countries, you can talk with others and understand each other culture and ways to learn Japanese language. Do not let go of this precious chance as you can make lots of foreigner friends.

3. Japanese Language

The purpose of this program is to improve the participants Japanese Language proficiency. Therefore, feel free to speak in Japanese even if you make some mistakes. That is what learning all about.

4. Adventure

Since you are in Japan, do experience the Japanese culture as much as possible. Try out new things that are not available in your country like Japanese food and Japanese hot spring. Please don't shut yourself in the room even though it is comfortable.Go out and explore.

In short, remember that it is now or never and enjoy the whole program.

Things we like about the program

It is very good to make new friends. It was fun to have new experiences, traveling, eating, and karaoke together with everyone from various countries. Teachers, staffs and the local people were very kind to us. I think that being able to meet new people and make new friends while studying in Japan is a very good experience. In addition, the Institute provides a complete set of facilities for us to use. Thank you very much.

HP11.jpg

(Annisa Shizuka Chen)

We thank Osaka Gas Foudation of International Cultural Exchange (OGFICE), Kaizuka Nishi Elementary School, Kobe Gakuin University and other organizations for their cooperation to this program.

The Lee Su Hyon Youth Exchange Program 2011 

Period: 30th January - 9th February2012

★Composition on "homestay" of two participants

 

金讃率 KIM, Chan Sol   Ms. KIM Chan Sol[Korean language].pdf

 

高昌煜 KO, Chang Wook Mr. KO Chang Wook[Korean language].pdf

 

Japanese Education Capacity Building
South-east Asia Japanese Teacher Training College (Indonesia)
Training period: October 28th 2014-December 11th 2014

 

Reported by students

 

About the Program

  In this six-weeks program, 32 people from Indonesia took part, consisting of 21 university students who are studying Japanese at Indonesia’s University, and 11 lecturers who teach Japanese. Since the name of this program is long, the staff call it "CI". The goals of this program are so we can use the Japanese with confidence and actually experience Japanese culture and society. The specific goal is to think about the purpose and methods of Japanese learning. Therefore, there is a variety of classes, such as comprehension and discussion of Japan, speeches, interviews, Japanese variety, etc. We participated in the training trip to Kyoto Kinkakuji, Fushimi Inari Taisha, Kiyomizu Temple, watched the Kyogenand Noh, and actually experience the taiko and Aiki-jujutsu and calligraphy. Besides, we visited the Chonan elementary school and Kishiwada high school, we also interviewed the students by visiting the Ritsumeikan University and Kwansei Gakuin University.

Regi (Indonesia University of Education)

 

Japanese Class

  In this program, there is a variety of classes, for example: comprehension and discussion of Japan, speeches, interviews, Japanese variety, and information literacy. There is a placement test before the lessons started. The class would be divided into three after the results of the test came in. In the class, we learned a variety of new words and expression, we would also be able to study traditional culture and Japanese life.
  In comprehension and discussion of Japan, we talked a lot about Japanese traditions, marriage, work, and education, while comparing with our own country. At that time, we actively spoke one by one about our own opinion. In addition, in speech class, we had to give two speeches. The theme of the first speech was the life of college students, and the theme of the second speech was Indonesia. Then, after creating a speech from the topic of our choice and consultation with the teacher, it was delivered in front of everyone. Then, in the interview class, we studied how to interview someone. By creating a group, we chose the theme of interview, and interviewed college students and local residents four times. Then we announced the results in a recital at the end of the training. In Japanese variety class, we studied how the telephone conversation for home visits. We were also taught the youth language and dialects from Japanese university students. It was very fun. In information literacy class, we can use computer in Japanese. We can make Japanese input on the computer, send e-mail in Japanese, and now we are possible to collect information in the internet. Our thanks to these lessons everyone can engage in a deep study and our Japanese ability is increased.

Shinchan (Diponogoro University)

 

Cultural Experience

  In this program, we could experience three cultural activities. There were Wadaiko, Aikijujutsu and Shodo. All participants could experience Wadaiko, but Aikijujutsu and Shodo, the participants had to choose one of them and experienced it. Every cultural activity we chosen was very fun. What a good experience we had.
  Before we tried Wadaiko, the instructor did a little performance for us. After that, the instructor thought us how to hit the Wadaiko. First, when the instructor performed, we thought it simple, but when we tried it directly, it’s not like we thought before. Even though it was hard, the more we practiced the more we could be accustomed with Wadaiko. When practicing the Wadaiko, we were separated into six groups. Every group contained three people. After practicing, every two groups performed.
  Aikijujutsu was more active to move the body than Wadaiko. Even it was making us tired more, it was fun. We had short time to join Aikijujutsu class, but we had learnt a little bit how to protect ourselves. We learned not only how to kick and punch, we also learnt how to use wooden sword and stick. We just learnt it a little, but it was very useful. Then, because we learnt on tatami, it’s safe.
  In Shodo class, we wrote our favorite characters. Before we wrote our favorite characters, the instructor showed us a Kanji sample and the participant see and practice with that character first. When we wrote Shodo, we had to be patient. It was said that if we wrote it in hurry, the characters we wrote would be bad. After learning a lot, we could start writing our favorite characters. We could bring home the characters we wrote. It was really fun.

Rasyid (University of Sumatera Utara)

 インドネシア1.png                         Aikijujutsu                                                                       Shodou

インドネシア2.png

Wadaiko

Exchange Meeting

  In this six months course, we had many exchange meetings. In the interview lecture, we were separated into several groups, interviewed Japanese and exchanged. We interviewed the people around Kansai Kokusai Center, students of Ritsumeikan University, students of Kwansei Gakuin University. Even they are Japanese, because of the ages were different, the results of interview were interesting. It’s not only about Japan nowadays and Japanese people, we also be able to understand the old Japan and Japanese people.
  Beside the interview lecture, we also visited Chonan Primary School and Kishiwada High School. It was not only an exchange meeting, but we also introduced Indonesia, had lunch, cleaned the school, and played together with the primary students. In Kishiwada High School, The lecturer participants introduced Indonesia and had the lecture with the students.
  Furthermore, in the institute we also were able to exchange with the participants from a another program and other countries in the cafeteria and around the institute. Therefore, it was said that we could exchange not only when we have lecture and the course program, but we also could do it in break time and having meal time. According to me, it was an important 45 days.

Hilwa (State University of Jakarta)

  インドネシア3.png                  Kwansei Gakuin University                                                Ritsumeikan University

 インドネシア4.png                   (Around People)                                  Kansai Kokusai Center                (University Students)

 

Training Trip

  In this program, it was not only learning, but we also had trip. The first one was on November 10th and the second one was on November 21st. In the first trip, we went to Fushimi Inari Shrine, Kyomizu Temple, and the shop called Kanshundo.
  In Fushimi Inari Shrine, there was a big red archway. In front of this shrine, there are fox statues. Again, the famous part of this shrine was the 1000 archways. In this shrine, there was heavy-light stone. While rising the stone, visualize the wish, if the stone is light, it is told that the wish that we want will be granted. After visiting Fushimi Inari Shrine, we went to Kiyomizu Temple. In this temple, there is love fortune-telling stone. Close the eyes and walk through to the front, it is said that if we can find the stone, our love will exist well. Then, in this temple there were three waterfalls for love, health, and education. The last, we visited Kanshundo. Kanshundo is a shop that make Wagashi. Here, we tried to make Wagashi by ourselves and drank Maccha.
  The second trip was held on November 21st. On that day we went to Kinkakuji and watch Noh and Kyogen. Kinkakuji appears like built in a lake. Also, because we came in autumn, we could see the red leaves. It was very beautiful. After that, we went watching Noh and Kyogen. Noh Kyogen is a Japanese traditional drama. The characters of Noh played the roles by putting the mask on the face. Then, characters of Kyogen played the humorous roles. It was very interesting. The two times training trips were left in very impressive.

Meta (State University of Semarang)

 インドネシア5.png                           Kinkakuji                                                                     Fushimi Inari Shrine

インドネシア6.png                              Kanshundo                                                              Kiyomizu Temple

 

Opinion

  In our opinion, this 6-week training is interesting, fun, and much useful for us. For Indonesian Japanese learners, talking in Japanese is quite hard. But because of the 3 subjects given in this training which require us to talk more, it's very beneficial in growing confidence in talking in Japanese. Furthermore, because Japanese culture is introduced interestingly, we get to understand it easily and it makes us more curious. We are also taught how to use computers in Japanese, variety of Japanese language (dialects, slang, onomatopeia), and kinds of Japanese learning books. This type of information are beneficial for us, and we are glad to receive it. Because of the good facilities and services, the people in Kansai Kokusai Centre, participants of other training programs, and also us do not find any difficulties and gain much nice memories. Therefore, this training becomes a 6-unforgettable-week.

 

 

 

 

Reported by university teachers

 Urip Zaenal Fanani ( Surabaya State University)

Ulfah Sutiyarti (Brawijaya University)

Thamita Islami Indraswari (Yogyakarta Muhammadiyah University)

  

About The Program

  “Japanese Teachers Capacity Building Southeast Asia Teachers Training College Course in Japan (Indonesia)”, is a very long name for a training program. In order to make it easier to remember, The Japan Foundation decided to make it short: CI – short for “Capacity Building-Indonesia”. This is the first time for teachers and students joining the same program. Before, there were only programs for teachers only or students only.  This time, thirty-two persons are participating, consisting of twenty-one university students and eleven Japanese teachers from all over Indonesia.
  The purpose of training is divided in two;  for teachers the purpose of this training are to enhance teaching methods and to improve Japanese language skills, as well as to deepen cross-cultural understanding. As for students, the purpose of this training are to improve  japanese language ability and  experience the Japanese culture and society.
 

 Activities and Course Program for Teachers

 

 1. Teaching Methodology

For teachers, the lecture about teaching methodology are focused on task development and collecting information to create teaching material. While imagining teaching conditions in Indonesia, we develop tasks; taking pictures which we want to show to our students; maps and brochures; sounds that we found in everyday life in Japan.

2. Class Observation

We sometimes join the students class to observe how teachers do their lecture. Not only that, by participating in this activity we encounter various Japanese language, at the same time increasing knowledge about Japanese language, also deepening our knowledge about Japanese language education to improve our teaching skills.

3. Exchange program

We also participate in exchange program to promote understanding of Japan and Japanese people, and interact with Japanese from various backgrounds; such as university, elementary school, high school, and with people who lives nearby the center.

4. School Visits

We visited schools, Japanese university to observe education in Japan, and participated in exchange activities with the students; as well as obtain useful information for future study abroad.

5. Presentation

 As the culmination of six weeks training, we gave lecture with Japanese culture and society as main topic to the students.

 

 インドネシア7.png

Trip to Kyoto- Fushimi Inari Taisha

 We were able to spend day-to-day with fun during our stay in the center. Not only studying, we were able to do our favorite things too. For example, we were able to study Japanese through singing Japanese song in karaoke room. By participating in class observation, home visits, and school visits we were able to learn more about japanese society. In addition, thanks to Osaka orienteering activity, we were able to meet Japanese whose very kind to us.

 

Advice to future trainees

1. Make as much as possible a lot of Japanese friends during the training
2. Manage your free time wisely
3. The Center provides a karaoke room, piano, and other things. So if you like to sing you can    use it to your heart content.
4. Since today is an era of internets and mobile phones, please keep contacts with teachers, fellow trainees, host family and others even you already back to your country
5. There are sayings “Tokoro kawareba shina kawaru” <so many countries so many customs>; there will be difference between your country and Japan, please take it as cross-cultural understanding.

 

In this training we received cooperation from various agencies: Kwansei Gakuin University, Ritsumeikan University, Osaka Prefectural Kishiwada High School, including Izumisano Municipal Chonan Primary School. Thank you very much.

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