Keywords

preparing Japanese learners for study abroad, programmatic and individual variability in study abroad outcomes, predeparture, in-country, and post-return guidance

Abstract

The purpose of this paper is to provide the reader with some useful suggestions for preparing Japanese language learners for study abroad, assisting them while abroad and facilitating the transition process upon and after return. Where possible, these suggestions will be based on research conducted in Japanese. While a clearer picture of the study abroad in Japan experience is beginning to emerge with recent and on-going research efforts, much more evidence regarding the nature of study abroad is available in other settings— in particular in European-language contexts. As I make suggestions in this paper based on work in other languages, I will note the linguistic contexts of the research and will take into account the possibility of differences between Japan and other settings that might result from broader linguistic and cultural differences. Suggestions will be organized around three time periods: predeparture, in-country and post-return.

Two factors limit the applicability of recommendations given in this paper. First, there are several common research design problems: a) most of the studies are very small in scale, often including as few as one or two participants; b) measures used to assess Japanese linguistic proficiency and development are limited and occasionally flawed; c) control groups (groups comparable in terms of age, aptitude, language learning experience, etc.) are seldom included; d) key variables such as amount of instruction, nature of instruction, living arrangements and motivation are often not taken into consideration. Point d) relates to the second major limitation in terms of application of suggestions: the presence of individual and programmatic differences. Even where measures are exercised to control programmatic variables, such as hours and type of language instruction or housing arrangements, individual variation in linguistic and cultural development is great (DeKeyser, 1986; Dewey, 2002, 2004a; Freed, 1995; Huebner, 1995). Careful thought regarding one’s curriculum and programs as well as the individual learners involved in study abroad will facilitate evaluation and appropriate adaptation of these suggestions.

Original Publication Citation

Dewey, D. P. (2005). Maximizing learning during study abroad: Some research-based programmatic suggestions. Occasional Papers of the Association of Teachers of Japanese, 7, 3-11. https://www.aatj.org/resources/publications/occasionalpapers/OccPapers_7.pdf