著者

奥村 惠介

出版者

アジア教育学会

雑誌

アジア教育 (ISSN:18822088)

巻号頁・発行日

vol.13, pp.26-39, 2019 (Released:2020-04-23)

被引用文献数

1

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This paper explores how Indonesian Students on Reparations Agreement (ISRA) experience the International Students Institute (ISI) in Japan and how the experience has had an impact on the development of their Japanese language education. Despite the long relationship between Indonesia and Japan, there is limited research on the topic of the ISRA. The original plan of the Indonesian government was to dispatch 500 students to Japan for five years. In reality, since 1960, 389 students have visited Japan for six years. Their mission has been to learn about Japan's newest technology and economic growth. At the same time, the Japanese government began to actively admit foreign students, without having in place the admissions systems, facilities, or Japanese learning materials for these students. Following a one-year Japanese language course at ISI, these foreign students entered national or private universities. However, their Japanese language skills were not adequate to understanding university-level lectures. Based on requests from the universities, the ISI and Ministry of Education (ME) sought to improve Japanese language text books and the other materials required for foreign students to learn Japanese. The ISRA program had an important early impact on the development of Japanese language education.