ブックタイトルa-history-of-international-exchanges00

概要

a-history-of-international-exchanges00

- 82 -University and met Dean Osamu Kodama of Faculty of Education and Culture,MU. That meeting was the start of the exchange.*In December, 2011, Mr. Zheng Qi-yong attended the international symposium(Support of simultaneous learning of multilanguage and multiculture) held atMU Faculty of Education and Culture. He also attended the signing ceremonyof an exchange agreement with Mr. Kim Jung-hee, Dean of Faculty ofJapanese Language, BUFS.③ Dispatch of Japanese language teachersResponding to the request from BUFS, MU graduate school JLS decidedto dispatch a person who finished the Master’s course to BUFS as a Japaneselanguage teacher. For two years (from 2012 to 2014), Ms.Mayuno Shimadataught Japanese language at BUFS.＜Reminiscence (18) ～As a teacher at BUFS～＞By Mayuno Shimada (2012～2014)[A graduate student who finished Master’s course JLS in 2010]I had a valuable experience of teaching Japanese at BUFS for two academic years.BUFS was a large university with about 1,000 students who learned the Japaneselanguage, including about 200 Japanese majors in each grade. There were 16 fulltimeJapanese teachers, including myself. Though it was said that the nuclearpower station accident in Fukushima and the longdepression of Japan dropped the popularity of Japanese language, the Faculty ofJapanese Language BUFS was still very active as the largest-scale faculty in Koreain spite of yielding some influence. As it was a large-scale faculty, the classes I taughtchanged every semester. It was a pity for me to teach different students after I gotfamiliar with the students.There was a competitive atmosphere among the students, as they studied hard toget a high score. That must be a duplicate of Korean society. As it was clear that theclasses taught by very popular teachers were soon filled with students in the processof choosing the classes by students, I became nervous in that competition. I really hada stomachache on the day when the students’ evaluation on the classes was publicized,or during the period of students’ application for the classes. Sorry to say that I hadn’tstudied anything about South Korea, I knew but a little of the culture of the country.I had a difficult time in the first semester because I could not understand the learningstyle of the Korean high school students and their ideal images of the teachers. At thebeginning, I considered Japanese language teachers to be facilitators and used thelearners-centered method. But the students were at a loss, as they were used to beingpassive, following teachers’ instructions, and wanting to have a correct answersefficiently. Some students found something new in my way of teaching, and came tohave contact with me positively. I asked them good and bad points of my teaching andtried to construct my Korean way of teaching.Another difficulty I had was IT. The IT environment in Busan was far ahead of thatin Miyazaki. All the teachers were using Power Point in their classes and the studentsused smart phones as dictionaries. It was common for the students to take photos ofthe classwork by the smart phone. Teachers and students communicated each otherby SNS. I tried hard to follow this trend. but I sometimes could not understandwhether the cause of troubles came from the ‘generation gap’ or ‘cultural gap.’ It was