International Compamlive study of Short-term Student Exchange Programs -In search for Global Standards for Japanese language Teaching-

以英语为教学语言的日本国立大学短期交换生项目（SEPs）在全球教育界备受关注。这个项目的目的是调查在不同的教育环境中sep的各个方面，特别关注大学水平的日语教学。该项目包括两项研究；一篇是关于不同教育环境下的高中生，另一篇是关于不同高中生的日语教学。前者为后者的分析提供了必要的信息。在日本sep的一般背景下。其中一个主要的教学问题是，东道国大学的日语课程如何帮助交换生最大限度地提高他们的留学经历。为了解决这个问题，我们必须寻求大学水平日语教学的全球标准。为了寻找这样的标准，我们对北美、大洋洲和日本sep的日语课程进行了对比研究。我们推出了一个邮件列表（tampro-j），为那些在sep从事日语教学的人交换信息。我们调查了双方的日语项目可以共同做些什么，以实现交换生在学习过程的各个阶段，即在他们参加日本sep之前，期间和之后的学习经历的连续性和完整性。我们关注的是创造一个教育环境的重要性，在这个环境中，两端的日本教师之间可以进行团队合作。分析了确保这种全球团队合作的教学意义，我们提出了在日本项目之间建立一个网络的建议，该网络将允许交换学生在日语学习经验方面灵活地交换信息。反过来，这将成为大学日语教学全球标准的关键。

Short term student exchange programs(SEPs) in Japanese National Universities, whose language of instruction is English, have been attracting much attention in the global educational setting. The aim of this project was to investigate aspects of SEPs at various educational settings, with special focus on college level Japanese language insiruction.The project consisted of two researches; one on SEPs at different educational settings, and the other on the Japanese language instruction of different SEPs. The former provides the information essential to the analysis of the latter.In a general context for SEPs in Japan. one of the major pedagogical issues is how the Japanese language programs at the host universities can help exchange students maximize their study abroad experience. To address this issue, we must seek for the global standards for college level Japanese language instruction. In search for such standards, we conducted contrastive researches on the Japanese language programs in the North America, the Oceania and of SEPs in Japan. We launched a mailing list (tampro-j) to exchange information for those engaged in the Japanese language instruction at SEPs.We investigated what the Japanese language programs at both ends can do jointly to realize continuity and integrity of exchange students' leaming experiences at all stages of their learning process, namely prior to, during and alter their participation in SEPs in Japan. We focused on the importance of creating an educational environment where teamwork linking can be made possible among Japanese teachers at both ends.Analyzing the pedagogical implications of securing such global teamwork linking, we made a proposal for building a network among Japanese programs that would allow for the flexible exchange of information on exchange students' Japanese language learning experiences. This in turn will serve as a key to the global standards of college level Japanese language instruction.