Journey of a Brazilian High School Graduate at a Women’s University:

Exploring the Implications for Japanese Language Education and Support Systems

Abstract

This study examines the two-year journey of a Brazilian high school graduate at a Japanese women’s university. Interviews conducted after each academic year revealed her transition from dependence on external support to autonomous learning, alongside the development of critical perspectives on language progress and academic fit. The key findings highlight the importance of systematic academic vocabulary instruction, sustained support beyond initial adjustment, and recognizing critical reflection as developmental growth. This study provides insights into how Japanese language education and women’s university practices support students from diverse linguistic and cultural backgrounds.