An Overview of the Use of Support Students in Japanese Language Classes

A Study Based on a Small-scale Questionnaire to Teachers

Abstract

In university-level Japanese language courses for international students, the standard teaching format typically involves one teacher instructing multiple students. However, some courses incorporate “support students” who are native Japanese speakers. These students assist international students in their learning. They often participate in courses individually or in groups by engaging in various activities to aid the learning process. The content of support varies from each educational institution and course, and is often left to the discretion of the class teacher, but information on the utilization of support students has not been widely shared. This small-scale questionnaire survey of Japanese-language teachers was conducted to collect basic information on the actual status of support student utilization. The results showed that about 90% of the teachers had experience using support students in their classes. The survey also revealed that teachers expect support students not only to serve as “students who support learning,” such as conversation practice partners and realistic resources of Japanese culture and language for their peers, but also as “students who learn together,” participating in class on an equal footing with the international students.

On the other hand, challenges such as unapproved absences and misalignment in role expectations were reported, indicating potential issues in classroom management. These findings emphasized the importance of prior preparation and follow-up, as well as the need to clearly define the roles and responsibilities of support students to avoid misunderstandings and disruptions.

While utilizing support students provides valuable learning opportunities for both international and support students, it also increases the workload for teachers. Moreover, a portion of teachers and learners expressed that support students were unnecessary in their courses.

These factors must be considered to optimize the effective integration of support students in Japanese language education.