Älege tikşerenü Üzbäkstandağı tatar cämğıyaten misal itep alıp, diasporada tel häm mädäniyat tapşırunıñ qatlaulılığın öyränä. Ayıruça Tatarstannan kilgän miras yardäme belän cirle ğamällär arasındağı qarşılıqlarğa iğtibar itep, «döreslek» häm «çınlıq» turında söyläşülärne analizlıy. Näticädä, telneñ «döreslege» turındağı normalar häm taypılışlar, mädäni häviyätkä bäyle säyasät, «tarixi vatan» häm küçengän cir arasındağı köç mönäsäbätläre, tel tapşırunıñ mikrosäyasäte küzlegennän qarağanda, diasporada tel häm mädäniyat tapşıru dinamik häm icadi protsess ikänlege açıqlandı. Şulay uq «küp üzäqle çınlıq» (polycentric authenticity) digän yaña töşençä täqdiym itelde, bu diaspora cämğıyateneñ üze dä «üzäk» bulıp, üzençälekle tel-mädäni normalar barlıqqa kiterü häm saqlau protsessına iğtibar itä torğan küzlek birä. Bu töşençä diasporanıñ tel häm mädäniyat ğamällären tağın da citdiräk añlau öçen faydali bulır dip farazlana.

This study investigates the history of Japanese language education in Sakhalin Oblast, Russia, beginning in the late 1980s. Five research collaborators studying Japanese at Y University in Yuzhno-Sakhalinsk were interviewed to explore the relationship between language learning and identity. Using the Trajectory Equifinality Approach, we found that there are four time segments before reaching the Equifinality Point [the established self in Japanese]. These four divisions comprise the period before entering university, that as a junior student after entering university, period as a senior student and years close to graduation, and period up to the Equifinality Point thereafter. The results of this study indicate that Japanese language education in Sakhalin Oblast should consider not only chronology but also continuity in the life of the individual in question.

This study examines the justification process and characteristics of STEP (Nihon Eigo Kentei Kyokai)’s involvement in high school education by analyzing its institutional publications. It situates the discussion within the broader context of private educational enterprises’ participation in school education. The findings identify three key justifications.
First, the construction of “publicness.” EIKEN was initially established as part of the Ministry of Education’s social education policy and subsequently strengthened its ties with the Ministry. This “publicness” allowed STEP to justify its involvement in school education.
Second, the link between EIKEN and junior college and university entrance examinations. The alignment of EIKEN with junior college and university entrance examinations was emphasized, which made EIKEN preparation equivalent to studying for entrance exams. Moreover, to study EIKEN served as a supplementary tool for high schools, where sufficient time for entrance exam preparation was limited.
Third, the increasing preferential treatment of EIKEN in entrance examinations. The growing number of institutions offering such advantages made it rationale for high school students to take EIKEN as a means to gain an edge in junior college and university admissions. Additionally, possessing EIKEN qualifications was advantageous for high school teachers in facilitating smooth career guidance for their students.