Public places such as parks and plazas in Tokyo often host festivals bearing the names of countries or regions other than Japan. In conceptualising them as ‘nation-specific festivals’, the manner in which these festivals ‘bring’ the country or region to a geographically disconnected site is explored in this study. Ethnographic fieldwork was conducted at 15 different nation-specific festivals, and as a case study, data from the Myanmar Festival, held at the Zōjōji Temple in Tokyo, were analysed. Analyses of two contrasting activity discourses, a photo exhibition, and a cultural experience of thanaka (sunscreen cream), revealed that both discourses shared static images of Myanmar, involving ‘nature/natural’and ‘unchangeable’ imagery. Only within the cultural experience activity was there found a discourse of ‘change’, related to a discourse on beauty. This incongruity of discourses is discussed not as a discrepancy, but as a point of discourse transformation that involves fashioning Myanmar into a static object to be experienced.

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This paper makes clear how the practice of ESOL（English for Speakers of Other Languages） in secondary schools in New Zealand contributes to the social inclusion of students of migrant and refugee backgrounds. An interview with a Ministry of Education official in Wellington shows the stance of the government toward accepting such students through ESOL and the ways that the schools are funded. Participant observation of ESOL in Auckland reveals that support staff such as government-funded Teacher Aides support the students in classes and school/daily life. The support staff are often from migrant and refugee backgrounds and have the potential to be intercultural mediators between two groups, such as between students’ homes and their school. While the government works toward social inclusion for students with the ESOL program, there are some problems. The first is that the position of ESOL differs from the intention of the government depending on the school. The second problem is the assimilative language education in English, and the third is that the English-weighted education system may exclude non-native speakers socially. The leadership of the government in aiming for the inclusion of students and the role played by Teacher Aides in supporting students are suggestive of directions for studying international classrooms in Japan.

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This paper presents a study of the cognitive orientation of Japanese leaders (JLs) in multicultural research teams based in Japan. The aim of this study is to construct a model of cognitive orientation of successful JLs who think that they are communicating with their team members with no major problems. To construct such a model, Kinoshita's (2003) modified grounded theory approach (M-GTA) was applied as a method of analysis. This model based on M-GTA explains the JLs’ cognition in their teams, identifying 3 major processes working in conjunction: (1) cognition of high mobility, (2) generosity, and (3) behaviors respectful to members. These processes collectively serve as a “buffer” between non- Japanese members and their organizations which promote a limited form of diversity.

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This study investigated Japanese perspectives on interpersonal relationships between Muslim students and Japanese.Six Japanese with close relationships with Muslim students were interviewed about cross-cultural conflicts and efforts toward nurturing relationships. Results classified cross-cultural issues into four categories: confusions about religious practices, confusions about interactions involving religious values, confusions about discussing religion, and anxieties regarding religious taboos. Efforts to develop relationships fit into five categories: accommodation for religious practices, non-interference with religious practices, finding commonalities, frank self-expression, and proactivity. Those interviewed formed successful relationships despite cultural confusions. They emphasized the importance of providing casual, nonexcessive religious accommodations, maintaining minimal interference, and acceptance of religious values accompanied by honest expression of opinions. Balancing these elements creates appropriate levels of space for forming successful relationships.

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The purpose of this paper is to shed light on the multiple roles the coordinators of medical interpreter services assume, which have been largely overlooked. Four coordinators of NPOs were interviewed in depth. The recorded interviews were fully transcribed as data and were analyzed using the coding procedure described by Charmaz (2006/2008). Of five primary themes that emerged in the interviews, this paper considers the theme “connecting people,” which was most frequently mentioned by the coordinators. This theme “connecting people” consists of two categories: (a) maintenance of the interpreters’ motivation and (b) coordination for the interpreting service. Motivation-related sub-categories include (1) consultation and (2) group solidarity. Coordination sub-categories include (1) negotiation with people, (2) information management, and (3) dealing with problems. Each sub-category is further delineated in the analysis.

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