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''Hoshū jugyō kō'' (補習授業校), or ''hoshūkō'' (補習校)〔Ishikawa, Kiyoko. ''Japanese families in the American wonderland: transformation of self-identity and culture''. University of Michigan, 1998. p. (221 ). "It means the JSM, Hoshu-jugyo-ko (its abbreviation is Hoshuko), in Japanese."〕 are supplementary Japanese schools located in foreign countries. ''Hoshū jugyō kō'' take Japanese children who attend local day schools and operate on weekends, after school, and other times not during the hours of operation of the day schools.〔Mizukami, Tetsuo (水上 徹男 ''Mizukami Tetsuo''). ''The sojourner community (resource ): Japanese migration and residency in Australia'' (Volume 10 of Social sciences in Asia, v. 10). BRILL, 2007. ISBN 9004154795, 9789004154797. p. (136 ).〕 The Ministry of Education of Japan (MEXT), as of 1985, encouraged the opening of ''hoshū jugyō kō'' in developed countries while it encouraged the development of Japanese day schools, or ''nihonjin gakkō'', in developing countries. In 1971 there were 22 supplementary Japanese schools worldwide.〔Goodman, Roger. "The changing perception and status of ''kikokushijo''." In: Goodman, Roger, Ceri Peach, Ayumi Takenaka, and Paul White (editors). ''Global Japan: The Experience of Japan's New Immigrant and Overseas Communities''. Routledge, June 27, 2005. p. (179 ). "Official policy (see Monbusho, 1985) was that Nihonjingakko should be set up in developing countries, hoshuko in the developed world."〕 In May 1986 there were 112 supplementary schools worldwide having a total of 1,144 teachers, most of them Japanese residents, and 15,086 students.〔"(Section 4. Well-Being of Japanese Nationals Overseas )" ((Archive )). ''Diplomatic Bluebook 1987 Japan's Diplomatic Activities''. Ministry of Foreign Affairs. Retrieved on March 8, 2015.〕 The number of supplementary schools increased to 120 by 1987.〔 As of April 15, 2010, there are 201 Japanese supplementary schools in 56 countries.〔"(English )" ((Archive )). Penang Japanese (Supplementary) Saturday School. Retrieved on June 22, 2014.〕 ==Operations== These schools, which usually hold classes on weekends, are primarily designed to serve temporary residents residing in foreign countries so, upon returning to their home country, they can easily re-adapt to the Japanese educational system.〔Mori and Calder, p. 292 (PDF p. 3/21).〕 As a consequence, students at these schools, whether they are Japanese nationals and/or permanent residents of the host country, are generally taught in the age-appropriate Japanese curriculum specified by MEXT.〔Kano, p. (104 ).〕 Article 26 of the Japanese Constitution guarantees compulsory education for Japanese children in grades one through nine, so many weekend schools serving those grades opened. Some weekend schools also serve high school and preschool/kindergarten.〔Doerr and Lee, p. 426.〕 Several Japanese weekend schools operate in facilities rented from other educational institutions.〔Maguire, Mary H. (McGill University). "(Identity and Agency in Primary Trilingual Children’s Multiple Cultural Worlds: Third Space and Heritage Languages )" ((Archive )). In: Cohen, James, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan (editors). ''(ISB4: Proceedings of the 4th International Symposium on Bilingualism )''. p. 1423-1445. CITED: p. 1432 (PDF p. 10/24). "The other two schools, the Chinese Shonguo and Japanese Hoshuko are privately funded, rent space for their Saturday schools from mainstream educational institutions, and thus have no visible identifiable logo or physical presence as a particular ”heritage language school”."〕 The majority of the instruction is ''kokugo'' (Japanese language instruction), and the remainder consists of other academic subjects,〔 including mathematics, social studies, and sciences.〔 In order to cover all of the material mandated by the government of Japan in a timely fashion, each school assigns a portion of the curriculum as homework because it is not possible to cover all material during class hours.〔 Naomi Kano (加納 なおみ ''Kanō Naomi''),〔"(研究者詳細 - 加納 なおみ )" ((Archive )). Ochanomizu University. Retrieved on March 31, 2015.〕 author of "Japanese Community Schools: New Pedagogy for a Changing Population," stated in 2011 that the supplementary schools were dominated by "a monoglossic ideology of protecting the Japanese language from English".〔Kano, p. (106 ).〕 The Japanese government sends full-time teachers to supplementary schools that offer lessons that are similar to those of ''nihonjin gakkō'' and/or those which each have student bodies of 100 students or greater.〔 The number of teachers sent depends upon the enrollment: one teacher is sent for a student enrollment of 100 or more, two for 200 or more students, three for 800 or more students, four for 1,200 or more students, and five for 1,600 or more students.〔 MEXT also subsidizes weekend schools which each have over 100 students.〔 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Hoshū jugyō kō」の詳細全文を読む スポンサード リンク
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