リオ・デ・ジャネイロ州立大学GJO活動日誌/Rio de Janeiro State University GJO Activity Report

2017年10月 活動日誌 Activity Report for October 2017

GJOコーディネーター / GJO Coordinator
木林 理恵 / Rie Kibayashi

今月は、中等教育での日本語に関する話題を2つ、大学でのイベント2つについて書きたいと思います。/This month, I want to write about two topics concerning secondary education Japanese classes, and about two events that happened at the university.
まず、国立技術教育センター(CEFET)の授業では、10月から6回の予定で、日本人留学生による日本文化紹介を行うことになりました。テーマは生徒たちから募集し、ポルトガル語で「日本語のスラング」「日本の音楽」等について話してもらっています。毎週火曜日に行っていますが、生徒たちは楽しみにしているのか、金曜日の授業で「今日は講義がないの?」と聞かれたこともあります。/First, at the Federal Center for Technological Education of Rio de Janeiro (CEFET) classes, we decided to hold six presentations on Japanese culture by Japanese exchange students from October onwards. We collected the topics from the students, and are getting the presenters to talk about things such as ‘Japanese slang’ and ‘Japanese music’ in Portuguese. We hold these presentations every Tuesday, and it seems that the students really enjoy them, as some have even asked me on a Friday, ‘is there no presentation today?’


写真(cefet1):テーマは「日本の学校教育」。みんなで「起立・礼・着席」をやってみました。/The topic of that day was ‘Japanese School Education.’ The students practiced kiritsu, rei, and chakuseki.

また、26日(木)から新たな日本語クラスを始めました。州立大学付属校(CAp UERJ)には、来年4月から東京外国語大学に入学する生徒たちが3人いるのですが、彼らはまだ日本語がほとんどわかりません。CAp UERJの先生と相談し、3人とも事前に日本語を勉強することになりました。授業を担当するのは、去年CAp UERJでの日本語コースを担当していたアナ・セシリアさんです。日本に行く生徒たちなので、ひらがな・カタカナからじっくりと教えています。/From the 26th (Thursday), I began the new Japanese classes. From April next year, there are three students from an affiliated school of Rio de Janeiro State University (CAp UERJ) that will study at TUFS, but they don’t really understand any Japanese yet. I consulted with a teacher from CAp UERJ, and we decided that the three students will study Japanese a little before coming to Japan. The class will be taught by Ana Cecilia, who was in charge of the Japanese course at CAp UERJ last year. Since the students will be going to Japan, they will be taught thoroughly, starting from hiragana and katakana.

大学でのイベントですが、今月の公開リレー講義は、在リオ・デ・ジャネイロ総領事館 小澤健領事による「日本の地域警察」という講演でした。/Moving on to university events, this month’s public relay lecture was taught by the consulate-general of the Japanese Embassy in Brazil, Mr. Takeshi Kozawa, to the topic of ‘Japan’s Regional Police.’Rio1711_2
聴衆の雰囲気が今までとは異なり、警察関係者が多く来ていました。小澤領事はクイズを交えながら上手に話を進めてくださり、また、テーマがブラジルの場合と比較しやすかった、聴衆からの質問もたくさん出て、活発な講演会になりました。/The audience was very different to the usual one, with many police-affiliated people in attendance. Mr. Kozawa spoke while quizzing the audience, and it was easy to compare to Brazil’s situation. There were also many questions from the audience, making for a lively lecture.

さて、今月の一番大きなイベントは、なんといっても「タコ焼きパーティ」でした。ブラジル人学生、日本人ボランティア、教員をあわせて40人を超える人が参加してくれました。州立大学の先生が本格的なレシピで作ったタコ焼きに、学生たちの持ち寄った手作りお菓子が並び、とても賑やかな会になりました。普段はなかなか会えない学生たちにも会えて、嬉しかったです。/Finally, the biggest event this month was, believe it or not, a ‘takoyaki party.’ The party was attended by Brazilian students, Japanese students, and teachers, with over 40 people attending. The takoyaki made by the teachers from an authentic recipe, and the students’ handmade sweets were laid out together, and the party was very successful. I even got to meet some of the students I can’t meet very often, so I was happy.


2017年9月 活動日誌 Activity Report for September 2017

GJOコーディネーター / GJO Coordinator
木林 理恵 / Rie Kibayashi

今月も、様々な活動を順調に行うことができました。/This month we were successfully able to hold many activities.

1. 日本語とポルトガル語で話そう:Café Linguístico第2回/Let’s speak in Japanese and Portuguese: Café Linguístico 2
18日(月)、無事に第2回目を開くことができました。今回は、日本人7名、ブラジル人学生14名が参加してくれました。州立大学のイベントに初めて参加した日本人がいたり、7年前に州立大学に留学していた人が夏季旅行中で参加してくれたりして、バラエティ豊かで楽しい会になりました。/On the 18th (Monday), we were able to successfully hold the second Café Linguístico. This time, around 7 Japanese students and 14 Brazilian students participated. Many of the Japanese students were participating in a UERJ event for the first time, and one student who came on exchange to UERJ seven years ago took time out of their summer vacation to participate, making the event brimming with variety.

2. 公開リレー講義「日本文化発見」『これからの着物』/Public Relay Lecture ‘Japanese Culture Discovery: Korekara no Kimono
州立大学では、月一回「日本文化発見」という公開リレー講義を在リオ・デ・ジャネイロ日本国総領事館、東京外国語大学Global Japan Officeとの共催により開催しています。9月は、在リオ・デ・ジャネイロ総領事館 遠藤亜希領事による「これからの着物」という講演でした。ポルトガル語で話してくださったので、スムーズな講演会になりました。/Once a month at UERJ, a ‘Japanese Culture Discovery’ public relay lecture is held by the Japanese Embassy in Rio de Janeiro and the Tokyo University of Foreign Studies Global Japan Office. September’s lecture was held by Aki Endo, a consul from the Japanese Embassy in Rio de Janeiro, and titled ‘korekara no kimono’ (kimono from now on). Ms. Endo spoke in Portuguese, and so the lecture went smoothly.
この日、せっかくだから和服で参加しよう、と、日本語科の学生たちに浴衣を着せることになりました。ブラジル人の学生は、日本人と比べて背が高くてスタイルがよく、着付けも勝手が違いました。例えば、お端折り部分をあまり作れません。話には聞いていましたが、実際に体験をしてびっくりしました。日本で見慣れた浴衣姿とは少し違う形になりましたが、みんなで素敵に着ることができ、楽しかったです。/Considering the topic, I decided to have the Japanese department students dress in traditional Japanese yukata. Compared to Japanese people, Brazilian students are tall and have good style, so their way of wearing the clothing differed from the norm. For example, they don’t really make ohashori (tucked in) parts. I had heard about this before, but it was surprising seeing it in real life. Their yukata looked different from the ones I am used to seeing in Japan, but they still looked great, and everyone enjoyed themselves.

2017年8月 活動日誌 Activity Report for August 2017

GJOコーディネーター / GJO Coordinator
木林 理恵 / Rie Kibayashi

8月、ブラジルの学校は新学期を迎えます。国立技術教育センター(CEFET)高等部の日本語コースは8日(火)から、州立大学は21日(月)から新学期が始まりました。/In Brazil, schools begin their new terms in August. The high school Japanese course at the Federal Center for Technological Education of Rio de Janeiro (CEFET) began on Tuesday 8th, and classes at UERJ began on Monday 21st.
今月は、2つのイベントについて書きたいと思います。/This month, I want to write about two events.

1. 日本語とポルトガル語で話そう:Café Linguístico/Let’s speak in Japanese and Portuguese: Café Linguístico
新学期が始まる前の14日(月)、州立大学で「日本語とポルトガル語で話そう:Café Linguístico」というイベントを開きました。日本語だけを使う集まりだと、まだ初級の学生はなかなか話すことができません。その一方で、リオには、東京外国語大学からの留学生や駐在員のご家族など、ポルトガル語を勉強している人もたくさんいます。そこで、両言語を使って話す会を企画しました。日本人4名、ブラジル人学生15名が参加し、ゲームをしたり、グループになってみんなで楽しくおしゃべりしたりしました。好評だったので、月に一回くらいは開催したいと思っています。/On the Monday (14th) before classes began, an event called ‘let’s speak in Japanese and Portuguese: Café Linguístico’ was held at UERJ. If it’s exclusively a Japanese-speaking event, then beginner-level learners cannot really participate. On top of that, there are many TUFS exchange students and family members of staff that are studying Portuguese. Therefore we decided to make it an event for both languages. Four Japanese people and 15 Brazilian students participated, and everyone played games and had lively conversations in groups. It seemed to be a popular event, so we are thinking of holding it once a month.


Café Linguísticoの様子。「失敗したこと」をテーマにしたら、真面目に、深刻な失敗について話してくれた人がいたそうです…。/During Café Linguístico. The theme of the day was ‘mistakes we’ve made,’ and some participants shared very serious stories.

  1. 南米日本語教育シンポジウム2017/South American Japanese Education Symposium 2017

25日(金)から27日(日)、サンパウロで開かれた「南米日本語教育シンポジウム2017」に参加してきました。ブラジルをはじめ、アルゼンチン、パラグアイ、ペルー、ボリビアからも参加者が来ていました。日系社会に焦点を当てた内容だったので、日系人の少ないリオで、しかも大学という場にいるとあまり触れる機会がない話を聞くことができました。ブラジルといってもとても広く、リオはブラジルのほんの一部なのだなあと感じました。/From Friday 25th until Sunday 27th, I participated in the ‘2017 South American Japanese Education Symposium’ in São Paulo. As well as Brazil, participants came from Argentina, Paraguay, Peru, and Bolivia. The symposium focused on Nikkei (Japanese-descent) society, and since I live in Rio where there are not many Nikkei, I was able to hear many stories I cannot at the university. Even though I’m in Brazil, it is a huge country, and this made me think that Rio is really only one small part of it.

2017年7月 活動日誌 Activity Report for July 2017

GJOコーディネーター / GJO Coordinator
木林 理恵 / Rie Kibayashi

7月、ブラジルの学校は冬休みです。国立技術教育センター(CEFET)高等部の日本語コースは6月に前期が終わり、州立大学の授業も7月上旬で終わりました。/In July, the schools in Brazil are on winter break. The Japanese course at the Federal Center for Technological Education of Rio de Janeiro (CEFET) ended its first semester in June, and UERJ classes ended at the start of July.
州立大学では、月一回「日本文化発見」という公開リレー講義を在リオ・デ・ジャネイロ日本国総領事館、東京外国語大学Global Office Japanとの共催により開催しています。
講演者は日本総領事館の方々で、5月は「和食」、6月は「日本留学の機会」というテーマでした(日本語でお話しする場合は通訳が付きます)。7月の話は「日本のゆるキャラ」について。CEFETの生徒たちにも案内を出したところ、友だちも誘って15人ほどの高校生が聞きに来てくれました。生徒たちが日本のことに興味を持って高校以外の場所にも来てくれて、とても嬉しかったです。/Once a month at UERJ, a ‘Japanese Culture Discovery’ public relay lecture is held by the Japanese Embassy in Rio de Janeiro and the Tokyo University of Foreign Studies Global Japan Office. The speakers are staff from the consulate-general (on-site interpreters are available to translate Japanese presentations), with past topics including ‘Japanese Food’ (May), and ‘Japanese Exchange Opportunities’ (June). July’s topic was ‘Japan’s Mascot Characters.’ We informed CEFET students of the event, who in turn invited their friends, resulting in around 15 high school students coming to listen. I was very happy that the students came to the event and showed an interest in Japan.
新学期、高校生や大学生たちから冬休みの話を聞くのを楽しみにしています。/I look forward to talking with the high school and university students about their winter break when the new semester begins.


8月は温泉・お風呂がテーマです。/August’s topic is hot springs and bathing.

2017年6月 活動日誌 Activity Report for June 2017

GJOコーディネーター / GJO Coordinator
木林 理恵 / Rie Kibayashi

6月は大きなイベントが2つありました。/There were two big events this June.
まず、6月5日(月)から8日(木)にかけて、州立大学では、文学部(西洋古典及び東洋)の国際学会が開かれました。日本語学科は、国際交流基金の助成を受けて、東京外国語大学の武田千香先生、金沢大学の杉山欣也先生をお招きし、ご講演をいただきました。両先生とも、ブラジルと日本に深いかかわりがある内容をお話しくださり、多くの学生、様々な先生方が参加し、とてもよい雰囲気の講演になりました。/First, there was the classical literature department’s international conference held from Monday the 5th until Thursday the 8th here at Rio de Janeiro State University. The Japanese department received assistance from The Japan Foundation, and invited Professor Chika Takeda from TUFS, and Professor Kinya Sugiyama from Kanazawa University to speak at the conference. Both professors gave lectures on topics with deep connections to both Japan and Brazil, and with many students and teachers in attendance, the lectures were very successful.
この他、日本語のミニ講座や、リオ州での日本語教育に関するラウンドテーブルが開かれたので、毎日、日本語科企画の発表があり、聴講する学生たちにとって充実した学会だったと思います。There were also mini lectures on Japanese, and round table discussions on Japanese education at Rio State. All in all, there were presentations every day planned by the Japanese department, making the conference very substantial and productive for its attendees.

13日(火)には、国立技術教育センター(CEFET)高等部の日本語コースで、前期終了の発表会が行われました。生徒たちは、短いスピーチをしたり、グループに分かれてスキットを演じたりして、今まで勉強したことの成果を見せあいました。自分が学んだことを活かしてスピーチを作り、一生懸命に覚えて話しているのを見ると、課外活動なのにみんなよく頑張って勉強したなあと感心します。グループ発表では、教材のスキットをなぞるだけでなく、自分たちなりに台本を作って演じたグループもありました。まだ初級前半で語彙も少ないのですが、生徒たちの創意工夫には驚かされます。/Tuesday 13th was the day of the end of semester presentations for the Japanese course at the Federal Center for Technological Education of Rio de Janeiro (CEFET). Students showed their accomplishments by giving short speeches, and performing skits in groups. Seeing the students use the knowledge they gained to write their speeches, and practicing hard to remember them, despite the class being an extracurricular activity, made me feel a great deal of admiration. For the group presentation, there were also groups who came up with and wrote their own scripts as opposed to following the ones in the teaching materials. Even though the students are still in the earlier half of the beginner level, and don’t know much vocabulary, I was surprised by their creativity.
7月は「冬休み」で、後期のコースは8月上旬から再開します。/July is the winter break, and classes resume again early August.


このグループは、寮母さん(右)と留学生(左)の「ただいま」「おかえりなさい」というスキットを演じました。「あなたも留学生ですか?」「はい、私は留学生です」と会話が続きます。/A skit in which the exchange students (left) say ‘we’re home,’ to the dorm mother (right) who replies ‘welcome home.’ The skit then continues with ‘are you also an exchange student?’ ‘Yes, I am an exchange student.’

2017年5月 活動日誌 Activity Report for May 2017

木林 理恵

Kibayashi Rie, GJO coordinator

5月の祝日は1日のメーデーだけで、短いストライキもなかったので、十分に活動を行うことができました。/The only public holiday in May is ‘May Day’ on the 1st, and since there was not even one short strike, we were able to carry out activities in full.

国立技術教育センター(CEFET)高等部の日本語コースでは、生徒たちがだんだん日本語に慣れてきました。日本語での説明もわかっているようで、「うんうん」と頷きます。/The students in the secondary school level Japanese language course at El Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET) are gradually becoming familiar with Japanese. They even seem to understand explanations in Japanese, and nod while saying “un, un (yes, yes)”.

今月、CEFETの授業では、州立大学の学生に面白い動画を紹介してもらいました。学生たちには毎回、授業見学レポートを提出してもらっているのですが、それにある学生が「音楽やアニメを見せたら、日本文化にもっと興味を持つと思う」と書いていたのです。そこで、お勧めのコンテンツを教えてほしいと頼んだところ、早速、実際に授業で使うための準備をしてくれました。紹介したのは「るるるの歌」という動画で、「見る」「食べる」など、動詞の辞書形をたくさん使っています。初級の人たちには難しい単語が多かったのですが、学生たちが単語帳を用意したので、生徒たちはちゃんと意味が分かり、楽しめたようです。私はこの歌を知らなかったので、とても勉強になりました。/This month in one of the lessons at CEFET, the UERJ students showed me a funny video. We have the students submit a report of each lesson observation, and in one of them a student wrote “I think that if we showed the pupils music and cartoons, they would more interested in Japanese”. So, after asking for their comments and recommendations, without delay they made preparations so that we could use them in the lesson. The video they showed me was called ‘The Rururu Song’, and it used lots of dictionary-form verbs like ‘miru (see)’ and ‘taberu (eat)’. There were lots of words that would be difficult for beginners, but the students had prepared vocabulary cards, and so it seemed that the pupils had fun and were able to understand the meanings. I did not know of this song before, so I learned something too.


州立大学の学生に日本の動画(歌)を紹介してもらったときの様子 /The pupils being shown a music video by the UERJ students

州立大学の学生のように、日本語を頑張って勉強している人は高校生たちの良いモデルだと思います。そういう人たちが授業に参加し、アイディアを出してくれるのは、とても嬉しいことです。/I think that people like the UERJ students who are working hard to learn Japanese are a good role model for the secondary school pupils. I am very glad to have people like them take part in the lessons and offer their ideas.

また、CEFETの午前クラスには、ポルトガル語を勉強している日本人の方がボランティアで参加し、日本語の説明がわかったかを確認したり、生徒からの質問を通訳したりしてくださっています。州立大学の授業も、リオ在住の日本人の方が興味を持って、参加してくださるようになりました。/Also, in the afternoon classes at CEFET, Japanese people studying Portuguese take part by doing things like making sure that the pupils understand the Japanese explanations and translating the pupils’ questions. Japanese people living in Rio have also taken an interest in the lessons at UERJ, and have started to take part in those too.

いろいろな方に協力していただける恵まれた環境にいるので、みんなでアイディアを出し合いながら、充実した活動が行えるように工夫したいと思います。/I am blessed to be in an environment where so many different people collaborate, and I want to make the most of it while contributing our ideas together.

2017年4月 活動日誌 Activity Report for April 2017

木林 理恵

Kibayashi Rie, GJO coordinator

州立大学は、10日(月)から新学期が始まりました。1月以降、今まで何回も延期されていたので、直前まで半信半疑でいましたが、文学部は無事に授業を開始しました。正式に授業が始まったので、語学の課外活動も予定を組み直すことになりました。/The new term began at UERJ on Monday the 10th. It was postponed several times between January and now, so at first I was skeptical, but the literature department began lessons without any trouble. Since lessons have officially begun, I am also rescheduling the extracurricular language activities.
州立大学の授業には教職課程があり、そこの学生は、専攻科目の授業を見学したり、手伝ったりしないといけません。国立技術教育センター(CEFET)高等部の日本語コースにも、大学の授業の一環として、州立大学教職課程の学生が手伝いに来ることになりました。1クラスの人数が多いので、学生たちが授業に参加し、生徒たちがフォローをしてくれると大変助かります。また、日本語専攻の学生たちのためにも、見学が可能な日本語コースを開設することができて良かったと思います。/In the lessons at UERJ there is a teacher-training curriculum, and its students have to observe and help with lessons in their field of specialisation. These students will be coming to help out in lessons at the Federal Center for Technological Education of Rio de Janeiro (CEFET) high school course, as well as in university lessons. The number of students to one class is large, so if the university students can participate in the lessons and if the pupils follow them, it will be a huge help. Also, I’m glad that we were able to open a course that they can observe with the Japanese major students as well.
27日(木)には州立大学でオープンキャンパスがあり、奨学金を受けている学生が、自分が担当したプロジェクトに関するポスター発表を行いました。州立大学付属校(CAp UERJ)での日本語コースについても、担当のアナ・セシリアさんが発表して好評でした。CAp UERJは州立大学より遅い時期に新学期が始まったそうなので、まだ慌ただしく、日本語コースを再開する余裕がないそうです。早く、前学期のように授業を始めることができればいいなと思います。/On Thursday the 27th, URFJ had an open day, and the students who were receiving scholarships gave poster presentations on the projects they were in responsible for. There was also a well-received presentation on the Japanese language course at UERJ’s affiliated school (CAp UERJ) given by Ana Cecilia, who is in charge. The new school term started at CAp UERJ later than at the university, so I hear that there isn’t enough time to hurriedly reopen the Japanese language course yet. I hope that they can begin lessons like last term soon.

CEFETの授業ではマルチメディア教室を使っているので、インターネット上の教材である「NHK WORLDやさしい日本語」をみんなで見たり、自分が必要な箇所を個別に見たりしながら勉強することができます。/The lessons at CEFET use a multimedia classroom, so the pupils can study together using the ‘NHK World Easy Japanese’ online teaching materials, and they can each look at the separate passages they need to study individually.

2017年3月 活動日誌 Activity Report for March 2017

木林 理恵

Kibayashi Rie, GJO coordinator

今月も州立大学の学部の授業はありませんでしたが、GJOでは、入門・初級・中級以上とそれぞれのレベルに合わせた課外活動を企画し、週1回ずつ、会話を中心とした授業を行いました。/There were no lessons at Rio de Janeiro State University this month either, but at the GJO we planned some lessons focusing on conversation suited to introductory, elementary, intermediate levels once a week as extracurricular activities.

また、今月初めには、東京外国語大学との交換留学のための選考試験があり、10人以上の留学希望者が試験を受けました。各学生の熱意に触れると、日本に行ったり、留学したりする手段がもっとあればいいなあと思わされます。/Also, at the beginning of the month was the screening examination for the exchange programme with TUFS, which was taken by more than 10 study abroad applicants. After seeing the enthusiasm of each student, I couldn’t help but think how it good it would be if there were more ways for them to travel to and study in Japan.

さて、21日(火)から、国立技術教育センター(Centro Federal de Educação Tecnológica Celso Suckow da Fonseca、CEFET)高等部での授業が始まりました。1回2時間、週2回(火・金)で、一年間で終わるコースです。リオ・デ・ジャネイロ州立大学GJOの活動の軸として、中等教育での日本語教育の実施があります。今までは州立大学の付属校だけで行っていましたが、州立大学とCEFETが提携し、新たに日本語コースを開講できることになりました。高校生くらいの世代は、興味があっても日本語を勉強する機会がほとんどないそうで、CEFETの先生たちも高校生を対象とした授業の開講を喜んでくださいました。午前と午後のクラス合計40人の枠に、300人以上の希望者があり、抽選で受講者を決めるのがたいへんだったと聞きました。/From Tuesday the 21st, the high school lessons at the Federal Center for Technological Education of Rio de Janeiro (Centro Federal de Educação Tecnológica Celso Suckow da Fonseca、CEFET) began. This will be a one-year course with two-hour lessons taking place twice a week (Tuesday and Friday). Secondary level Japanese language education is being carried out on the foundation of the activities of the GJO Rio de Janeiro State University GJO. Until now, is has only been carried out at UERJ’s affiliated school, but UERJ and CEFET have formed a link and we have been able to open a new Japanese language course. I hear that, for the generation of students of about high school age, even if they have an interest in Japanese there are hardly any opportunities for them to study it, so the teachers of CEFET were also very happy about the beginning of lessons targeted at high school students. For the morning and afternoon classes, which combined had a limit of 40 places, there were over 300 applicants, and I hear that choosing applicants by lottery was tough.

日本語を勉強するためには、まずは、文字を覚えないといけません。日本語の50音をポルトガル語表記にするのは複雑で、ひらがなを見て発音を覚えるのが一番良いと感じました。そこで3月は、ゆっくり、ひらがなの書き方を練習したり、単語を聞いて書きとったり、日本語の音と文字に慣れることを行いました。/When it comes to learning Japanese, first of all you must memorise the characters. Transcribing the 50 syllables of Japanese in Portuguese is complicated, so we decided that it would be best to memorise the pronunciation by looking at the hiragana. With that, in March, by practicing writing hiragana and listening to and writing down vocabulary, we gradually got the pupils used to the sounds and characters of Japanese.

生徒たちはおとなしく、非常にまじめに話を聞き、聞き取った日本語をきちんと繰り返して発話します。また、こちらの学校教育では書き取りをやらせるため、生徒たちはノートをとることに慣れているようです。1クラス20人と言語を学ぶには多めの人数ですが、スムーズに授業を進められそうです。/The pupils were attentive and listened with extreme diligence, repeating the Japanese they listened to. Also, it seems that the pupils at this school are used to taking notes. For learning a language, 20 people to one class is a fairly large number, but it seems that we will be able to progress with the lessons smoothly.

CEFETでの授業は、日本語を教える側の人たちにも開かれたものにしたいと考えています。州立大学の教職課程の学生は必修項目として授業見学があるので、その学生たちには参加してもらいますが、彼らだけでなく、日本語の授業を見たいという方に気軽に見学に来ていただけるようにしようと思っています。/There is also something that that I would like to arrange with the lessons at CFET on the side of those teaching Japanese. At UERJ, lesson observation is required for students of the teacher-training course, so I will be receiving the participation of those students, but aside from them I would like to have anyone who wants to observe a Japanese lesson be able to join as well.

2017年2月 活動日誌 Activity Report for February 2017

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator

今月に入っても、州立大学は新学期を始めることができないでいます。リオ・デ・ジャネイロ州の財政問題は続いており、解決の見通しがたっていません。/Although we have entered February, the new term at Rio de Janeiro State University still cannot be begun. The economic problems in the state of Rio de Janeiro continue, and there is no sight of a solution.
そんな中、日本語科では3日(金)に、新入生へのコース説明会、及び、在学生向けに日本への留学に関する説明会を行いました。リオ・デ・ジャネイロ州立大学から日本の大学に留学するには、東京外国語大学と協定しているプログラムの他に、大使館(領事館)推薦のプログラムがあります。説明のために領事館の担当者にも来ていただいたので、そこそこ大きな会になりました。新入生を含め30人くらいが参加し、熱心に説明を聞き、質問をしていました。このとき、新入生にはひらがな・カタカナの宿題を渡し、しばらく自習をしてもらうことにしました。/Amongst this, on Friday the 3rd, we held the course briefing session for new students and briefing session relating to study abroad in Japan for enrolled students at the Japanese department. With studying abroad in Japan from Rio de Janeiro State University, aside from the programme arranged with TUFS, there is the embassy (consulate) recommendation programme. Since we received a visit from a representative from the consulate to explain the programme, it became a fairly big meeting. Including new students, around 30 people attended and were enthusiastically listening to the explanation and asking questions. At the same time, we decided to hand out homework on hiragana and katakana to the new students so that they could do some independent study for a while.
とはいえ、日本語に触れる機会をなるべく提供したいので、正式な授業ではないのですが、レベル別の課外活動を月末に行ないました。中上級向けの活動は、留学プログラムの試験を受ける学生が多く参加したので、テスト対策のようなものになりました。初級向けの活動では、今までの復習の他に、自分が思う「今年の漢字」を書いてもらいました。「食」と書いた学生がいたのですが、彼女はダイエットをがんばりたいそうです。食を楽しむわけではないところが、面白い発想ですね。また、入門(新入生)向けの活動には6人の参加者がいてほっとしました。みんなしっかり自習しているようで、ひらがな・カタカナの確認をしたら、だいたい答えられていました。/Nonetheless, as much as possible we want to offer chances to come into contact with Japanese, so, although they weren’t official lessons, at the end of the month we held some level-graded extracurricular activities. In the intermediate activity, aside from revising the content up to now, we had the students think of and write down “the kanji of the year”. There was a student who wrote “食” (food) who apparently wants to work hard on her diet. Even though it’s not about enjoying food, it’s an interesting way of thinking. Also, in the introductory activity aimed at new students, I was relieved that there were 6 people taking part. It seems that they had all been studying well by themselves, and when I carried out a hiragana and katakana check, they were able to answer most of the questions.
こういった課外活動はどこまで行なってよいのか難しいところがあります。遠くに住んでいる学生はどうしても参加しにくいですし、構内に人が少ないときはセキュリティに不安がある可能性もあります。でも、様子を見ながらできる限り定期的に活動できればと考えています。/There are some difficulties on where to carry out these activities. It will always be difficult for students who live far away to participate, and there is some potential uncertainty with security when there are so few people on campus. However, I plan to see how things go and to have activities as regularly as possible.
一方で、他の高校でも日本語教育を行なう話はうまく進み、来月からCEFETという国立高校で新たに日本語コースを開講することになりました。州立大学の付属校とはまた違う雰囲気の生徒たちらしいので、どんな授業になるか、楽しみにしています。/Meanwhile, negotiations on Japanese education at other high schools is progressing smoothly, and from next month we will be holding a new Japanese course at a national high school called CEFET. It seems that the pupils have a different character to those at UERJ’s affiliated school, so I am looking forward to finding out what kind of lessons these will turn out to be.

2017年1月 活動日誌 Activity Report for January 2017

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator

リオ・デ・ジャネイロ州立大学は、1月17日(火)に後期入学の新入生を迎えました(今学期は、2016年度の後期にあたります)。上級生の中には、合格者名簿から新入生のfacebookを探して連絡をとり、参考書は何を買った方がいいとか、アドバイスをしてくれている人もいるそうです。/On 17th January (Tuesday), we welcomed the second term new students to Rio de Janeiro State University (this term is the second term of the 2016 academic year). I hear that amongst the intermediate level students, there are some who searched and contacted new students from the list of names of those who passed, and gave advice such as what reference books they needed to buy.

一方で、州と大学が抱える諸問題があり、授業開始は2月からに延期されました。ただし、この延期期間にワークショップや講演会といったイベントを開くことになり、日本語科でも1月27日(金)に「Japonês Básico em 50 minutos」(50分で覚える日本語の基礎)というワークショップを行いました。/Meanwhile, there were some problems at UERJ, and the start of lessons was postponed for two months. However, during that time there were events such as workshops and lecture meetings, and at the Japanese department we held a workshop called ‘Japonês Básico em 50 minutos’ (Basic Japanese in 50 Minutes) on 27th January (Friday).

周知期間が短かったので、どのくらいの人が来るかドキドキしていましたが、当日は70人以上の参加者があり、大盛況でした。人数が多いためひとりひとりに発話してもらうことはできず、簡単な日本語をとにかく繰り返したくさん聞いてもらいました。扱ったのは、あいさつ、「私は(名前)です」「好きです・嫌いです」の3つです。野菜や果物、アニメのキャラクターや俳優を見せて「好きですか」「嫌いですか」と質問し、手を挙げてもらうことにしました。ワンピースのような人気のあるアニメは、好きな人も嫌いな人も大勢いて、なかなか面白かったです。最後はひらがなシートを使ってビンゴを行い、楽しく終わることができました。/We didn’t have much time to spread the word, so I was worried about how many people would come, but on the day over 70 people joined, and it was a great success. Because there were so many people we couldn’t listen to them all speak, but I still managed to have them repeat back lots of simple Japanese phrases. We dealt with three things, which were greetings, “My name is…”, and “I like/ hate…”. I showed them things such as fruits and vegetables, anime characters, and actors, and asked whether they liked or didn’t like them and had them raise their hands. It was quite interesting how there were lots of people who either liked or hated like famous animes like ‘One Piece’. Finally, we had a fun ending by playing bingo using a hiragana sheet.

参加者が多かったこともあり、今後も同様の企画を検討しています。次回は、参加者がたくさん発話するようにできればと思います。/1st January 2017 workshop
Participants of ‘Japonês Básico em 50 minutos’ (basic Japanese in 50 Minutes)

2017年1月27日(金)開催 ワークショップ
「Japonês Básico em 50 minutos」(50分で覚える日本語の基礎)参加者

2016年12月 活動日誌 Activity Report for December 2016

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator


/The most recent lesson at the affiliated school was covered by some people from NHK radio. They plan to broadcast a special programme at the end of the year about NKH’s ‘Easy Japanese’ series, which we are using as a teaching material. For this visit, I had prepared to have skit presentations and fun games using the Japanese the students have learned up to now, but it didn’t go as planned. First of all, Monday’s class was on the day that the 24-hour strike on 12th December (Monday) was scheduled, so we couldn’t have the final lesson. Then, the last lesson of Thursday’s class was to be on the 8th (Thursday), but at noon on that day there was a shooting incident and the head teacher sent the pupils home early. Because of that, there were few people attending the Japanese lessons, and we decided to cut the lesson, which usually lasts two hours, short to one hour. Even so, in that short time I am glad to say that we were able to go over the content up to now and act out some fun skits. The students’ thoughts were broadcast on 26th December in a special report on NHK World (Radio Japan).

また、今月は、新たに日本語コースを始める場所として、CEFETという学校を訪問しました。CEFETは、国立の理系高校と聞いていたのですが、実際に訪問して話を伺うと、大学レベルのコースもある大きな学校だとのこと。国際的なことに関するアンテナをはっているようで、日本語授業を行いたいという話を前向きに受け入れていただきました。今後、実現に向けて動いていくことになると思います。/Also, this month, as a new Japanese language course location, I visited a school called CEFET. I heard that CEFET is a national science high school, but when I actually visited to speak to them, it was a large school which also offered university level courses. I was had the pleasure of speaking face-to-face and hearing that they are on the lookout for international things, and would like to hold Japanese language lessons. From now on, I think we will move towards realising these.

2016年11月 活動日誌 Activity Report for November 2016

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator

 リオ・デ・ジャネイロ州立大学GJOの活動の軸として、中等教育での日本語授業の実施があります。大学入学以前の生徒たちに日本語教育を行うことは、州立大学の日本語科で長年考えられ、試されてきたことでした。先月から、州立大学の付属校(CAp UERJ)で日本語の授業を始めることができましたが、今月はさらに、一カ所だけでなく複数の学校で日本語の授業を実施できないかを探りました。幸い、別の高校にも話を持って行く道筋が見つかり、その打ち合わせのために、モデルとなる日本語コースの作成や、訪問日の調整を行いました。/The focal point of the activities at GJO Rio de Janeiro State University is carrying out Japanese language lessons at secondary education. Offering Japanese language education to students not yet in university is something that has been considered and tried out for many years at UERJ’s Japanese department. Form last month, UERJ was able to start Japanese lessons at its affiliated school (CAp UERJ), but this month] we investigated into whether we can more hold lessons in multiple schools instead of just one place. Luckily, we have found a route towards negotiating with another school, and fro that we have been arrangements such as drawing up a model Japanese course and fixing visiting days.

付属校(CAp UERJ)の授業は、現在、1クラスにつき週一回だけですが、だんだん言葉を覚えてきたせいか、生徒たちは積極的に日本語を話し始め、スキットの役割練習を進んでやるようになりました。/At the moment, the lessons at the affiliated school (CAp UERJ) are held just once a week, but perhaps because the pupils have gradually come to memorise the vocab, they have started to actively speak Japanese and have come to voluntarily participate in skit practices.

また、今月、州立大学では、様々な事情から、一日限定、あるいは半日だけといった単発的なストライキがしばしば行われました。ストライキのときは、基本的に、大学の授業はありません。しかし、日本語科の先生方と相談し、ストライキの有無にかかわらず、GJOでの授業は行うことにしました。この地域ならではの複雑な事情はありますが、日本語を学びたいという学生さんたちを可能な限りサポートできればと思います。/Also, this month at UERJ, due to various circumstances there have been numerous one-day or half-day strikes. In general, during the strikes there are no university lessons. However, after discussing with the teachers at the Japanese department, we decided to hold the Japanese lessons at the GJO regardless of whether there is a strike or not. There are complex situations of the kind that could only occur in this region, but I hope to be able to support students who want to learn Japanese as much as possible.


2016年11月23日(水)、本学はブラジル・サンパウロ州にあるカンピナス州立大学で開催された日本留学フェア(主催:筑波大学)に参加し、本学への留学プログラムの説明と本学がリオ・デ・ジャネイロ州立大学(以下「リオ州立大学」)内に設置するGlobal Japan Office(GJO)の活動紹介を行いました。同オフィスは、日本研究・日本語教育の実施拠点として、ブラジル全体におけるネットワーク拠点の役割を果たすために、2016年3月に開設されました。本学は同留学フェアにおける全体説明会のトップバッターとしてプレゼンを行いました。参加大学6校中、唯一ポルトガル語で行ったこともあり、参加学生にとってわかりやすくインパクトのあるプレゼンになりました。また、本学のプレゼンの中で最も注目を集めたのは、本学が実施する大学の世界展開力強化事業(中南米)「日本と中南米が取組む地球的課題を解決する文理協働型人材養成プログラム(La-CEP)」でした。La-CEPとは、中南米諸国で取り組むべき地球規模の課題を解決するため、実践型グローバル人材を養成することを目的とするプログラムです。一ヶ月間の日本語・日本事情教育と日本企業等でのインターンシップが含まれ、月額80,000円の奨学金に加え、往復の渡航費も支給されます。我が国に留学したいけれども、金銭的な不安を抱える多くのブラジル人学生にとってはとても魅力的なプログラムに映ったようでした。その結果、午後に行われた個別相談会においては、予想を上回る多くの学生が来場し、本学ブースは大勢の学生で賑わい、終了時間ぎりぎりまで資料をもらいに来る学生や、説明を聞きに来る学生が後を絶ちませんでした。また、本学の留学促進マスコットキャラクターのトビタくんも大変な人気で、彼を目にした学生らは「Que bonitinho!(なんてかわいいの!)」と口を揃えて言っていました。/On 23rd November (Wednesday) 2016 I attended the Japan study abroad fair held at the University of Campinas in São Paulo State, Brazil (sponsored by Tsukuba University) and gave an explanation of TUFS’s study abroad programme as well as an introduction to the activities of the Global Japan Office (GJO) at Rio de Janeiro State University (UERJ). The office was established in March 2016 as a base for carrying out Japanese research and Japanese language education in the Brazil-wide network. TUFS was the first university to present at the fair’s information session. Among six universities, we were the only one to present in Portuguese, so the presentation was easy to understand and had an impact on the students attending. Also, the thing that gained the most attention in TUFS’s presentation was the Reinventing Japan Project (Central and South America), “a co-creative education program of humanities and sciences to solve global issues confronting Japan and Latin America” (La-CEP). La-CEP is a project to jointly foster human resources with practical vision and an active role in the global community to solve global-level issues that affect Latin America and Japan. It includes one month of education in Japanese language and affairs, including an internship in business, with a monthly scholarship of \80,000 plus travel expenses to and from Japan. To Brazilian students who want to study abroad in Japan but have financial concerns, this seemed to be a very attractive project. As a result, the number of students who came to have individual consultations in the afternoon exceeded my expectations. The TUFS booth was crowded with students who were coming to receive information right up until closing time, and the students who came to hear explanations were never-ending. Also, the mascot promoting TUFS, Tobita, was extremely popular, and all the students who laid eyes on him said “Que bonitinho! (how cute!)”.

2016年10月 活動日誌 Activity Report for October 2016

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator

 リオ・デ・ジャネイロ州立大学では、しばらくストライキが行われていたため、現在、大学のスケジュールが変則的になっています。例えば、12月に学期が終わった後は夏休みで、通常は3月から新学期が始まりますが、ストライキ期間中の空白を調整するべく、来期は少し早めに1月から学期が始まります。/A strike has been going on for a while at Rio de Janeiro State University, so now the university’s schedule has become irregular. For example, after the end of term in December is the summer holiday, and usually the new term begins in March, but in order to leave space for the strike, next term will begin slightly early in January.

州立大学の付属校で10月から予定していた日本語授業も、このストライキの影響を受けました。まずは高校生を対象に授業を、と考えていたのですが、高校のカリキュラムはいっぱいいっぱいで、生徒が課外授業を受ける余裕はなく、受講希望者があまり集まらなかったのです。そこで、対象を中学生に変えて希望者を募集し直し、20日(木)から授業を始めることになりました。現在、1クラス7人程度で、週1回の日本語授業を行っています。/The Japanese language lessons at UERJ’s affiliated school, which were scheduled for October, were also affected by the strike. At first, we was thinking of having lessons targeted at high school students, but the high school curriculum is so packed that pupils have no room for extracurricular classes, so there weren’t many applicants. So, instead we decided to take middle school student applicants, and to begin the lessons from the 20th (Thursday). Now, we have seven people to a class and we hold Japanese language lessons once a week.

州立大学には教職課程があり、奨学金を受けた学生が外国語を教えるというシステムがあります。この授業も、生徒に教えること自体は、教職課程に在籍する学生が担当しています。/At UERJ there are teacher training courses, and there is system whereby students who receive a scholarship teach foreign languages. Students enrolled in the teacher training course are in charge of teaching pupils in these lessons too.

リオ・デ・ジャネイロ州立大学 日本語教育コーディネーター
木林 理恵

Kibayashi Rie, Rio de Janeiro State University Japanese language education coordinator

日本人のコーディネーターは、9月下旬に、リオ・デ・ジャネイロ州立大学に赴任しました。/The Japanese coordinator took up the post at Rio de Janeiro State University in the end of September.

州立大学の日本語科の語学クラスは4つあり、初級前半、初級後半、中級、上級に分かれています(その他、外語大と同じように、文学や社会学、語源学等の授業があります)。また、これから新しく、付属高校で日本語の授業を開始します。そこで、9月は主に、①州立大学日本語科での補講授業、②付属高校での日本語プログラム、についての打ち合わせを行いました。/The language classes at the UERJ’s Japanese department are split into elementary 1, elementary 2, intermediate, and advanced (aside from those, like TUFS there are literature, sociology and etymology classes). Also, there will be new Japanese language classes at affiliated schools. So, in September I was mainly making arrangements for 1: supplementary classes at UERJ’s Japanese department and 2: the Japanese programmes at affiliated schools.

①については、各クラスの学生のレベルに合わせて、10月から会話の授業を行うことになりました。いくつかの授業を見学させていただきましたが、日本から遠く離れた場所で、接点も少なさそうな環境で、学生さんたちは頑張って勉強しているなあと感心しました。日本語の勉強をより楽しんでもらえるよう、努めたいと思います。②については、10月17日(月)からの開講に向けて、担当の先生方と大まかな授業の流れを決めたり教材研究をしたりしています。教材は、NHKの「やさしい日本語」のポルトガル語版(http://www.nhk.or.jp/lesson/portuguese/)を使用する予定です。高校生たちにも日本語や日本に興味を持ってもらえるよう、いろいろ工夫をしていきたいと思います。/With regard to 1, we will be holding conversation classes that match the level of students in each class from October. I had the pleasure of observing several lessons, and I admired how the students were working hard in a place far removed from Japan in an environment that seems to have few similarities to Japan. I want to endeavour to help them enjoy studying Japanese even more. As for 2, as we head towards the start of lectures on 17th October (Monday), I want to do things such as make rough plans for the course of lessons and research teaching materials with the teachers in charge. On teaching materials, the plan is to use the Portuguese edition of NHK’s ‘Easy Japanese’ (http://www.nhk.or.jp/lesson/portuguese/). I want to think of many different methods to increase interest in Japan and the Japanese language among high school students as well.

MAY 2016

This report is to present the activities carried out and those that were started during the month of May 2016. It is structured into four groups of activities: (a) activities that are directly related to the TUFS; (b) activities that serve as support for Japanese universities; (c) activities to promote the teaching of the Japanese language and culture; (d) others.

(a) Activities that are directly related to the TUFS

• Arrangements to receive Professor Kibayashi in September.

Given the stay of Professor Kibayashi from September on, we initiated contact with the Coordinator of Education and Humanities Center, Professor Lincoln Tavares, as well as with the Director of the Department of International Cooperation, Professor Cristina Russi, so that an appropriate letter of invitation can be issued, respecting the bureaucracy of UERJ, to receive Professor Kibayashi as a visiting Professor. Moreover, we began research on accommodation, considering value and location.

• Implementation of a course of Japanese language at the UERJ’s elementary and high school, called CAp UERJ.

Established preliminary contact with CAp’s Principal to discuss the implementation of the Japanese language course at Cap. The course will be destined to pupils of elementary and high school.

• Request for NHK educational materials

Contact with the Department of Multi-Language and multimedia of NHK, seeking for authorization to use and apply the material やさしい日本語 for Japanese language teaching at schools in the State of Rio de Janeiro, including Cap-UERJ.
• Incipient planning to decide on the entrance exam of students of Cap, who wish to study at TUFS in 2017.
In internal meetings, we begin to establish criteria to select students of CAp-UERJ who wish to participate in the selection to attend the graduation at TUFS. We have discussed the composition of the examination board, documentation and skills to be required of students and the period in which the selection will occur. We are also encouraging the contact between Brazilian students that are studying at TUFS at the moment, with students from the last year of high school at CAp. We expect that students who are living in Japan can report their experiences to those that dream to study in Japan.

• Search for possible candidates for the Nikkeijin scholarship.

In Rio de Janeiro there are not many Japanese descendants like some other States in Brazil. However, there are always undergraduate students at UERJ with Japanese ancestry, which can be evidenced by the surnames on the list of candidates passed the entrance exams. As information on the ethnicity of students is not included in the institution’s database, we are looking through the list surnames of Japanese origin to then make a database of nikkeijin.

• Update mailing list

We seek to update the mailing list of members of the Japanese community in Rio de Janeiro, as well as students of the Japanese language and supporters of Japanese culture, in order to inform this public about events on Japan.

• Contact with TUFS language volunteers

First contact with the person in charge of the Rio Study Tour, that is a summer class sending language volunteers from TUFS to Olympics and to Paralympics.

(b) Activities that serve as support for Japanese universities

• New agreements with Japanese Universities

Establishment of agreements with two Japanese universities: Kanazawa University and Shikoku University, with the aim of promoting the internationalization of the Brazilian and Japanese universities. In the last week of May, an agreement was signed with the University of Kanazawa, while the University of Shikoku is in the final stage of drafting the agreement.

Planned projects to be developed together with the Japanese universities: institutional exchange between the teaching staff, technical and administrative staff and students at the undergraduate and postgraduate levels; development of teaching and/or research activities related to the areas of teaching and study of UERJ and of the Japanese universities; organization of symposia, conferences and short-duration courses in research areas; promotion of technical, scientific and cultural activities which are open to the public; provision of opportunities for training teachers and researchers by creating high-level specialized courses; provision of training and refresher courses, as well as fostering the opening of inter-institutional lines of research associated with local postgraduate programs; promotion of joint publications; exchange of information pertaining to the teaching and research at each institution.

(c) Activities to promote the teaching of the Japanese language and culture

• Portuguese language for exchange students from Japan

Despite the current strike at UERJ, we got the collaboration of the Department of Portuguese for foreigners, so that the Department Coordinator, Professor Alexandre do Amaral Ribeiro, accepted to teach Portuguese to the two exchange students from TUFS as well as to the exchange student from Waseda University. Classes began at the beginning of May.

• Takoyaki Party

On May 13, we held a meeting to taste and teach to cook takoyaki. The event had the participation of Japanese exchange students, students of Japanese Letters course, the professors of the Japanese Department and the exchange student from Waseda, which performed a shamisen show.

(d) Others

• Translation Activities

Translation of media articles about the Olympics to Japanese, with the participation of students from the Japanese Letters course and with the participation of exchange students from TUFS and Waseda. This activity aims to enable students to work in the field of translation and has been developed using the equipment and physical structure of GJO.

• Support to Japanese journalists

Due to the Olympics, Japanese journalists from Yomiuri Shinbun, Sankei and NHK have visited UERJ looking for varied kinds of operational support.


Coordinator, Global Japan Office in Rio de Janeiro State University