Investment in Japanese Language Learning under Japan's Foreign Worker Acceptance Scheme : Learning of the Japanese Language Proficiency Test and the National Examination through the Life Story of an EPA Certified Care Worker

ガイコクジン　ウケイレ　セイドカ　ニ　オケル　ニホンゴ　ガクシュウ　ヘノ　トウシ　アル　EPA　カイゴ　フクシシ　ノ　ライフストーリー　カラ　ミル　ニホンゴ　ノウリョク　シケン　ト　コッカ　シケン　ノ　ガクシュウ

フジワラ, キョウカ

Fujiwara, Kyoka

Center for International Education and Exchange, Osaka University

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Article

The study examines the learning process of the Japanese-Language Proficiency Test (JLPT) and the national exam of A-san, an EPA certified care worker, through the lens of “investment” in her life story. Specifically, it explores how "authoritative words" and "internally persuasive words" are involved in the construction of A-san's desired identities. During the study for N3, she viewed the Japanese language, which is evaluated through test scores, as cultural capital and sought to acquire an identity of "myself living in Japan." However, this identity was equated with being someone who could comprehend N3-level Japanese as required by the EPA scheme. On the other hand, in the process of studying for the national exam, she reconstructed the authoritative words from the N3 study into internally persuasive words, fostering an identity of "myself together with peers". Furthermore, the care work-related words learned during the national exam preparation became internally persuasive through their connection with her practical on-site experiences. These words facilitated the construction of an identity as "myself who provides care work valued by care recipients". The study highlights that it is important to construct an identity that is not dominated by the scheme in language education.