Russian and Kyrgyz Short-Term Language Program Experience
School of Social and International Studies, College of Social Sciences
Hayashi Jin (4th year)
1. About the training
- Name: ・Short-term Russian and Kyrgyz language training ・Overseas language training Russian B (as the subject name at University of Tsukuba)・ KRJC 1-month Russian skill-up course (as the name given by KRJC)
- Period: August 19, 2024 (Monday) to September 13, 2024 (Friday)
- Stay in: Bishkek (capital of Kyrgyzstan)
- Main contents
・Russian language class taught by a teacher from KNU
・Lectures to understand Kyrgyzstan’s history, economy, industry, etc.
・Homestay with local families
・Kyrgyz Language Classes
・Interaction with local students
・Free time to explore Bishkek city
2. Kyrgyz Republic
The Kyrgyz Republic is a small country with a land area of approximately 200,000 square kilometers (roughly half the size of Japan) and a population of 6.8 million. Although the Kyrgyz people make up the majority of the population, it is a multi-ethnic country where Uzbek, Russian, and other ethnic groups coexist, and Kyrgyz is the national language and Russian is the official language.
Although it is debatable whether it is appropriate to review the history of present-day Central Asia, including Kyrgyzstan, within the framework of a sovereign state, since it was originally the land of nomadic tribes, Kyrgyzstan has a history of becoming a constituent country of the Soviet Union in the early 1900s and becoming independent as the Kyrgyz Republic around the time of the collapse of the Soviet Union in 1991. After independence, it was one of the first Central Asian countries to achieve democratization and a market economy, and has maintained a republican system to this day. However, there have been numerous attempts at revolution by forces dissatisfied with the results of parliamentary elections.
The majority of the population is Sunni Muslim, and my homestay family was a Muslim family. However, there seem to be regional and individual differences in how strictly Sharia is observed, and I was able to feel the shades of this during my stay in Kyrgyzstan.
3. Participation in the Program
3-1. Motivation for participation
(Although I applied for participation in the training program with very ostentatious motives as described above, in reality, it was largely due to my simple curiosity about the unknown Kyrgyzstan.)
3-2. Preparation for participation
I tried to remember the Russian I had studied as a second foreign language, but since there had been a two-year gap, it was difficult to dig up my memories. As a result, I went to Kyrgyzstan knowing only the Cyrillic alphabet and a few Russian sentences to get through immigration (I passed through immigration without uttering a single word). On the other hand, by accessing documents issued by the Embassy of Japan in Kyrgyzstan from the past to the present and documents made available by JICA to its employees who will be visiting the region, we were able to gather a certain amount of information on local security and medical conditions and the drinking water situation in advance and take countermeasures. I have not done much research on Kyrgyz culture, etc. In addition, we completed various procedures generally required when traveling abroad.
4. During the program
4-1. Overview of classes and life
The schedule was based on three hours of Russian classes in the morning and two hours in the afternoon on weekdays, with other activities set up on some days.
Russian classes are divided into upper and lower level classes through a placement test similar to ТРКИ, and I was naturally in the lower level class. The lower level classes were designed to reach a level equivalent to CEFR A1, using textbooks written both in Russian and English, covering topics such as pronunciation of the alphabet, verb inflections, and daily conversational expressions.
There were also days when classes were not held, or were only held in the morning or afternoon, and other programs were scheduled on those days. These include visits to JICA offices, exchanges with students studying Japanese in Kyrgyzstan, and visits to local schools. In addition, we also took part in a tour to Lake Issyk-Kul in western Kyrgyzstan, allowing us to enjoy the resort atmosphere in Kyrgyzstan.
In addition to classes and activities, I spent time with my host families and interacted with other students who participated in the program. Basically, after school is free time, and in my case, I spent my time exploring the shopping center, borrowing a nearby basketball court whose door was loose and playing basketball with other students and local children, and getting chased out of the basketball court by someone who seemed to be the caretaker. I enjoyed spending time with my host family, but I realized that it was necessary to have time to communicate with other Japan students in Japanese.
4-2. Impressions from classes and daily life
As for the classes, I was impressed by the clarity of the teacher who taught the A1 class. In particular, they were skilled at explaining Russian words that we didn’t know using only known Russian words and using gestures to help us understand. We could also see their commitment to adhering to the teaching policy of learning Russian through Russian, with as little reliance as possible on English or translators. Therefore, it seems that we, the students, were able to listen carefully to every word of the teacher and maintain a positive attitude of trying to use Russian to activate our brains. With this in mind, I tried to convey my intentions in my homestay using only a small amount of known Russian, without relying on English or translation. I was moved when we were able to communicate well, and I felt that this kind of experience is the best part of the language-learning process.
One of the most memorable activities outside of the class was visiting the JICA Kyrgyzstan Office and talking to people who are working as Japan Overseas Cooperation Volunteers. In particular, what one teacher said, “Kyrgyz schools are the ultimate in inclusive education,” was very thought-provoking. Although there are differences with what Japanese school education is currently aiming to achieve, there seems to be much to learn from this when considering the need for detailed support for individual students.
The host family consisted of six people (parents and four children), plus myself, and the seven of us spent about 20 days together. At first I was nervous, but my host father told me to relax as if I were at home and let me spend my time freely. If I had to point out a difficulty, it would be that a large family of seven, including myself, and a unit bath were not compatible. When someone is using the toilet or shower, other family members cannot use either. However, there was a gap between my host family and my living time zone, and I gradually became able to grasp the appropriate timing of the shower.
5. Changes after participating in the program
I plan to take Russian classes in the fall semester. With the regret that I would have had a more enjoyable and intense time if I had known more vocabulary and expressions, I decided to improve my Russian language skills as much as possible for the next time I visit a Russian-speaking country. In addition, I plan to take classes on the political systems of Central Asian countries.
On the last night of my homestay, my host brother (17 years old) challenged me to a discussion about what could be done to improve political corruption in Kyrgyzstan. I explained the need for separation of powers, but was surprised to see premise statements presented that would hardly be accepted in Japan, such as “the president can rewrite the law at will” and “the courts do not necessarily follow the law.” I was surprised to see the need to consider the possibility that the so-called “rule of law” might not function. From this experience, I realized that it is necessary not to take for granted the political and economic system and culture of my own country when interacting with people from other countries and cultures, and I would like to understand the political system of Kyrgyzstan and other Central Asian countries by taking classes and prepare for my next trip to Central Asia.
My host family occasionally calls me via WhatsApp, and we continue to have some small exchanges. n addition, I have had the opportunity to interact with international students at the University of Tsukuba whom I met in Kyrgyzstan, which motivates me to continue learning Russian.
