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When I was studying at a graduate school in Canada, I spent almost every day holed up in the lab, immersed in my research. There was a Japanese graduate student, A, who often came to visit me. A was majoring in linguistics and was fluent in multiple languages, including English, French, German, and Russian, and taught Japanese at the university where I was studying abroad.

Mr. A said he made an effort to talk to several people every day. We talked not only about everyday things, but also about linguistics and language acquisition. These conversations brought me insights that I couldn't have gained by simply reading papers and specialized books on my own, and gave me new ideas and perspectives for my research. In fact, the topic of my Doctoral Dissertation gradually took shape through repeated conversations with Mr. A.

Later, while working as Faculty at a Japanese university, I encountered the psychologist Vygotsky's "sociocultural theory." This theory posits that human development is fostered through interaction with others and cultural activities. Looking back, the learning I gained through dialogue with Ms. A in Canada was a true experience that made me realize this theory. In university and social life, we often face challenges that cannot be solved alone, but new opportunities for understanding and growth arise through dialogue and collaboration with others.

I currently teach a second foreign language, and in my classes, I am always conscious of "how not to talk too much." The classroom is also a society. I hope that students will experience learning and growth that they could not achieve alone, by interacting with and supporting each other as they challenge themselves to learn an unfamiliar language.

(M)

No. 1192