One of the immediate measures adopted by the Japanese government in response to the needs of internationalization was to increase the number of incoming foreign students to Japan (Ikeguchi, 2016). As a result, the number of foreign students as of May 1, 2017 was reported at 267,042, according to the Annual Survey of International Students in Japan conducted by JASSO. This showed an increase of (11.6%) 27,755 students more compared to that of the previous year. Research on the internationalization of Japanese higher education (Lie, 2001; Yoshizawa, 2009) has reminded us that the presence of international students alone does not mean that the institution or students are reaping the benefits of internationalization. This study assumes that the presence of non-Japanese learners have far-reaching benefits (as well as issues) that both teachers and administration have usually overlooked. The purpose of this paper is to discuss intercultural learning as a consequence of internationalization of higher education in Japan. It shows how the presence of foreign students can be utilized to promote intercultural learning in the classroom. At the same time, it discusses three fundamental considerations and related concepts such as peer learning, cooperative learning and active learning.
Cecilia Ikeguchi, Tsukuba Gakuin University, Japan
Stream: International Education
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