From the 50's to the 60's there were approximately 5,000 students going abroad from Japan to learn a foreign language and to learn a new culture.  This number has since skyrocketed to over 45,000 students, at its peak, during the 90's.  And, just as a university degree looses some of its value as the number of degrees are granted, it should also be true that the value of a study abroad experience will also lose some value as the numbers of study abroad experiences increase.

Not only has the value decreased in proportion to the number of increased experiences but the value has further decreased as a result how these experiences have changed over the years.   It is true that many companies have become ‘study abroad student’ averse.

Compared to many years ago when the study abroad student had to survive in a culture that knew practically nothing about Japan, these days there are cafes, newspapers, clubs, etc., that cater to the Japanese student. The days of sink or swim have been replaced with an environment that allows for many students to speak in their own language and meet with other Japanese students.  It is not uncommon to see some Japanese students spending their social time at these locations with other Japanese students chatting or reading MANGA, etc.  (Of course it is neccessary and even healthy to take a break from time to time.  But this is not the case.)  The proof is in the pudding, as they say in English.  The current expereince of study abroad students clearly shows, at the job interview, that students are experiencing 'Japan time' abroad with some gained English skills.

Still, there are many students with a goal to make their study abroad experience exceptional and meaningful. Unfortunately, even with a solid curriculum and stellar grades the student can only become as good or a little better as the Typical student we illustrate on the Home page of this site.

The reasons are easy to understand. Schools are required to teach a certain number of classroom hours, as well as provide homework, etc and this curiculum is created to appeal to many students.  Students with varying dreams and hopes. 

Let us illustrate another obstacle that stands in the way of students who have good intentions of creating for themselves a good expereince abroad:

1. Adjust to home stay environment.  There are 4 types: (1) The church-going family whose mission is to save a soul. They take your child to church a few times a week; (2) The money grabber family who uses the rent money for profit: they ensure a margin for themselves by cutting back on living standards of your child in the area of food, electricity/lighting and even room conditions (two students to a room or 3 students in a four-bedroom house); (3) The baby-sitter family who uses your child to watch their children (baby-sitting in some countries is over $700/month); (4) The right family. This kind of family is interested to know about different cultures. They include your child in family functions and are knowledgeable about their own culture; this kind of family can positively impact your child’s stay.  Unfortunately, there are not many type 4 families.  The norm is type 1-3 or a variation of these which take a toll on your child and require them to focus on living rather than on gaining positive life-long experiences.
2. Spend time with other Japanese students.  Living abroad is difficult. It is stressful. We all need community. But it is true that these communities have become the common place for students to spend time rather than a place to recharge themselves.
3. Spend time with the wrong people.  It is not that easy to make local friends.  Usually, people who do not spend a certain language will have less interest to communicate with people who spend that language as their mother tongue.  That said, usually the local people who are most open to befriending your child are people with an interest in Japan or perhaps it is a more personal reason.  This may not be that bad but when we consider the language that is used we may understand that language usage is likely to be less than polite language where a greeting is learned as “Hi what’s up?” rather than “Hello, nice to meet you.”  When this language become ingrained it is difficult to revert to proper English.  Lastly, most of these kinds of friendships end; the Japanese student returns to Japan and a fresh bunch of new students come to befriend the locals who are more likely to forget the returned student.

There are other items that I cover in my BRIDGE book but one word of caution that I would like to stress is the misconception that “going abroad is better than not going abroad.”  This is dangerous. It is true that some students have become, for example, so 'Americanized' that they are rude and their language is derogatory. Even other American’s are surprised when they interact with such a person. 

Sometimes we see the reverse side: a non-Japanese person in Japan who knows all the words in a dictionary and who bows correctly at all times and is more polite than even anybody Japanese you have ever met. It must seem weird to communicate with this kind of person.  So it is weird to communicate with a Japanese person who becomes too westernized.

BRIDGE helps in many of the trouble areas mentioned above.  You will learn about home stays and how to avoid the ones that are not appropriate to your child’s learning.  You will see how doing BRIDGE activities helps your child obtain proper English and manners and you will understand how life-long friendships are developed.  Please see Products page for more information

The structure of BRIDGE is such that your child can do this activity alone or with one (or two) of his or her friends. In BRIDGE book there are scenario stories which allow the reader to understand the scope and flexibility of doing BRIDGE.  BRIDGE is even appropriate for the busy student who may only have 1 hour a week of free time!

BRIDGE helps your child make the transition from student to contributing working member of society.  Please remember, the job interview is a short 1 to 2 years away. RyugakuSuccess hopes that each student can make his or her stay abroad a positive experience…and an experience that is recognized by his or her future employer.