Abstract Hoshuko are Japanese government approved complementary schools operating in many countries outside Japan and providing Japanese-medium education. Although originally established for children of temporary professional expatriates, increasing emigration has diversified the family backgrounds and educational needs of the pupils. This article explores how the Japanese government, hoshuko, as well as the teachers and parents accommodate to the challenges and opportunities of diversification, looking specifically at the context of the United Kingdom. It combines discourse-analytic conceptual tools and ethnographic methods to explore discursive practices at the macro-level of governmental policy, the meso‑level of institutional policies of nine UK hoshuko, and the micro-level of situated practices at one UK school. We demonstrate how governmental discourses pursue specific coercive aims using discursive strategies, and how these are recontextualised in institutional and individual practices. At each level, we also identify mechanisms through which the official dominant discourse is negotiated. Based on the findings, we argue that a more purposeful policy realignment acknowledging local diversity would benefit the overseas communities involved in hoshuko.

中文翻译：

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全球化时代的补充学校：对英国日本Hoshuko的话语和实践的多层次批判分析

摘要 Hoshuko 是日本政府批准的补充学校，在日本以外的许多国家运营并提供日语媒介教育。虽然最初是为临时专业外派人员的子女设立的，但越来越多的移民使学生的家庭背景和教育需求多样化。本文探讨了日本政府、hoshuko 以及教师和家长如何适应多元化的挑战和机遇，特别是在英国的背景下。它结合了话语分析概念工具和人种学方法来探索政府政策宏观层面的话语实践、九个英国 hoshuko 制度政策的中观层面以及一所英国学校的情境实践的微观层面。我们展示了政府话语如何使用话语策略来追求特定的强制目标，以及这些策略如何在制度和个人实践中重新语境化。在每个级别，我们还确定了协商官方主导话语的机制。根据调查结果，我们认为，承认当地多样性的更有目的的政策调整将使参与 hoshuko 的海外社区受益。