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Year 2026, Issue: 33, 55 - 70, 13.01.2026
https://doi.org/10.5281/zenodo.18150844

Abstract

References

  • Asis, E. (2020). The plight of migrant care workers in Japan: A qualitative study. PMC.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8352095/
  • Chumak-Horbatsch, R. (2019). First language facilitators in an intercultural preschool program. Journal of Childhood Studies, 44(3), 60–74. https://doi.org/10.18357/jcs00018911
  • Dadabaev, T., & Akhmedova, M. (2022). A home away from home: Migration, identity and “sojourning” in the life of Uzbekistanis in Japan. Europe-Asia Studies, 74(10), 1937–1964. https://doi.org/10.1080/09668136.2021.2010660
  • Fujiwara, A. (2022). Nihongo o Bogo to Shinai Hogosha to no Komyunikeeshon: Hokkaido A Hoikuen no Chosa Kara Shien no Arikata o Kangaeru [Communication with non-native Japanese-speaking parents: Considering support methods based on a survey at Hokkaido A Nursery]. 日本語・国際教育研究紀要, 25, 45–67. https://hdl.handle.net/2115/85361
  • Hale, S., & Napier, J. (2013). Research methods in interpreting: A practical resource. Bloomsbury Academic.
  • Inouchi, A., & Ide, R. (2020). Hoikuen to Gaikokujin Hogo-sha no Komyunikēshon: Kotoba o Toi, Fīrudo to Kakawaru Gengo Jinruigakuteki Jissen Kenkyu [Issues of communication between preschool staff and foreign parents: From the perspective of linguistic anthropology]. Aichi Kyoiku Daigaku Yoji Kyoiku Kenkyū, 18, 61–81. https://doi.org/10.14960/gbkkg.18.61
  • Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2022). Newcomer families’ experiences with programs and services to support early childhood development in Canada: A scoping review. Journal of Comparative and International Education Studies, 3(1), 45–60.
  • Jumashukurov, A. (2024). The quality of translation of Turkic languages by AI translation tools. Journal of Student Research, 13(4). https://doi.org/10.47611/jsrhs.v13i4.8405
  • Lee, J., & Niiya, M. (2025). Migrant-oriented Japanese language programs in Tokyo: A qualitative study about language policy and language learners. ResearchGate. https://www.researchgate.net/publication/356722767
  • Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
  • Ministry of Justice, Immigration Services Agency of Japan. (2024). Statistics on foreign residents.http://www.moj.go.jp/housei/toukei/toukei_
  • Mizuno, M. (2008). Komyunitī tsūyaku nyūmon: Tagengō Shakai o Mukaete Kotoba no kabe ni Dō Mukiau ka… Kurashi no Naka no Tsūyaku [Introduction to community interpreting: Facing the language barrier in a multilingual soci ety—Interpreting in everyday life]. Osaka Kyoiku Tosho.
  • Mizuno, M., & Naitō, M. (2018). Komyuniti Tsūyaku: Tabunka Kyōsei Shakai no Komyunikēshon [Community interpreting: Communication in a multicultural society]. Misuzu Shobō.
  • Mizuno, M. (2024). Current status and issues of community interpreting in Japan. In R. Meade, C. Shih, & K. Kim (Eds.), Routledge handbook of East Asian translation (1st ed., pp. 367–377). Routledge. https://doi.org/10.4324/9781003251699-31
  • Ogura, A., Tamura, M., Kanda, Y., & Yajima, M. (2023). Hoikuen-tō ni okeru gaikoku ni rūtsu o motsu kodomo no ukeire no genjō to kadai: Komyunikēshon hojo tsūru no teian. Jissen Seisaku Gaku, 9(1), 83–100. https://doi.org/10.69287/ppseb.9.1_83
  • Queensland Department of Education. (n.d.). Interpreting support for kindergarten services.https://earlychildhood.qld.gov.au/fundingAndSupport/disability-and-inclusion-programs/Pages/interpeting-support.aspx
  • Soipov, J. (2020). Changing patterns of student mobility from Uzbekistan to Japan in the post-Soviet period (Publication No. DA09751) [Doctoral dissertation, University of Tsukuba]. University of Tsukuba Repository. https://tsukuba.repo.nii.ac.jp/record/2000424/files/A9751.pdf
  • Victorian Government. (n.d.). Use an interpreter in early childhood education services. https://www.vic.gov.au/use-interpreter-early-childhood-education-services

Year 2026, Issue: 33, 55 - 70, 13.01.2026
https://doi.org/10.5281/zenodo.18150844

Abstract

References

  • Asis, E. (2020). The plight of migrant care workers in Japan: A qualitative study. PMC.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8352095/
  • Chumak-Horbatsch, R. (2019). First language facilitators in an intercultural preschool program. Journal of Childhood Studies, 44(3), 60–74. https://doi.org/10.18357/jcs00018911
  • Dadabaev, T., & Akhmedova, M. (2022). A home away from home: Migration, identity and “sojourning” in the life of Uzbekistanis in Japan. Europe-Asia Studies, 74(10), 1937–1964. https://doi.org/10.1080/09668136.2021.2010660
  • Fujiwara, A. (2022). Nihongo o Bogo to Shinai Hogosha to no Komyunikeeshon: Hokkaido A Hoikuen no Chosa Kara Shien no Arikata o Kangaeru [Communication with non-native Japanese-speaking parents: Considering support methods based on a survey at Hokkaido A Nursery]. 日本語・国際教育研究紀要, 25, 45–67. https://hdl.handle.net/2115/85361
  • Hale, S., & Napier, J. (2013). Research methods in interpreting: A practical resource. Bloomsbury Academic.
  • Inouchi, A., & Ide, R. (2020). Hoikuen to Gaikokujin Hogo-sha no Komyunikēshon: Kotoba o Toi, Fīrudo to Kakawaru Gengo Jinruigakuteki Jissen Kenkyu [Issues of communication between preschool staff and foreign parents: From the perspective of linguistic anthropology]. Aichi Kyoiku Daigaku Yoji Kyoiku Kenkyū, 18, 61–81. https://doi.org/10.14960/gbkkg.18.61
  • Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2022). Newcomer families’ experiences with programs and services to support early childhood development in Canada: A scoping review. Journal of Comparative and International Education Studies, 3(1), 45–60.
  • Jumashukurov, A. (2024). The quality of translation of Turkic languages by AI translation tools. Journal of Student Research, 13(4). https://doi.org/10.47611/jsrhs.v13i4.8405
  • Lee, J., & Niiya, M. (2025). Migrant-oriented Japanese language programs in Tokyo: A qualitative study about language policy and language learners. ResearchGate. https://www.researchgate.net/publication/356722767
  • Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
  • Ministry of Justice, Immigration Services Agency of Japan. (2024). Statistics on foreign residents.http://www.moj.go.jp/housei/toukei/toukei_
  • Mizuno, M. (2008). Komyunitī tsūyaku nyūmon: Tagengō Shakai o Mukaete Kotoba no kabe ni Dō Mukiau ka… Kurashi no Naka no Tsūyaku [Introduction to community interpreting: Facing the language barrier in a multilingual soci ety—Interpreting in everyday life]. Osaka Kyoiku Tosho.
  • Mizuno, M., & Naitō, M. (2018). Komyuniti Tsūyaku: Tabunka Kyōsei Shakai no Komyunikēshon [Community interpreting: Communication in a multicultural society]. Misuzu Shobō.
  • Mizuno, M. (2024). Current status and issues of community interpreting in Japan. In R. Meade, C. Shih, & K. Kim (Eds.), Routledge handbook of East Asian translation (1st ed., pp. 367–377). Routledge. https://doi.org/10.4324/9781003251699-31
  • Ogura, A., Tamura, M., Kanda, Y., & Yajima, M. (2023). Hoikuen-tō ni okeru gaikoku ni rūtsu o motsu kodomo no ukeire no genjō to kadai: Komyunikēshon hojo tsūru no teian. Jissen Seisaku Gaku, 9(1), 83–100. https://doi.org/10.69287/ppseb.9.1_83
  • Queensland Department of Education. (n.d.). Interpreting support for kindergarten services.https://earlychildhood.qld.gov.au/fundingAndSupport/disability-and-inclusion-programs/Pages/interpeting-support.aspx
  • Soipov, J. (2020). Changing patterns of student mobility from Uzbekistan to Japan in the post-Soviet period (Publication No. DA09751) [Doctoral dissertation, University of Tsukuba]. University of Tsukuba Repository. https://tsukuba.repo.nii.ac.jp/record/2000424/files/A9751.pdf
  • Victorian Government. (n.d.). Use an interpreter in early childhood education services. https://www.vic.gov.au/use-interpreter-early-childhood-education-services

LANGUAGE SUPPORT FOR UZBEK PARENTS IN NAGOYA: TRANSLATING AND INTERPRETING NURSERY SCHOOL DOCUMENTS

Year 2026, Issue: 33, 55 - 70, 13.01.2026
https://doi.org/10.5281/zenodo.18150844

Abstract

In recent years, Japan has been witnessing a steady increase in immigration, with a growing number of minority groups such as Uzbek families settling in urban centers such as Tokyo, Chubu, and Kanto. While this demographic shift enriches Japanese society with cultural diversity, it has also brought significant challenges in educational settings where effective communication between parents and institutions is crucial. Nursery schools play a vital role in children’s first experiences of education and integration, yet migrant parents often face barriers in understanding administrative processes, official documents, and daily communication with teachers. For Uzbek mothers, who are typically the primary caregivers, these challenges affect not only their children’s well-being but also their own sense of inclusion in Japanese society.

This study examines the communication challenges faced by Uzbek parents living in Japan in their interactions with nursery and preschool institutions. The research aims to identify the methods employed by parents to communicate with educational staff, the difficulties encountered in understanding official documents, and the availability and effectiveness of translation and interpreting services. A survey was conducted among 39 Uzbek women residing in the Chubu and Kanto regions over a two-week period, distributed via online Telegram groups, and consisting of twenty open-ended, yes-no, and multiple-choice questions. The results demonstrate that most participants had children enrolled in nursery schools and primarily relied on limited Japanese for communication, often supplemented by translation applications, assistance from family or friends, or gestures. Nearly half of the respondents reported problems in understanding formal and technical Japanese used in school documents, which resulted in missed deadlines, misunderstandings, and reduced parental engagement. Although some parents received translated materials, many found them only partially useful, while interpretation services were almost entirely unavailable. Parents consistently emphasized the necessity of professional interpreters, especially for newcomers and those with limited Japanese proficiency, to ensure accurate information exchange and foster trust between families and nursery staff.

The findings also revealed that machine translation tools frequently fail to provide accurate translations for Turkic languages such as Uzbek, Turkish, Kazakh, and Kyrgyz due to their complex morphology and syntax, creating further barriers (Jumashukurov, 2024). The Turkic language family represents a diverse group of languages, including Kyrgyz, Turkish, Kazakh, and Uzbek. These languages are spoken by over 200 million people worldwide (Rybatzki, 2020) and are characterized by their agglutinative morphology, in which words are formed through the addition of multiple affixes to a root, each marking a distinct grammatical function. This structural feature allows for highly complex and nuanced word meanings. Historically, Turkic languages have evolved and spread across vast regions through migration, trade, and cultural exchange, particularly along the Silk Road. Although they share common linguistic roots, Turkic languages display significant diversity in terms of vocabulary, phonology, and syntax (Jumashukurov, 2024).

Limited opportunities to study Japanese, constrained by childcare and household responsibilities, further restrict parents’ ability to independently access essential information. Overall, the study highlights significant communication barriers faced by Uzbek families in Japan and underscores the need for reliable translation and interpreting services in nursery and preschool contexts. Ensuring access to clear, multilingual communication not only supports parental involvement but also addresses the educational challenges brought by immigration, thereby promoting equity in early childhood education for migrant families.

References

  • Asis, E. (2020). The plight of migrant care workers in Japan: A qualitative study. PMC.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8352095/
  • Chumak-Horbatsch, R. (2019). First language facilitators in an intercultural preschool program. Journal of Childhood Studies, 44(3), 60–74. https://doi.org/10.18357/jcs00018911
  • Dadabaev, T., & Akhmedova, M. (2022). A home away from home: Migration, identity and “sojourning” in the life of Uzbekistanis in Japan. Europe-Asia Studies, 74(10), 1937–1964. https://doi.org/10.1080/09668136.2021.2010660
  • Fujiwara, A. (2022). Nihongo o Bogo to Shinai Hogosha to no Komyunikeeshon: Hokkaido A Hoikuen no Chosa Kara Shien no Arikata o Kangaeru [Communication with non-native Japanese-speaking parents: Considering support methods based on a survey at Hokkaido A Nursery]. 日本語・国際教育研究紀要, 25, 45–67. https://hdl.handle.net/2115/85361
  • Hale, S., & Napier, J. (2013). Research methods in interpreting: A practical resource. Bloomsbury Academic.
  • Inouchi, A., & Ide, R. (2020). Hoikuen to Gaikokujin Hogo-sha no Komyunikēshon: Kotoba o Toi, Fīrudo to Kakawaru Gengo Jinruigakuteki Jissen Kenkyu [Issues of communication between preschool staff and foreign parents: From the perspective of linguistic anthropology]. Aichi Kyoiku Daigaku Yoji Kyoiku Kenkyū, 18, 61–81. https://doi.org/10.14960/gbkkg.18.61
  • Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2022). Newcomer families’ experiences with programs and services to support early childhood development in Canada: A scoping review. Journal of Comparative and International Education Studies, 3(1), 45–60.
  • Jumashukurov, A. (2024). The quality of translation of Turkic languages by AI translation tools. Journal of Student Research, 13(4). https://doi.org/10.47611/jsrhs.v13i4.8405
  • Lee, J., & Niiya, M. (2025). Migrant-oriented Japanese language programs in Tokyo: A qualitative study about language policy and language learners. ResearchGate. https://www.researchgate.net/publication/356722767
  • Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
  • Ministry of Justice, Immigration Services Agency of Japan. (2024). Statistics on foreign residents.http://www.moj.go.jp/housei/toukei/toukei_
  • Mizuno, M. (2008). Komyunitī tsūyaku nyūmon: Tagengō Shakai o Mukaete Kotoba no kabe ni Dō Mukiau ka… Kurashi no Naka no Tsūyaku [Introduction to community interpreting: Facing the language barrier in a multilingual soci ety—Interpreting in everyday life]. Osaka Kyoiku Tosho.
  • Mizuno, M., & Naitō, M. (2018). Komyuniti Tsūyaku: Tabunka Kyōsei Shakai no Komyunikēshon [Community interpreting: Communication in a multicultural society]. Misuzu Shobō.
  • Mizuno, M. (2024). Current status and issues of community interpreting in Japan. In R. Meade, C. Shih, & K. Kim (Eds.), Routledge handbook of East Asian translation (1st ed., pp. 367–377). Routledge. https://doi.org/10.4324/9781003251699-31
  • Ogura, A., Tamura, M., Kanda, Y., & Yajima, M. (2023). Hoikuen-tō ni okeru gaikoku ni rūtsu o motsu kodomo no ukeire no genjō to kadai: Komyunikēshon hojo tsūru no teian. Jissen Seisaku Gaku, 9(1), 83–100. https://doi.org/10.69287/ppseb.9.1_83
  • Queensland Department of Education. (n.d.). Interpreting support for kindergarten services.https://earlychildhood.qld.gov.au/fundingAndSupport/disability-and-inclusion-programs/Pages/interpeting-support.aspx
  • Soipov, J. (2020). Changing patterns of student mobility from Uzbekistan to Japan in the post-Soviet period (Publication No. DA09751) [Doctoral dissertation, University of Tsukuba]. University of Tsukuba Repository. https://tsukuba.repo.nii.ac.jp/record/2000424/files/A9751.pdf
  • Victorian Government. (n.d.). Use an interpreter in early childhood education services. https://www.vic.gov.au/use-interpreter-early-childhood-education-services
There are 18 citations in total.

Details

Primary Language English
Subjects Translation and Interpretation Studies
Journal Section Research Article
Authors

Zebiniso Izzatillaeva

Umida Ashurova

Submission Date November 8, 2025
Acceptance Date December 22, 2025
Early Pub Date January 5, 2026
Publication Date January 13, 2026
Published in Issue Year 2026 Issue: 33

Cite

EndNote Izzatillaeva Z, Ashurova U (January 1, 2026) LANGUAGE SUPPORT FOR UZBEK PARENTS IN NAGOYA: TRANSLATING AND INTERPRETING NURSERY SCHOOL DOCUMENTS. IJASOS- International E-journal of Advances in Social Sciences 33 55–70.

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Editor in Chief

Philosophy Education, Philosophy of Religion

Editorial Board

Dr. Berch Berberoglu is a Foundation Professor of Sociology and Emeritus in the Department of Sociology at the University of Nevada, Reno. He has served as Founding Director of the Ozmen Institute for Global Studies from 2018 to 2021. He received his Ph.D. from the University of Oregon in 1977. He has taught and conducted research at the University of Nevada, Reno for 45 years, during the period 1977-2022. He has served as Chair of the Department of Sociology on three different occasions, totaling 14 years, during the period 1993-2016, and as Director of the Graduate Program in Sociology for 25 years, from 1993 to 2018.

Lanlan Kuang is Associate Professor in the Department of Philosophy at the University of Central Florida. An award-winning documentary film producer and a published author since 1997, Kuang is Chair of the Florida Folklife Council and Distinguished Fellow of the Center for Ethnic and Folk Literature and Arts (CEFLA). Her monographs include 敦煌壁画乐舞:“中国景观”在国际语境中的建构、传播与意义 (Social Sciences Academy Press, 2016) and Staging Tianxia: Dunhuang Expressive Arts and China's New Cosmopolitan Heritage (Indiana University Press, 2024). During the years 2008-2009, Kuang conducted research and ethnographic fieldwork on the arts in China as a U.S. Fulbright-IIE Fellow. Her areas of specialties include: Aesthetics, Asian arts and humanities, Heritage and Museum Studies, Multimedia and Film Studies, Silk Road Studies (Dunhuangology). For more photos and videos from her fieldwork, you can visit her website, https://lanlankuangofficial.pub/

More than 50 published papers, almost papers and artworks in prespective of unconventional fashion, wearable art, fashion as art and futuristic fashion....etc.
Author of two books: entitled "Art of Fashion: Studies and Artistic Visions" 2014, "Fashion Design: Between Innovation and Research" 2023 in Arabic. participation in many International fashion and art conferences all over the world. in person: England, Italy, Spain, Portugal, Indonesia, Malaysia and South of Africa, online: Turkey, Japan, France.. and others  

Educational Administration , Medical Students teaching and learning methods, Training at hospitals, Medical and nursing education.

Classroom management methods, higher education styles, leadership  in education

Secretary

Development of Media and Communication Education and Programs, Economics of Education, Environmental Politics

Contact: ijasosjournal@hotmail.com

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