Characteristics of Subject Content Learning in Students’ Mother Tongue with Community Supporters : Focusing on Reading Activities and Questioning

チイキ　ノ　ボゴ　シエンシャ　ニヨル　ボゴ　ヲ　カツヨウ　シタ　キョウカ　ガクシュウ　シエン　ノ　トクチョウ　チイキ　ノ　ボゴ　シエンシャ　ガ　オコナウ　ヨミ　ノ　カツドウ　ヤ　ハツモン　ニ　チュウモク　シテ

キヨタ, ジュンコ

Kiyota, Junko

The Japanese Society for Mother Tongue, Heritage Language, and Bilingual Education

母語活用

教科学習支援

community mother-tongue supporters

using students’ mother tongue

learning support

第２章

This study aims to identify the characteristics of support provided by "community mother-tongue supporters" who live in the community and share the same mother tongue as the children when they help students' "learning in the mother tongue" of the Japanese subject based on "Mutual Development Learning Model for Subjects, Mother tongue, and Japanese Language" (Okazaki, 1997, pp.1-7). Learning support using students' native language promotes understanding of subject learning in Japanese, but there is a problem of securing native language supporters when it is to be implemented. To solve this problem, I investigated the characteristics of support provided by community mother-tongue supporters and found that various reading activities were developed and learning tasks (main questions) were set so as to activate advanced thinking and comprehension skills and children's skills to actively generate opinions. When the children were silent or answered the main question incorrectly, community supporters encouraged their understanding by asking a variety of supplementary questions. This confirms that community mother-tongue supporters are a valuable resource in supporting students' learning using the mother tongue.