Development of Linguistic Activities of Language-Minority Children : Integration of Language and linguistic activities and Human Activities

ゲンゴ　ショウスウハ　ノ　コドモ　ノ　ゲンゴ　カツドウ　ノ　テンカイ　ヨウソウ　ゲンゴ　ゲンゴ　カツドウ　ニンゲン　カツドウ　ノ　イッタイカ　ノ　シテン　カラ

Mu, Hong

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ

Mother Tongue, Heritage Language, and Bilingual Education Research Association

言語の生態

人間の生態

支援のあり方

This study aims to clarify the development of linguistic activities of language-minority children in Japan. It analyzes the development of the language activity network of a child who is a native speaker of Chinese and involves in his/her native language activities after coming to Japan. Research finding are following two: 1) The child's linguistic activities in real life can be divided into three stages: first days in Japan, half a year and more than half a year. 2) During these three periods, the child's language activities developed from (i) the daily use of native and Japanese languages and learning Japanese, to (ii) the one including the use of native language in writing and reading activities among friends, and participating in learning activities in subject classes, and finally expanded to (iii) the one including the use of native and Japanese languages during the learning activities in subject classes. In short, the child's linguistic activities gradually developed from the using of daily language into reading and writing language activities. In addition, following the child's expansion of language activities, his/her native and Japanese language become functional in any occasion, and, by that, the living condition of the child has been improved.