Heritage-Language-Based Multiliteracy Education : Looking Back on US, CANADA, EU and the Current Situation in Japan

ケイショウゴ　ベース　ノ　マルチリテラシー　キョウイク　ベイコク　カナダ　EU　ノ　コレマデ　ノ　アユミ　ト　ニホン　ノ　ゲンジョウ

ナカジマ, カズコ

Nakajima, Kazuko

Mother Tongue, Heritage Language, and Bilingual Education Research Association

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

継承語教育

多文化主義

複言語主義

マルチリテラシー

Invited Papers

The aim of this article is to look back the history of heritage language education and to clarify the current situation and issues in Japan from the perspective of heritage-language- based multiliteracy education. First we collected a variety of words used as synonyms of 'heritage language' from the Heritage Language DataBase (HLDB), through which basic tenets of heritage language education emerged from the keywords such as 'origin', 'home', 'community,' 'minority' and 'complementary.' Next we focused on major events or movements in the history of heritage language education in three regions: Two-way Immersion in the United States, multiculturalism in Canada, and plurilingualism in EU. In contrast with those, the state of the art of the heritage Ianguage education within Japan and abroad were presented, together with the discussion of the three possible combinations of educational institutions or programs currently available toward heritage-language-based multiliteracy development in Japan: 'home and public schools,' 'home and ethnic schools,' 'home plus mother-tongue classes or Hoshuko and public schools.'