Description of the Learning Trajectory of a Vietnamese Student : Aiming at Designing a Curriculum for Vietnamese Children Living in Japan

ジドウ　T　ノ　ケイショウ　ベトナムゴ　ガクシュウ　ノ　キセキ　ベトナム　ニ　ルーツ　ヲ　モツ　コドモ　ノ　タメ　ノ　ケイショウゴ　ガクシュウ カリキュラム　コウアン　ニ　ムケテ

コンドウ, ミカ

Kondo, Mika

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

継承語学習

公立小学校

カリキュラム

Teaching Notes

This paper aims to report on the learning trajectory and the progress in language ability of a Vietnamese student living in Japan, named"T"hereafter. Recently, in some public elementary schools or cities, the mother tongues or heritage languages have been taught to the students with roots in foreign countries. The author had the opportunity to teach Vietnamese to a Vietnamese student, T, at a public elementary school in Osaka Prefecture. As a result of analyzing T's learning trajectory and progress in language ability, the author found that the factors which helped T progress her Vietnamese ability are the following three points: (1) collaborating with the family; (2) studying in a school as a public place for children; and (3) using the strong points of the student. Finally, the author proposes a collaboration model among families, schools, and heritage language teachers to support students with foreign roots to study their heritage languages in public elementary schools.