CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より

真嶋, 潤子; 櫻井, 千穂

doi:https://doi.org/10.18910/89839

CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より

真嶋, 潤子; 櫻井, 千穂

間谷論集, 2017, 11, 41-57

Number of Access:582（2025-07-19 20:40 Counts）

Identifier to cite or link to this item: https://doi.org/10.18910/89839

Link to primary information

File	Format	Terms of use	Size	Views	Date.Available	Description	information
mtn11_041	pdf	None	399 KB	278	2022.12.26

Item Information

Output File Export EndNote Basic Export Mendeley

Title	CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より
	Bilingual Development among Culturally Linguistically Diverse Children : A study at a public elementary school in Osaka Prefecture.
	CLDジ　ノ　フクスウ　ゲンゴ　ノウリョク　ノ　カンケイ　ニ　ツイテ　オオサカフカ　ノ　コウリツ　ショウガッコウ　デノ　チョウサ　ケンキュウ　ヨリ
Creator	NRID 1000030273733 1000030273733 CreatorName 真嶋, 潤子 ; マジマ, ジュンコ ; Majima, Junko
Creator	NRID 1000040723250 1000040723250 researchmap permalink csakurai csakurai Scopus Author ID 57219490386 57219490386 CreatorName 櫻井, 千穂 ; サクライ, チホ ; Sakurai, Chiho
Subject	CLD児
	複数言語能力
	公立小学校
	日本語
	中国語
	対話型
	言語アセスメント(DLA)
Description	研究論文
Description	Articles
Abstract	This article presents some of the findings of a longitudinal study conducted during last eight years supported by the KAKEN Grants-in-Aid for Scientific Research. Current study has been carried out for the last five years, based on the previous three-year-study at public elementary schools in Osaka, where more than twenty percent of the pupils are from China. Those Culturally Linguistically Diverse (CLD) Children are prospective bilingual speakers of their home language, Chinese, and the local language, Japanese in our society. As increasing number of CLD children have been accepted and facing difficulties at Japanese public schools, the authors and their research group believe it important to assess not only their Japanese but their Chinese language proficiency as well, so that "additive bilingualism" is taken into consideration, as the standpoint of promoting JSL education, rather than "subtractive bilingualism" which leads children to monolingual Japanese. The subjects of the assessment for this article were 110 in total, among whom fifty pupils were assessed in both Japanese and Chinese language, using assessment tools of the Oral Proficiency Interview for Bilingual Children (OBC) and the Dialogic Reading Assessment (DRA) in the two languages separately and individually. Our research questions are two folds: (1) how speaking and reading skills in Japanese are improving among those Chinese pupils, and (2) how their L1 Chinese proficiency is related to their Japanese literacy. The results indicated as follows: (1) their Japanese speaking and reading skills improved yearly, and (2) their Japanese literacy showed mild correlation with their Chinese proficiency. Their Japanese literacy showed highest when they are literate in L1 Chinese. It was higher if they can communicate in Chinese, compared to those who have only L1 listening skill. These results support Cummins'Interdependence Hypothesis, and can be interpreted to encourage additive bilingualism in such public schools in Japan.
Publisher	大阪大学日本語日本文化教育センター
Publisher	The Center for Japanese Language and Culture, Osaka University
Source Title	間谷論集
Source Title	MATANI RONSHU
Volume (Issue)	11
Page	41-57
Date of Issued	2017-03-31
Language	Japanese
Handle URL	https://hdl.handle.net/11094/89839
DOI	https://doi.org/10.18910/89839
PISSN	18821111
NCID	AA1237938X
Access Rights	open access
oaire:version	Version of Record
Category	紀要論文 Departmental Bulletin Paper
Category	Matani Ronshu / No.11

Resource Type	departmental bulletin paper
Local Type	Departmental Bulletin Paper
DCMI Type	Text
DCTERMS.bibliographicCitation	間谷論集. 2017, 11, p. 41-57
DC.title	CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より
	Bilingual Development among Culturally Linguistically Diverse Children : A study at a public elementary school in Osaka Prefecture.
	CLDジ　ノ　フクスウ　ゲンゴ　ノウリョク　ノ　カンケイ　ニ　ツイテ　オオサカフカ　ノ　コウリツ　ショウガッコウ　デノ　チョウサ　ケンキュウ　ヨリ
DC.creator	真嶋, 潤子
	マジマ, ジュンコ
	Majima, Junko
	櫻井, 千穂
	サクライ, チホ
	Sakurai, Chiho
DC.publisher	大阪大学日本語日本文化教育センター
DC.publisher	The Center for Japanese Language and Culture, Osaka University
DC.language' scheme='DCTERMS.RFC1766	Japanese
DC.type' scheme='DCTERMS.DCMIType	Text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2017-03-31
DC.subject	CLD児
	複数言語能力
	公立小学校
	日本語
	中国語
	対話型
	言語アセスメント(DLA)
DC.description	研究論文
DC.description	Articles
DCTERMS.abstract	This article presents some of the findings of a longitudinal study conducted during last eight years supported by the KAKEN Grants-in-Aid for Scientific Research. Current study has been carried out for the last five years, based on the previous three-year-study at public elementary schools in Osaka, where more than twenty percent of the pupils are from China. Those Culturally Linguistically Diverse (CLD) Children are prospective bilingual speakers of their home language, Chinese, and the local language, Japanese in our society. As increasing number of CLD children have been accepted and facing difficulties at Japanese public schools, the authors and their research group believe it important to assess not only their Japanese but their Chinese language proficiency as well, so that "additive bilingualism" is taken into consideration, as the standpoint of promoting JSL education, rather than "subtractive bilingualism" which leads children to monolingual Japanese. The subjects of the assessment for this article were 110 in total, among whom fifty pupils were assessed in both Japanese and Chinese language, using assessment tools of the Oral Proficiency Interview for Bilingual Children (OBC) and the Dialogic Reading Assessment (DRA) in the two languages separately and individually. Our research questions are two folds: (1) how speaking and reading skills in Japanese are improving among those Chinese pupils, and (2) how their L1 Chinese proficiency is related to their Japanese literacy. The results indicated as follows: (1) their Japanese speaking and reading skills improved yearly, and (2) their Japanese literacy showed mild correlation with their Chinese proficiency. Their Japanese literacy showed highest when they are literate in L1 Chinese. It was higher if they can communicate in Chinese, compared to those who have only L1 listening skill. These results support Cummins'Interdependence Hypothesis, and can be interpreted to encourage additive bilingualism in such public schools in Japan.
DC.identifier	10.18910/89839
DC.format	89839
citation_title	CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より
citation_author	真嶋, 潤子
citation_author	櫻井, 千穂
citation_publisher	大阪大学日本語日本文化教育センター
citation_language	Japanese
citation_date	2017-03-31
citation_journal_title	間谷論集
citation_volume	11
citation_firstpage	41
citation_lastpage	57
citation_public_url	https://hdl.handle.net/11094/89839
citation_doi_detail	10.18910/89839
citation_doi	https://doi.org/10.18910/89839

CLD児の複数言語能力の関係について：大阪府下の公立小学校での調査研究より

Link to primary information

Item Information

Show details