The Ways to Better Support JSL Students in a Public High School : What can be seen from the factors that prompted changes in the L2 composition

コウリツ　コウコウ　ニ　オケル　JSL　セイト　ヘノ　コウカテキナ　シエン　ノ　ナイヨウ　ト　ホウホウ　セイト　ガ　カイタ　L2　サクブン　ニ　ヘンカ　ヲ　ウナガシタ　ヨウイン　カラ　ミエテ　クルモノ

ナカエ, チヅル

Nakae, Chizuru

Mother Tongue, Heritage Language, and Bilingual Education Research Association

L2作文

ルーブリック評価

SPOT

見立てシート

Teaching Notes

L2 compositions written over a year by eight public high school students were analyzed in this study. Those students came to Japan after junior high school. Some students showed progress in their compositions while others did not. Their competence in L1 composition and Japanese proficiency measured by SPOT as well as interviews with the students were compared between those two groups. Those who made progress in their L2 composition were revealed to have higher competence in their L1 composition as well as in Japanese language proficiency. The interviews with the students revealed those who made progress in their L2 compositions to have the following characteristics. They have made better use of such devices as translation apps in class, have a positive role model around them to follow who, as a non-Japanese, managed to go on to a university, and also have had more interactions with Japanese friends. They also have a clear idea about their career path after graduation, and have set specific goals in learning Japanese. Based on the above results, I propose some ideas about what and how to better support JSL high school students.