多言語環境で育つ年少者のバイリンガル作文力の分析:――プレライティングと文章の構成を中心に――  [in Japanese] An Analysis of Writing Abilities in Bilingual Students Growing up in Multilingual Contexts:With a Special Focus on Pre-writing and Writing Organisation  [in Japanese]

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<p> 多言語環境で育つ年少者の作文力の分析には,モノリンガル児とは異なり,4大要因(年齢,滞在年数,入国年齢,母語力)を踏まえる必要がある。本研究は,英語圏で収集した日・英バイリンガル作文(「補習校データ(2010)」)336名から選出した小学校6年生から中学校3年生(82名)を滞在年数と入国年齢によって短期・中期・長期の学習者グループに細分化し,各グループの特徴を把握すると同時に,日本語指導のあり方について考察した。分析の対象は,作文の構想を練る段階であるプレライティングと本文の文章構成力である。文章構成力の指標としたのは導入部分とまとめの部分,単文を使用する割合である。またバイリンガル児特有のトランスランゲージングと2言語の関係にも留意した。これら4大要因による学習者の細分化は,国を越えて移動する国内外の年少者一般の言語能力を把握する上で,また実態に即した指導への示唆を得る上で,極めて有用である。</p>

<p>Various factors affect the writing development of young children acquiring literacy in multilingual contexts. The following four major factors have prominent impact: age, length of residence, age of arrival and the level of first language/mother tongue development. This study examines the writing ability of 82 Japanese-English bilingual students from grade 6 to 9, studying in an English-speaking environment. A special focus on the relationship between pre-writing strategies and writing organisation was investigated in two ways: firstly, how introductions and conclusions were presented, and secondly, the ratio of simple sentences. The cross-lingual relationships of the writing, as well as the way the students translanguaged, a feature known to be unique to bilingual writers, was also investigated. The students were subdivided into three groups; recent comers, long-term residents, and intermediate, based on their lengths of residence and age of arrival. The findings from this study indicate the importance of taking the aforementioned factors into account when investigating the linguistic abilities of young learners who migrate across borders. It also indicates ways in which both learning experiences and instructional approach can be improved to accommodate the varying needs of diverse learners.</p>

Journal

  • Journal of Japanese Language Teaching

    Journal of Japanese Language Teaching 164(0), 17-33, 2016

    The Society for Teaching Japanese as a Foreign Language

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