1997 Fiscal Year Final Research Report Summary
Testing of the two hypothesis on Japanese language education for chidren through qualitative and quantative research methods.
| Project/Area Number |
07680305
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Japanese language education
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| Research Institution | The University of Tsukuba |
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Principal Investigator |
OKAZAKI Toshio The University of Tsukuba department of literature and linguistics professor, 文芸・言語学系, 教授 (00194340)
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| Project Period (FY) |
1995 – 1997
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| Keywords | studies on language education for children / Cummins' independent hypothesis / Ono's "Onelanguage throughout elementary school period" hypothesis / academic language / maintenance ofnative language / acquisition of Japanese language / language education beliefs / decision making |
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| Research Abstract |
From 1995 through 1997, literature studies and interviews in Ibaraki Prefecture were conducted. As a result, it was revealed that the factor 1 (Japanese laguage teachers' views on how children from overseas should be treated in elementary and junior high schools in Japan, as well as those teachers' educational beleiefs on Japanese language and children's native languages), and the factor 2 (those children's acquisition of Japanese language and maintenance of their native languages, the factor 1 and 2 being not included among factor groups which cummins' interdependent hypothesis and Ono's "One language throughout elementary school period" hypothesis indicated to have effects on language acquisition and maintenance.
Based on the above results, the present study focused upon the factor 1, and conducted case studies on those teachers' language educational beliefs and teacher and school attributes, which influence on teachers' beliefs. Furthermore, a surver was carried out to identify characteristics of those beliefs. As a result, it was revealed, through regression analyzes, cluster analyzes and analyzes of variance, that those teachers' beliefs showed continuing bilingual education tyape as a whole, and also showed characteristics of "type of scattered minority", "type of focus on short-term stays", "type of acceptance", "type of enjoyable stay" and "type of present system framework."
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