2006 Fiscal Year Final Research Report Summary
The Relationship between Second Language Acquisition and the Primary language : A Study of the Causes and Pedagogical Implications of the Semi-lingual Phenomenon.
| Project/Area Number |
15320075
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Foreign language education
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| Research Institution | Nagoya University of Foreign Studies |
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Principal Investigator |
NAKAJIMA Kazuko Nagoya University of Foreign Studies, Department of Japanese Studies, Professor, 外国語学部, 教授 (70351161)
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| Co-Investigator(Kenkyū-buntansha) |
NISHIHARA Suzuko Tokyo Woman's Christian University, College of Culture and Communication, Professor, 現代文化学部, 教授 (60189298)
ISHII Eriko Tokyo Woman's Christian University, College of Culture and Communication, Assistant Professor, 現代文化学部, 助教授 (90212810)
OKAZAKI Hitomi Ochanomizu University, Faculty of Letters and Education, Professor, 文教育学部, 教授 (80223999)
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| Project Period (FY) |
2003 – 2006
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| Keywords | semilingualism / double-limited / identity / bilingual education / primary language / heritage language education / foreign language teaching for young learners / education of the children of workers / children's second language acquisition |
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| Research Abstract |
The "semi-lingual phenomenon" is the phenomenon of a temporary delay in the language development of the children growing up in a multilingual environment. For preschool children, it means the delay in general language development, while for school-age children, delay in certain aspects of language proficiency that are cognitively demanding, such as reading comprehension, writing skills or the acquisition of abstract vocabulary of low frequency. Major causes identified are insufficient exposure to either language, interrupted education and sudden forced change of spoken and academic languages due to parents' migration, and the denial of the child's primary language and culture in the school of the host country. The study also confirmed, as a result of the surveys and the language tests administered, that the children with a minority language background have higher rate of suffering from the semi-lingual phenomenon than the children with a majority language background. On the basis of th
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e Common Underlying Proficiency Model proposed by Professor Jim Cummins, that is, there is a transfer from L1 to L2 and from L2 to L1, educational counter measures are proposed: for preschoolers, a) fostering the child's home/primary language, b) creating language-rich environment in the home and pre-school programs, and for school children, a) mental care and 'identity' investment so that the children will fight with the "semi-lingual phenomenon" on their own, b) cognitively challenging learning experiences, and c) creating school environment that the child's primary language and culture are valued and respected. As an increasing number of the school children of migrant foreign workers with such phenomenon enter public schools in Japan and more and more students in upper grades drop out due to the delay in the development of academic language skills, the recognition of "semi-lingual phenomenon" by Government officials, school administrators/teachers and parents/guardians are urgently required. Less
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