Reconstruction of Community-based Japanese Language Education Toward Maulticultural Coexistence:

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K00745
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 02090:Japanese language education-related
• Research Institution: Ibaraki University (2021-2023); Waseda University (2019-2020)
• Principal Investigator: FUKUMURA Makiko 茨城大学, 理工学研究科(工学野), 助教 (50835866)
• Co-Investigator(Kenkyū-buntansha): 三代 純平 武蔵野美術大学, 造形学部, 教授 (80449347)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 地域日本語教育 / 官学民協働プロジェクト / 実践研究 / 公共日本語教育 / 多文化共生 / 教育実践の可視化

Outline of Final Research Achievements

We targeted parents and children with diverse backgrounds from various countries and regions and conducted an annual exchange event themed around 'play' through collaboration between government, academia, and the public. During the research period, due to the COVID-19 pandemic, we extended the research period by two years and held one online and two face-to-face events. Through reflecting on the planning, implementation, and review processes of the events, we presented two papers, made five research presentations(of these, three are international conferences), and delivered two speeches at seminars. As an achievement throughout the research period, we were able to expand the participants involved in collaboration. We also screened videos created at each event during research presentations and seminars, facilitating exchanges of opinions, and were able to contribute to rethinking the new approach to community-based Japanese language education for multicultural coexistence.

Free Research Field

地域日本語教育

Academic Significance and Societal Importance of the Research Achievements

学術的な成果として、日本語教育の担い手として日本語母語話者が非母語話者に明示的、体系的に日本語を教え続けるという、多くの地域日本語教室で行われている実践に対し、交流を主軸としたことばの活動という新たな地域日本語教育の在り方を提示できたことがあげられる。
また、社会的意義として、官学民が連携して多角的に一つのイベントを企画、開催するプロセスにおいて、他領域の課題を理解して共有するという公共性が醸成された。具体的には、日本語教育はその専門家のみが担うのではなく、市の職員も地域の日本語教育の担い手であるという認識を持つに至った。同時に日本語教育の専門家も地域の生涯教育の担い手であるという認識も持てた。