多文化センターでの継承語及び文化活動実践報告-韓国における継承日本語教育の方向性を探って-

Oikawa Hiroe,TANABE SATOKO 한국일본어학회 2017 日本語學硏究 Vol.0 No.52

Recently in Korea, international marriage has increased and children from multinational families have increased. Therefore, there is a need for education for these children. This paper examines Korean-Japanese multinational children, how heritage Japanese education is carried out outside of their family and its outcomes and problems. The ultimate purpose of this paper is to offer itself as a case study for a direction of the Japanese heritage education in future. The private sector Hana Multicultural Center, "Darin", runs a heritage and cultural activity program, which is called "Project on Training Multicultural Instructors for Children". We considered this center to be a practice place for our study. Starting from 2015, we cared for Korean-Japanese multicultural children, and participated in activities in the Center for four terms, which was two years. For the content of its activities, we adopted many cultural topics and focused on experiences, but most of all, encouraged the children to have contact with Japanese as much as possible in order to improve their Japanese language skills. Based on interviews conducted during the four terms and a survey following the activities, the content of the activities and aspects and opinions of heritage Japanese were summarized. Three main outcomes that were produced from these summaries were then analyzed. As a result, three points, that is, the effectiveness of experiential activity, and the effectiveness of heritage Japanese education emphasizing content and contribution to the children’s identity formation, were observed. However, there is still a need for more study with respect to how to respond to children’s diversity, development of bilingual methods of reading and writing, and providing greater opportunities for holistic heritage language education for children. 韓国では近年の国際結婚の増加に伴い多文化家庭の子ども達が増えてきており、その子ども達への教育の必要性が指摘されるようになってきている。本稿は、韓日多文化家庭の子ども達を対象に行った家庭外での継承日本語教育の実践を振り返り、その成果と課題を考察したものである。それによって、一つのケーススタディとして今後の韓国における継承日本語教育の方向性を示すことを目的とする。 実践の場は、民間機関のハナ多文化センタータリンで行っている継承語及び文化活動プログラム『子ども多文化講師養成プロジェクト』である。筆者らはここで2015年から2年間、4期間にわたり日韓多文化家庭の子ども達のクラスを担当し活動を行った。内容は、文化的なテーマを多く取り入れ、体験的な活動を主体としその中で日本語に多く触れることで日本語力の向上を目指した。 活動後にアンケートを、また4期の活動期間中にインタビューを行い、それをもとに活動内容と日本語継承の側面、及び全体を通した意見の3点から分析と考察を試みた。その結果、成果としては、体験的な活動の有効性、内容重視による継承日本語教育の効果、アイデンティティ形成への寄与の3点が挙げられよう。しかしながら、今後は子どもの多様性への対応、読み書きバイリンガル育成方法の開発に加え、全人的な視点を持った継承語教育を行っていく必要があることが課題として浮かび上がった。

韓国における継承日本語自助グループ参加を取り巻く実態と支援課題

Oikawa Hiroe 단국대학교 일본연구소 2022 일본학연구 Vol.66 No.-

As a survey to understand the actual situation of JHL(Japanese as a heritage language) Education in Korea, we conducted an online questionnaire survey in February 2021 under the commission of the Japan Foundation Cultural Center in Seoul, and received responses from 368 households. In this paper, with the enactment of the Act on Promotion of Japanese Education(日本語教育推進法), the following three points were analyzed and considered in order to clarify the actual situation surrounding Community-based Heritage Group(self-help group) activities in Korea. First, whether or not they participate in self-help group activities, and the reasons for joining the groups, the routes to connect the groups, Second, family reactions regarding participation in groups, and changes in children and mothers and it’s contents, Third, whether or not they want to continue group activities in the future. Through the above, the acutual situation of participation in self-help groups was clarified, the necessity of self-help groups support was embodied, and support issues were proposed.

SNSを使用した日韓遠隔交流会実践報告 -韓国人日本語学習者にもたらされた作用について-

及川ひろ?(Oikawa Hiroe),福島みのり(Fukushima Minori) 중앙대학교 일본연구소 2019 日本 硏究 Vol.0 No.51

The purpose of this paper is to present a detailed example of a remote-exchange meeting and to consider its results and issues in between Korean-Japanese-language learners who study Japanese language at a Korean university and students who major in Korean at a Japanese university. As a method of doing this, we conducted an optional questionnaire and a free-descriptive questionnaire to analyze what kind of changes appeared to the Korean-Japanese-language learner’s language aspect and attitude toward Japan and Japanese. As a result of the practice of the remote-exchange meeting, firstly, they have gained confidence communicating in Japanese language. Secondly, their learning motivation have increased. Thirdly, they were able to connect in real time with students in same generation. Fourthly, they were able to connect personally via SNS. Lastly, as a productive outcome, they could have more effective remote-exchange meeting by using SNS. On the other hand, there were four issues to point out. Firstly, the importance of setting the right theme. Secondly, the lack of use in Korean language by Japanese-Korean-language learners during exchanges. Thirdly, technical difficulties. Fourthly, there were issues with its time and number of sessions for exchanges. Last but not least, they could confirm through these practices that remote-exchange meetings are great opportunities for the young people of Korean and Japanese who are building up the future together, can actually mingle and become independent based on their own experience and also utilize as learning place from one another.

코로나19 상황하의 한국의 계승일본어 교육의 실태

오이카와히로에 ( Oikawa Hiroe ),이와마아키코 ( Iwama Akiko ) 한국외국어대학교 일본연구소 2021 日本硏究 Vol.- No.90

국내에 거주하는 한일 국제결혼 가정 및 계승 일본어교육을 실시하고 있는 자조 모임은 계승 일본어교육 네트워크 확대 및 그 지원을 확대하는 것을 목표로 하고 국제교류기금 서울 일본문화센터에서 위탁을 받아 2021년 2월에 온라인 설문조사를 실시하였다. 그 결과 368개의 가정에서 응답을 받았다. 본고에서는 코로나19 하에서 계승일본어 교육 실태는 어떠한지에 대해 다음의 세가지에 관해 분석하며 고찰하였다. 첫째, 코로나19로 인해 대면 교실 활동이 어려워져서 가정에서만 학습을 진행할 수밖에 없는 상황이지만, 계승일본어 교육과 관련된 활동은 가정에서도 실시되고 있는가 그리고 그 구체적인 내용은 어떤 것인가, 둘째, 지금까지 참여한 온라인 활동 중 인상에 남아있는 활동은 무엇인지, 셋째, 앞으로 하고 싶은 온라인 활동은 무엇인가 등이다. 이 작업을 통해 코로나19로 인해 초래된 온라인 환경정비 촉진에 의한 계승일본어 교육 활동의 성과 및 가능성을 찾아내었다. The Japan Foundation Seoul aims to expand the network of JHL(Japanese as a heritage language) Education by Korea-Japanese Multicultural Families in Korea and community-based JHL Groups that provide Japanese education and to expand their support. We were commissioned to conduct an online questionnaire survey in February 2021. As a result, 368 households responded. In this paper, we analyzed and considered the following three points about the actual situation of JHL education under the situation of COVID-19. First, face-to-face classroom activities have become difficult due to COVID-19, so they have no choice but to study at home. Under this situation, can you keep stuyding JHL or not. Second, what are the most memorable online activities that your child has participated in. Third, what kind of online activities do you want your child to participate in the future. Through this work, we were able to discover the results and possibilities of JHL education activities by promoting the improvement of the online environment brought by COVID-19.

在韓日本人妻の韓日関係を取り巻く不安に関する 事例研究 -2019年の状況を中心に-

及 川 ひ ろ ?(Hiroe Oikawa) 중앙대학교 일본연구소 2021 日本 硏究 Vol.- No.54

This article examined the anxiety of Japanese wives in Korea (63 research collaborators) who are were raising children, discussing the specific content of how they perceive the “worst relations between Japan and South Korea after the war,” which took place in 2019. Through the research, the paper focused on the factors causing this feeling. Considering the events in 2019, a total of 95.2% of the respondents confirmed that they were anxious, which is an unusual situation compared to 58.7% who answered that they felt anxious because of their life in Korea so far. The most common specific contents were “Is there something bad for my child? My child may have said something bad at school.” (90.4%), “It may be harder for Japanese to live in South Korea.” (39.6%), and “These worsening relations between Japan and South Korea would cause concern for Japanese parents and relatives” (36.5%). This paper examined the relationship between these specific contents of anxiety and factors that cause anxiety. The following three factors were considered as anxious factors: the reaction of the Koreans around, the influence of the media, and the presence of knowledge about the modern history of Korea and Japan. As a result of the analysis and consideration focusing on what their anxiety, the following two ways to handle the situation were identified. The first way is to have a sense of balance without being influenced by the media, it was found that there were many people who were trying to grasp the relationship. The second way is there were not a few people who were actively trying to learn the modern history of Korea and Japan from the psychology of protecting children.

親しい友人にものを借りる場面の日韓比較 ―「他人(ひと)のものだ」という感覚に焦点を当てて―

나카무라 유리,Oikawa Hiroe,후지타 토모히사 한국일본어학회 2017 日本語學硏究 Vol.0 No.54

This paper is a research to compare of the sense that “the object is the other party’s possession” of Japanese and Korean university students when borrowing objects from a close friend. As a result the following 5 points were drawn from the study. (1) Japanese and Korean students both have the strong sense that even when borrowing from a close friend the object is the other party’s exclusive possession regardless of the type or position of the object. (2) For both Japanese and Korean students the sense that “the object is the other party’s possession” in genaral becomes stronger in the order of “eraser < phone charger < laptop”. (3) For Korean students, regardless of the type, the closer the object is positioned to the other party, the more it enhances the sense that “the object is the other party’s possession”. On the other hand, for Japanese students trivial objects are influenced by the position but otherwise are not influenced by position. (4) For Japanese students, regardless of the type and position of the object, the responses to the sense that “the object is the other party’s possession” are densely distributed on “very strong” and many share the similar sense. In contrast, Korean students show large individual variations when trivial objects are positioned close to the borrower or in between the borrower and owner. (5) Regardless of the type and position of the object, Japanese students have the stronger sense of “the object is the other party’s possession” than Korean students have. 本稿は、日韓の大学生が親しい友人にものを借りる際の「他人(ひと)のものだ」という感覚の傾向を調査・比較したものである。その結果、大きく以下の5点が分かった。 (1) 日韓ともに、たとえ親しい友人のものでも、ものの種類や位置に関わらず、借りる側はそれが相手の専有物であるという感覚を強く持っている。 (2) 日韓ともに、概ね「消しゴム<充電器<ノートパソコン」の順に「他人(ひと)のものだ」という感覚が強まる。 (3) 韓国の場合は、ものの種類に関わらず、相手の所有物が相手の近くにあることが「他人(ひと)のものだ」という感覚を強める要因となるが、日本の場合は、軽微なものほど位置による影響を受けやすく、そうでないものの場合には位置による影響は受けにくい。 (4) 日本は、ものの種類や位置に関わらず、「他人(ひと)のものだ」という感覚が「非常に強い」という回答への集中度が高く、似たような感覚を持っている人が多いのに対し、韓国は、軽微なものが借り手の近く、もしくは借り手と持ち主の間にある場合には、個人差が大きい。 (5) ものの種類や位置に関わらず、日本の方が韓国よりも「他人(ひと)のものだ」という感覚をより強く感じている。

親しい友人にものを借りる場面の日韓比較 ―借りやすさ·借りにくさに焦点を當てて―

中村有里 ( Nakamura Yuri ),及川ひろ繪 ( Oikawa Hiroe ),藤田智彦 ( Fujita Tomohiko ) 한국일어교육학회 2018 일본어교육연구 Vol.0 No.42

本稿は、日本及び韓國の大學生が親しい友人にものを借りる際の借りやすさ·借りにくさの傾向を把握するため、ものの種類及びものが置かれた位置の異なる、9つの場面を設定してアンケ一ト調査を實施し、その結果を調査·比較したものである。その結果、大きく以下の3点が分かった。 (1) 日韓ともに、「消しゴム< 充電器< ノ一トパソコン」の順に、借りにくさが有意に增す。このことから、日韓ともに、ものの種類が借りやすさ·借りにくさに影響を與えると言える。 (2) 日韓ともに槪ね、ものの種類に關わらず、相手の所有物が相手の近くにあるということが借りにくさを强める要因となるが、日本の場合は、「消しゴム」のような極めて輕微なものに限って、ものの位置が持ち主の近くになればなるほど借りにくさが增す。このことから、韓國の場合は「ものの種類」と「ものの位置」がそれぞれ獨立して借りやすさ·借りにくさに影響を與えるのに對し、日本の場合は「ものの種類」による影響の方が先立っており、「ものの種類」が「ものの位置」による影響の大きさを左右していると言える。 (3) 「消しゴム-充電器-ノ一トパソコン」の順に、日本は槪ね「借りやすい-比較的借りやすい-比較的借りにくい」、韓國は「借りやすい-借りやすい-比較的借りやすい」と感じる傾向があり、輕微でないものほど日韓の感覺の違いが顯著になる。なお、日韓ともに槪ね「借りやすい」と感じている「消しゴム」の場合も、韓國の方が借りやすさをより强く感じている。 This paper is a research and comparison of the tendency of the ease and the difficulty when Japanese and Korean university students borrow objects from a close friend. The following 3 points were drawn from the study. (1) In both Japan and Korea, the difficulty of borrowing increase significantly in the order of “eraser < phone charger < laptop”. From this, it can be said that in both Japan and Korea, the type of objects affects the ease and the diffliculty of borrowing. (2) Regardless of the type of objects, in both Japan and Korea, a factor that enhances the difficulty of borrowing is whether the object is near the owner. But in the case of Japan, only if it is a very trivial thing like “eraser”, as the object is closer to the owner, the more difficult it is to borrow. (3) In the order of “eraser - phone charger - laptop”, in general, Japanese students tend to feel “relatively easy - easy - relatively difficult” to borrow, Korean students tend to feel “easy - easy - relatively easy” to borrow. That is, the less trivial the object is, the more remarkable the difference of the feelings between Japanese and Korean students.

韓国の継承日本語教育活動の実態と支援課題 ー自助グループの運営形態に関する考察をもとにー

이와마아키코 ( Iwama Akiko ),오이카와히로에 ( Oikawa Hiroe ) 한국일어일문학회 2021 日語日文學硏究 Vol.116 No.-

본고는 국제결혼으로 인해 다문화가정 자녀로서 한국 국내에서 거주하는 아이들을 대상으로 운영하는 계승일본어자조그릅을 고찰하여 국내 그릅의 특징과 그릅에 대한 지원 과제를 모색하는 것을 목적으로 한다. 일본 국내에서는 2019년 6월에 그러한 계승일본어학습자의 일본어 교육을 지원하는 ‘일본어 교육의 추진에 관한 법안(일본어교육추진법)’이 제정되어 지금 현재 전 세계에 분산하는 해외장기거주자에 대한 일본어교육을 어떻게 지원해 갈지에 대한 논의가 열리고 있다. 한국 국내에서는 2000년 이후 한일 국제결혼 커플이 증가함에 따라 2010년 전후부터 가정 밖에서 보호자가 지인들 등과 협조해서 봉사활동 개념으로 계승일본어교육활동을 하는 자조그룹이 전국각지에서 발생하였다. 본 연구는 그러한 자조그룹에 대해서 2016년부터 2년마다 실시한 총 3번의 설문조사를 토대로 그 운영형태에 초점을 두고 분석하여 국내 자조그릅의 특징을 살펴보았다. 그 결과 다음과 같은 세 가지 특징이 보인다. 첫째, 자조그릅 재적 학생 수의 증가와 연령대가 상하 양방향으로 확대함에 따라 한국 국내 지원기관을 이용하거나 역할을 자세히 나누는 등 보다 지속가능한 운영 형태를 모색하는 모습이 보인다. 둘째, 운영비에 대해서는 한국 국내에서 경제적, 물리적 지원을 받거나 활동 담당자(교사 등)에 대한 사례금을 지급하는 그룹이 증가하여 각 역할에 대한 책임과 부담을 분산하여 안정적인 운영을 시도하는 모습이 보인다. 셋 째, SNS를 이용하여 각 그룹 내부 연락망이 발달하였을 뿐만 아니라 2018년 당시까지는 외부에 대한 정보 노출을 피했던 그룹들이 관련 SNS이나 웹사이트 등을 통해 정보를 제공하는 단체가 증가하였다. 한편 그룹 규모가 확대하면서 운영 체계가 무너지는 것을 우려해서 더 이상 외부에 노출을 피하는 태도도 보였다. 위와 같은 결과는 국가 규모의 지원이 있거나 계승일본어화자가 2,3세대 이상이 되는 유럽이나 미주 등 배경이 다른 지역과는 또 다른 정부지원 과제가 있을 것이다. 특히 한국 국내에서는 지금까지 계승일본어교육에 대한 (일본 측에서) 국가 규모의 교육지원이 없었던 만큼 앞으로 그러한 자조그룹에 변화가 기대된다. 한국 국내에서 계승일본어교육활동 자조그룹들이 보다 원활하고 지속적인 운영이 이루어질 수 있도록, 또 계승어교육 관련 교육기관에 적절한 지원과제를 제시할 수 있도록 조사대상자나 조사대상 항목을 확대하며 후속 연구를 할 필요가 있을 것이다. In 2019, an Act on Promotion of Japanese Education (日本語の教育に関する法律) was put into effect and now people related to learners with a multilingual background are trying to figure out how to support heritage Japanese language learners covered by the law. In Korea, with an increase in the number of international marriages between Korean and Japanese, the issue of ‘Japanese as a heritage language (JHL)’ education to their children has been brought into focus since 2000. Among domestic JHL students, 97% of them are getting no educational support on their Japanese learning, and consequently, the mothers of those children find themselves both organizing and managing those groups in order to cater to their own children's language needs. Therefore, the purpose of this study is to investigate the management of community-based JHL groups in Korea in order to analyze the overall trend and unveil ways to support them under the newly enacted law. Through the surveys conducted in 2020, the following three characteristics have stood out. First, following the situation that the number of the children at each group is increasing and that the range of the childrens’ age is wide-spreading, the running members (mainly the parents of the children) of each community is trying to not only get more support from the Korean government but also the stability of the management situation. Third, twelve out of thirteen groups are mainly using SNS to interact with one another within each group and using websites or SNS to share information about the groups outside in public, which is a big leap from the 2016 survey. Still, running members are not proactively publicizing their information since the new members may interrupt and close-knit and mentality of the groups. For future studies, further research across Korea will be required to seek a concrete analysis on what kind of support needs to be implemented for effective, stable, and long-term management of community-based JHL groups both domestically and internationally.