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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。
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