JAPANESE AND ENGLISH ELEMENTARY SCHOOL INTEGRATION : A WELL BALANCED EDUCATION
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概要
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This paper discusses the importance of social interaction within two different school systems from different countries. This study will discuss how two students interact in both a Japanese School system and American School system simultaneously. Various research provides examples of passive bilinguals; children who understand English production by another interlocutor but do not speak the language much themselves. Furthermore, just insuring that a child has two to three weeks abroad every year also does not guarantee that a child will produce more of the second language if the social context is not conducive. This study suggests that the speech of many Japanese students upon returning from a summer abroad for three weeks or more actually shows that most of these students quickly lose any proficiency they have gained or don't become much more proficient than when they left. Why does this happen? A consistent social environment that is conducive for learning a second language is required to maintain a good command of both languages. One way to provide this consistent environment is to have a child enrolled in and attend both a Japanese and English school in their respective countries. This study describes two bilingual children; a fifth grade elementary school student and a kindergarten student. Both children attend a public Japanese school in Japan for 10 month out of the year and a public American school in Guam for one month of the year. This study will discuss the different variables that affect the educational development of both of these children.
- 社団法人大学英語教育学会の論文
- 2002-09-05
著者
関連論文
- A Comparative Study of the Acquisition of Japanese by Monolingual and Bilingual Children
- JAPANESE AND ENGLISH ELEMENTARY SCHOOL INTEGRATION : A WELL BALANCED EDUCATION