外国人幼児をめぐる言語の有効性と依存性 : 異言語間移動直後に焦点をあてて

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The numbers of foreign children in Japanese nursery schools are fast increasing. The diversity of mother tongues gives nursery teachers a lot of difficulties. The purpose of this study is to analyze the language efficacy and dependency of the foreign children, nursery teachers and Japanese children in a nursery school. The meaning of "Language" in this study is limited to "verbal" language; "Language efficacy" means the belief that the verbal language is a good way to communicate with the other person, and "Language dependency" signifies frequent usage of the verbal language to communicate with the other person. The communication styles and behaviors of foreign children and Japanese children, as well as those of nursery teachers were observed, just after two Chinese children entered a Japanese nursery school for the first time. By analyzing their language efficacy and dependency, the findings were as follows : (1) The Chinese children as new members lost both their language efficacy and dependency rapidly. (2) Nursery teachers lost their language efficacy, but kept their language dependency. They spoke a lot of Japanese to the Chinese children who did not understand it, and they also asked the Chinese children who were already attending the nursery school to translate Japanese into Chinese for the new members. Their high language dependency may cause the new foreign children to adjust inappropriately to the orientation of the nursery school. (3) Japanese children lost both their language efficacy and dependency. They tried to communicate with these new Chinese children without verbal language. They played using the same toys at the same places using body language. The communication style gave the new Chinese children comfortable surroundings. (4) The Chinese children who were already attending the nursery school kept their language efficacy and dependency, when they communicated using one language in the same language group, but they lost them after they failed as translators. It was difficult for them to keep their language efficacy and dependency when they had to translate in the different language groups. These results indicate that the language efficacy and dependency are different between the children and the teachers at a nursery school. Childcare programs in which nursery teachers use non-verbal language like body language, music and dance would need to be taken into account for taking care of new foreign children who have just come from a different language area.
2002-03-10

著者

塘利枝子
平安女学院大学

外国人幼児をめぐる言語の有効性と依存性 : 異言語間移動直後に焦点をあてて

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