地域日本語教室における文字学習支援の課題と可能性

概要

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The purpose of this paper is to clarify, using ethnographical data, literacy problems among permanent foreign residents in Japan and discusses the contents and methods of the literacy education they receive. First, the data indicates permanent foreign residents have problems with reading and writing Japanese even if they can speak quite fluently in their daily life. Second, the paper examines the contents and methods of literacy education offered in most community-based Japanese language classes. This study demonstrates that oral education practice is given priority over literacy education, and that this emphasis in language education is not suitable for permanent residents. As a result, many foreigners often miss the chance to study kanji and are unable to read and write sufficiently because of the absence or lack of proper literacy education. Finally, the analysis of educational practices in other classes shows that literacy education suitable for permanent residents would not be `school-type' education, but an education to develop learners' quality of life, and giving them self-confidence, self-esteem, and their own voices through acquiring functional literacy.
2013-02-00