母語使用を受け入れる指導ストラテジーの分析 : 「教科・母語・日本語相互育成学習」に基づく実践から

概要

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The purpose of this paper is to investigate how a Japanese teacher working with language minority students accepts their use of L1 in preparatory tutorials. The analysis found that the Japanese teacher, who did not understand students’ L1, positively and affirmatively accepted that,(1) the students and the L1 speaking tutor talked freely in L1,(2) the L1 speaking tutor intervened while the Japanese teacher was explaining,(3) the L1 speaking tutor interpreted students’ remarks to the Japanese teacher,(4) the students got some hints from the communications of L1,(5) the L1 speaking tutors took the initiatives and taught the students in L1, when it is necessary.
2009-03-31