War-themed Language Arts Class for Language-Minority Students － Supplementary Class through L1 in Cooperation with Students’ Mothers as Native Language Supporter －

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  • 言語少数派の子どもとどのように戦争を学ぶか－母親と協働で行なった母語による国語の学習支援から－
  • ゲンゴ ショウスウハ ノ コドモ ト ドノ ヨウ ニ センソウ オ マナブ カ : ハハオヤ ト キョウドウ デ オコナッタ ボゴ ニ ヨル コクゴ ノ ガクシュウ シエン カラ

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This paper analyzes war-themed language arts classes for two language-minority elementary school students. The case study examines supplementary L1 classes that were performed collaboratively by a Japanese supporter and the students’ mothers as native language supporters. A qualitative analysis of classroom conversations and a description of class records showed that the students realistically imagined what the damage of the war would be like through hearing metaphors unique to their mothers and commentary rooted in daily life. The results suggest that a class conducted in the students’ mother language enabled mothers to play active roles in their education. Although language-minority students have difficulty participating in classes such as language arts and social studies, we should give them the opportunity to study difficult social themes, such as war, with careful preparation and due consideration for linguistic and cultural backgrounds.

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