バイリンガル教育の可能性 : 中国帰国生の高校,大学進学との関連において(文学部創設10周年記念号)

This paper depicts the present situation of the education of Chinese returnees and introduces a unique case of a senior high school in Osaka, Japan which has succeeded to empower the returnee students by providing unique curriculum aiming at bilingual and biliteral competency. Chinese returnee students have a strong desire to proceed to higher education, and their first language (Chinese), though linguistically unrelated, could be utilized in learning Japanese because these two languages share "kanji", the Chinese characters, especially the formal, academic written Japanese which is indispensable to proceed to a higher education. In spite of these facts, proceeding to high school and university is difficult for them. A big burden is having to pass the entrance examination with their limited Japanese competency and "scholastic ability" which is assessed in Japanese. Even after they enter a high school, they may drop out or get a low grade if appropriate assistance is not provided. A public senior high school in Sakai, Osaka (Niwadani Senior High School) has a reputation both for its unique curriculum for returnee students and for the high proportion of them who proceed to university (50～80%). Students receive an intensive and well-designed course of Japanese language education every day (13～14 hours/week) and a Chinese language class on every other Saturday from a native speaking teacher, in which they maintain their Chinese literacy through reading Chinese newspapers and literature and writing essays in Chinese. The students' activities has expanded to holding a debate with Japanese students on the historical background of "why they are here in Japan" and publishing a booklet on their activities every year. The school has provided a large room designated for returnee students, where they can read Chinese books and talk with their teachers freely. The school has a large collection of Chinese books (2,000 volumes) in the library, which helps to develop their literacy in Chinese, and their cognitive and academic competence as well. A well-balanced language education (Japanese and Chinese), various activities through which they use the two languages with definite purpose, and acceptance of their Chinese origin by their Japanese classmates and teachers bolstering their ethnic identity-all of these contribute to their successful educational record and the high percentage of them who proceed to university.

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KJ00004274570

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