Japanese Language and Culture Acquisition of Intercultural Children with Japanese Ancestry : From the Perspective of Teachers at Part-time Japanese Schools

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  • 日系国際児の日本語・日本文化習得とその支援 : 補習授業校講師の視点から
  • ニッケイ コクサイジ ノ ニホンゴ ニホン ブンカ シュウトク ト ソノ シエン ホシュウ ジュギョウコウ コウシ ノ シテン カラ

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Abstract

The present study aimed to clarify the awareness of teachers at part-time Japanese schools regarding the Japanese language and culture acquisition of intercultural children with Japanese ancestry. Furthermore, from teachers' perspective, this study assesses the kinds of support such children require in order to improve their Japanese language and culture acquisition. Participants were 56 teachers (51 women, 5 men.) at ten part-time Japanese schools (three in Asia, one in South America, six in Europe). who completed a questionnaire survey. The survey results were similar to those reported by Suzuki (1996, 2001) concerning Japanese language and culture acquisition of the intercultural children with Japanese ancestry at a part-time school in Indonesia. Specifically, similar findings were observed with regard to the difficulty with reading and writing Japanese (especially Chinese characters), the importance of the family environment, and the necessity for visiting Japan. Moreover, as support for improving Japanese language and culture acquisition, the teachers emphasized "assistance for teaching materials" and "formulation of a system for accepting intercultural children with Japanese ancestry in Japan"

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