Interfaces between Child's Language Learning and the Age of Globalization: Daily Practices to Foster Biliteracy of Children in International Marriage Families

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  • 子どもの言語習得とグローバル化時代のインターフェース：海外居住の国際家族におけるバイリテラシー実践を手がかりに
  • コドモ ノ ゲンゴ シュウトク ト グローバルカ ジダイ ノ インターフェース : カイガイ キョジュウ ノ コクサイ カゾク ニ オケル バイリテラシー ジッセン オ テガカリ ニ

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Abstract

<p>This paper described interfaces between a child's language learning and the age of globalization, and focused on daily practices that foster biliteracy of children in German-Japanese families. Our previous studies and some new data were presented for discussion. Two characteristics of family practices for the development of children's Japanese literacy emerged. First, parental support for their children was continuously carried out with the use of available resources, as defined by the German school system and their social-linguistic environment. Second, families collaborated to overcome critical problems that occurred not only for their children with age, but also due to friction between the family, and local and supplementary schools. These findings have three implications for language developmental study, showing the necessity to (1) consider the extension and diversity of children who learn Japanese, (2) examine children's language developmental processes from long-term and holistic perspectives, not restricted to language skill acquisition, and (3) view a child's literacy development as a collaborative practice with his/her family members, embedded in their daily lives.</p>

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