How Does a Multilingual Child Perform Reading Activities?

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  • 複数言語環境に育つ子どもはどのように読書活動を実践してゆくのか
  • 複数言語環境に育つ子どもはどのように読書活動を実践してゆくのか : 社会的環境とのかかわりと言語をめぐる意識の変化に注目して
  • フクスウ ゲンゴ カンキョウ ニ ソダツ コドモ ワ ドノ ヨウ ニ ドクショ カツドウ オ ジッセン シテ ユク ノ カ : シャカイテキ カンキョウ ト ノ カカワリ ト ゲンゴ オ メグル イシキ ノ ヘンカ ニ チュウモク シテ
  • The Roles of Social Context and Changing Perceptions of Linguistic Proficiency
  • 社会的環境とのかかわりと言語をめぐる意識の変化に注目して

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Abstract

This study analyzed how a multilingual boy performed reading activities. We also considered his reading activities in terms of his social context and his perception of his own linguistic proficiency. Data on the reading engagement of a male German–Japanese fourth–grader in Germany were collected by his mother via the diary method over a 4–year period. The developmental process underpinning his reading activities comprised the following stages: 1) His parents changed their value orientation and supported German rather than Japanese reading for his academic activities in secondary school. His subsequent experiences of reading enjoyment led him to continue this reading behavior. 2) Supported by the development of his personality, a future–oriented perspective, his cognitive ability, and his perception of domain– specific proficiencies in different languages, he started to organize his reading autonomously. While these factors fostered reading activities in German and English, his reading in Japanese was inconsistent due to a lack of academic pressure and limited social influence from Japanese peers, who were available only during summer vacations.

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