Network for Supporting Education of Foreign Children During Covid-19: Language Assessments as a Tool for Promoting Community Integration

Hiroko Sawada; Rizu Inoue

doi:10.4312/ala.11.2.33-50

Authors

Hiroko Sawada University of Tsukuba https://orcid.org/0000-0002-3900-6763
Rizu Inoue Tsukuba Nihongo Support

DOI:

https://doi.org/10.4312/ala.11.2.33-50

Keywords:

online learning, foreign children, dialogic language assessment for Japanese as a second language, basic interpersonal communication skills, cognitive academic language

Abstract

The rising number of foreign residents in Japan has caused the number of children with foreign backgrounds in Japanese schools to increase. The present Japanese education system does not adequately support children whose mother language is not Japanese, and their educational problems have turned into social issues. We have conducted an action research project in collaboration with several schools and one university to determine how to develop a support system through online media that would soften the impact of the COVID-19 pandemic. We argue that language assessment is the key to driving the project and sharing the results of the assessment analysis with all project participants works effectively to promote collaboration between schools, families, and the university.

Downloads

Download data is not yet available.

References

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.

Furukawa, A., Koike A., Osawa, S., Ishihara, G., Ito, R., Sakamoto, K., Sato, Y., & Taguchi, K. (2016). The development of Nihongo Step: A framework for Japanese language assessment for foreign students. Journal of Center for International Education and Research, Gunma University, 15, 49–62.

Kawakami, I. (2011). “Idō suru kodomotachi” no kotobano kyōikugaku. Tokyo: Kuroshio Publishers.

Kojima, Y. (2016). Gaikokujin no shūgaku to husyūgaku; syakai de “mienai” kodomotachi. Osaka: Osaka University Press.

Krashen, S., & Brown, C. L. (2007). What is academic language proficiency? STETS Language & Communication Review, 6(1), 1–5. http://www.sdkrashen.com/content/articles/krashen_brown_alp.pdf

Ministry of Education, Culture, Sports, Science and Technology. (2014). Dialogic language assessment for Japanese as a second language. https://www.mext.go.jp/a_menu/shotou/clarinet/003/1345413.htm

Nakajima, K. (2010). Maruchi ringaru kyōiku eno syōtai: gengo shigen toshiteno Nihonjin・gaikokujin nensyōsya. Tokyo: Hitsuji Syobo.

Osada, Y., Matsusaki, H., Sawada, H., Iriyama, M., & Yoshida, T. (2021). Analysis of “certificate program for the development of Japanese language learning supporters” within the University of Tsukuba. Bulletin of Institute of Education University of Tsukuba, 45(2), 1–13.

Sakurai, C. (2018). Gaikoku ni Rūtsu wo motsu kodomono Bairingaru dokusyoryoku no hattatsu. Osaka: Osaka University Press.

Sawada, H., Matsuzaki, H., & Iriyama, M. (2021). Issues concerning support for foreign students in Tsukuba City and educational cooperation with local communities. Journal of Japanese Language Teaching, 36, 23–32.

Shimada, K. (2014). Teijyū gaikokujin nitaisuru ōdanchosa de miete kita koto: OPI wo tōshite “mizukara no koe wo hassuru koto” wo mezasu. Journal of the Japanese Association of Language Proficiency, 2, 30–49.