Vendor Profile
Osaka University Press
| Address | Osaka University West Front Ymadaoka2-7 Suita-shi Osaka, JAPAN ZIP:565-0871 |
|---|---|
| Representative Name | MITSUNARI KENJI |
| Annual Revenue | closed |
| No. of Employees | 7 |
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Language Books/Textbooks
SD item code:10219205
| Detail | Price & Quantity | ||
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| S1 |
Emergent Bilinguals and Educational Challenges at Public Schools in Japan: A longitudinal study of first- and second-generation Chinese children's bilingual proficiency
 Original text before translation
Emergent Bilinguals and Educational Challenges at Public Schools in Japan: A longitudinal study of first and second-generation Chinese children’s bilingual proficiency
(978-4-87259-742-4)
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(978-4-87259-742-4)
Wholesale Price: Members Only
1 pc /set
In Stock
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| Dimensions |
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126 pages, chrysanthemum size
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| Specifications |
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Country of manufacture: Japan
Material / component: Paper
Package: Individual Packaging
Year of manufacture: 2022
Product tag: None
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Description
| Edited by Junko MAJIMA Toward better education for [students who need Japanese language instruction], which is one of the most urgent issues in Japanese society, this book transmits the attitude toward holistic education [without losing anything] and how to improve the environment, based on the educational practice and bilingual proficiency survey at a public elementary school in Osaka with many children of Chinese origin. English version of [Is Japanese language education without losing mother tongue possible - Bilingual ability of settled Nisei children] (2019, Osaka University Press). While the number of foreigners living in Japan continues to grow, as if riding While the number of foreigners living in Japan continues to grow, as if riding the wave of globalization, the number of children whose mother tongue is not Unlike those who came to Japan after completing their language development, in other words, the number of children whose mother tongue is not Japanese is increasing at Japanese schools. Unlike those who came to Japan after completing their language development, in other words, after mastering their first language and cognitive development in their home countries, "second-generation children" who were born in Japan or came to Japan at an early age are said to be very likely to lose their mother tongue due to the struggle between their mother tongue and the local language. Language education for "children who need Japanese language instruction" is an urgent issue in Japan's sophistication. Language education for "children who need Japanese language instruction" is an urgent issue in Japan's language education policy, and "children for whom Japanese is not their mother tongue" have been referred to as "children who need Japanese language instruction". Language education for "children who need Japanese language instruction" is an urgent issue in Japan's language education policy, and "children for whom Japanese is not their mother tongue" has been referred to as "children with foreign roots" or "foreign In this book, we refer to them as "CLD children". In this book, we refer to them as "CLD children" (Culturally Linguistically Diverse Children) following Cummins (2011), and CLD children are described positively as "children who can speak Chinese (or whichever language is their mother tongue)," for example, in However, rather than being referred to positively as "children who can speak Chinese," CLD children are too often cast as "children who cannot speak Japanese" or "problems" which might disrupt the "harmony" or homogeneity of Japanese society. |
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| Shipping Method | Estimated Arrival |
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| Sea Mail | From May.27th to Jul.30th |
| Air Mail | From May.9th to May.13th |
| EMS | From May.8th to May.13th |
| Pantos Express | From May.10th to May.15th |
| DHL | From May.8th to May.10th |
| UPS | From May.8th to May.10th |
| FedEx | From May.8th to May.10th |
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Other items from this category:
Toward better education for [students who need Japanese language instruction], which is one of the most urgent issues in Japanese society, this book transmits the attitude toward holistic education [without losing anything] and how to improve the environment, based on the educational practice and bilingual proficiency survey at a public elementary school in Osaka with many children of Chinese origin. English version of [Is Japanese language education without losing mother tongue possible - Bilingual ability of settled Nisei children] (2019, Osaka University Press).
While the number of foreigners living in Japan continues to grow, as if riding
While the number of foreigners living in Japan continues to grow, as if riding the wave of globalization, the number of children whose mother tongue is not
Unlike those who came to Japan after completing their language development, in other words, the number of children whose mother tongue is not Japanese is increasing at Japanese schools.
Unlike those who came to Japan after completing their language development, in other words, after mastering their first language and cognitive development in their home countries, "second-generation children" who were born in Japan or came to Japan at an early age are said to be very likely to lose their mother tongue due to the struggle between their mother tongue and the local language.
Language education for "children who need Japanese language instruction" is an urgent issue in Japan's sophistication.
Language education for "children who need Japanese language instruction" is an urgent issue in Japan's language education policy, and "children for whom Japanese is not their mother tongue" have been referred to as "children who need Japanese language instruction". Language education for "children who need Japanese language instruction" is an urgent issue in Japan's language education policy, and "children for whom Japanese is not their mother tongue" has been referred to as "children with foreign roots" or "foreign In this book, we refer to them as "CLD children". In this book, we refer to them as "CLD children" (Culturally Linguistically Diverse Children) following Cummins (2011), and CLD children are described positively as "children who can speak Chinese (or whichever language is their mother tongue)," for example, in However, rather than being referred to positively as "children who can speak Chinese," CLD children are too often cast as "children who cannot speak Japanese" or "problems" which might disrupt the "harmony" or homogeneity of Japanese society.