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English Literacy Retention
in Three Pairs of Japanese Retu
rnee Children
English Literacy Retention
in Three Pairs of Japanese Retu
rnee Children
Dept. of Language and Information Sciences, Graduate School of Arts and Sciences,
The University of Tokyo, TANIGUCHI, Joy Dept. of Language and Information Sciences,
Graduate School of Arts and Sciences, The University of Tokyo, TANIGUCHI, Joy
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The Returnee Problem in Japa
n
The Returnee Problem in Japa
n
Returnee = kikokushijo in Japanese
Returnee = kikokushijo in Japanese
The children who have experienced living w ith their family in a foreign country for a sig nificant period of time and have returned
to Japan
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The Returnee Problem in Japa
n
The Returnee Problem in Japa
n
How they readapt to the language and cult ure of Japan,
at the same time as maintaining the langu age that they once acquired in their host co untry
How they readapt to the language and cult ure of Japan,
at the same time as maintaining the langu age that they once acquired in their host co untry
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The Returnee Problem in
Japan
The Returnee Problem in
Japan
Intercultural communication skills and literacy in multilingual settings:
Intercultural communication skills and literacy in multilingual settings:
➣ known to rapidly deteriorate
(Berman & Olshtain, 1983; Gardner et al, 19 87; Yukawa, 1997)
➣ especially young children (Reetz-Kurashige, 1999)
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Biliteracy Retention in Returnee Context Biliteracy Retention in Returnee Context
The focus of the present study :
Process of retention of English lite
racy in young Japanese returnees af
ter coming back to Japan
The focus of the present study :
Process of retention of English lite
racy in young Japanese returnees af
ter coming back to Japan
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Biliteracy Retention in Returnee Context Biliteracy Retention in Returnee Context
Biliteracy = the ability to read and write in dual languages? Biliteracy = the ability to read and write in dual languages?
Skills to understand, interpret, communicate and use the information obtained from
written texts associated with varying contexts in dual languages (Webber & Johnston, 2000).
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Biliteracy Retention in Returnee Context Biliteracy Retention in Returnee Context
➣ often treated as an issue of school education
➣ few studies in biliteracy have documented h ow bilingual children retain their literacy in two languages in the period of disuse of eith er one
➣ often treated as an issue of school education
➣ few studies in biliteracy have documented h ow bilingual children retain their literacy in two languages in the period of disuse of eith er one
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Literature Review Literature Review
➣ Tomiyama (2009) :
- two siblings aged 10;0 and 7;0 - 31 months
- describe a story by looking at a picture book that included pictures showing a clear storyline
➣ Tomiyama (2009) :
- two siblings aged 10;0 and 7;0 - 31 months
- describe a story by looking at a picture book that included pictures showing a clear storyline
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Literature Review Literature Review
➣ Tomiyama (2009) :
- age factor played an important role in r etaining grammatical skills
- literacy factor was reported to be an im portant factor in terms of the maintena nce of L2
➣ Tomiyama (2009) :
- age factor played an important role in r etaining grammatical skills
- literacy factor was reported to be an im portant factor in terms of the maintena nce of L2
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Literature Review Literature Review
➣ Yoshitomi (1994; 1999) :
- four Japanese returnee children aged 9;0 an d 10;0
- multiple tasks (free interaction, story-descri ption, planned speech and listening compre hension)
➣ Yoshitomi (1994; 1999) :
- four Japanese returnee children aged 9;0 an d 10;0
- multiple tasks (free interaction, story-descri ption, planned speech and listening compre hension)
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Literature Review Literature Review
➣ Yoshitomi (1994; 1999) :
- overall accuracy of English use showed g reater attrition as the time elapsed compar ed with syntactic skill and lexicon
- social and individual factors such as moti vation and the opportunity to use L2 was associated with L2 maintenance
➣ Yoshitomi (1994; 1999) :
- overall accuracy of English use showed g reater attrition as the time elapsed compar ed with syntactic skill and lexicon
- social and individual factors such as moti vation and the opportunity to use L2 was associated with L2 maintenance
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Research Questions Research Questions
(1) What are the immediate contributing exp eriences that affect returnee children’s En glish literacy practices and retention?
(2) How do Japanese returnee children constr uct English literacy environments after th eir coming back to Japan?
(3) What kind of personal and social factors t hat affect retention of English literacy of young Japanese returnees?
(1) What are the immediate contributing exp eriences that affect returnee children’s En glish literacy practices and retention?
(2) How do Japanese returnee children constr uct English literacy environments after th eir coming back to Japan?
(3) What kind of personal and social factors t hat affect retention of English literacy of young Japanese returnees?
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Methods -Positions of
the Study
Methods -Positions of
the Study
➣ Interpretive approach:
= a qualitative case study based on detailed e xamination of a quite limited number of sel ected individuals made
➣ Interpretive approach:
= a qualitative case study based on detailed e xamination of a quite limited number of sel ected individuals made
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Methods-Participant
Children
Methods-Participant
Children
➣ Six of young returnee children (3 pairs of sibling, 2 female pairs and 1 mal e pair)
➣ Silings-1 / Males
- Length of residence : 3 years
- Place of residence : US Minnesota
➣ Six of young returnee children (3 pairs of sibling, 2 female pairs and 1 mal e pair)
➣ Silings-1 / Males
- Length of residence : 3 years
- Place of residence : US Minnesota
Jim(1O) 11;8 7;3 10;3
Participant age transferred returned
Tom(1Y) 9;1 4;9 7;9
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Methods-Participant
Children
Methods-Participant
Children
➣ Silings-2 / Females
- Length of residence : 5 years
- Place of residence : UAE Dubai
➣ Silings-2 / Females
- Length of residence : 5 years
- Place of residence : UAE Dubai
Participant age transferred returned
Eri (2O) 9;11 4;4 9;4
Saya(2Y) 7;3 1;8 6;8
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Methods-Participant
Children
Methods-Participant
Children
➣ Silings-3 / Female
- Length of residence : 7-8 years
- Place of residence : US California
➣ Silings-3 / Female
- Length of residence : 7-8 years
- Place of residence : US California
Participant age transferred returned
Meg (3O) 11;0 1;3 9;6
Rico (3Y) 8;6 born 7;0
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Methods-Participant
Children
Methods-Participant
Children
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Methods-Participant
Children
Methods-Participant
Children
➣Fujita (2002):
Children returning to Japan before 9 wer e more likely to lose their L2 than those r eturning later
= a cut-off at 9 years of age at the time of removal from L2 environment between c hildren with well-maintained L2 and thos e who suffered from L2 attrition.
➣Fujita (2002):
Children returning to Japan before 9 wer e more likely to lose their L2 than those r eturning later
= a cut-off at 9 years of age at the time of removal from L2 environment between c hildren with well-maintained L2 and thos e who suffered from L2 attrition.
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Methods-Data
Collection Tool
Methods-Data
Collection Tool
➣ The main tool :
Developmental Reading Assessment, Kin dergarten through Grade 3, Second Editio n (Hereafter DRA)
= a set of individually administered crite rion-referenced and standardized reading assessments for children attending kinder garten through Grade 8 (Beaver, 2001)
➣ The main tool :
Developmental Reading Assessment, Kin dergarten through Grade 3, Second Editio n (Hereafter DRA)
= a set of individually administered crite rion-referenced and standardized reading assessments for children attending kinder garten through Grade 8 (Beaver, 2001)
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Methods-Data
Collection Tool
Methods-Data
Collection Tool
➣ Why DRA? :
(1) DRA is research based, with demonstrat e reliability and validity
(2) DRA is designed to reduce cultural bias in assessment.
➣ Why DRA? :
(1) DRA is research based, with demonstrat e reliability and validity
(2) DRA is designed to reduce cultural bias in assessment.
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Methods-Procedure for DRA Methods-Procedure for DRA
➣ 3-4 weeks intervals for 6 months
➣ children are urged to:
(1) select a text that seems just right from range of le veled texts
(2) preview the book or make predictions (3) read aloud
(4) retell the story
(5) respond to the relevant questions
➣ 3-4 weeks intervals for 6 months
➣ children are urged to:
(1) select a text that seems just right from range of le veled texts
(2) preview the book or make predictions (3) read aloud
(4) retell the story
(5) respond to the relevant questions
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Results and Discussion Results and Discussion
➣ 10 categories of reading behavior were e valuated with text-specific observation gu ide
➣ Oral Reading : - Expression
- Phrasing - Rate
- Accuracy
➣ 10 categories of reading behavior were e valuated with text-specific observation gu ide
➣ Oral Reading : - Expression
- Phrasing - Rate
- Accuracy
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Results and Discussion Results and Discussion
➣ Comprehension : - Previewing/Prediction - Retelling Summary
・ Sequence of Events
・ Characters and Details ・ Vocabulary
・ Examiner Support
- Reflection/Making Connections
➣ Comprehension : - Previewing/Prediction - Retelling Summary
・ Sequence of Events
・ Characters and Details ・ Vocabulary
・ Examiner Support
- Reflection/Making Connections
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Results and Discussion Results and Discussion
➣ Oral Reading
Children’s oral reading fluency is relativel y immune to attrition
☆ Tom (1Y) :
multiple errors in substitutions, incorrectl y sounded out words and omissions, seriou sly affecting both flow and meaning such a s for “were” (plural past) read “we’re”
➣ Oral Reading
Children’s oral reading fluency is relativel y immune to attrition
☆ Tom (1Y) :
multiple errors in substitutions, incorrectl y sounded out words and omissions, seriou sly affecting both flow and meaning such a s for “were” (plural past) read “we’re”
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Results and Discussion Results and Discussion
➣ Previewing and Prediction
No apparent evidence of regression in their utter ances except
☆ Tom (1Y) : kept hitting the minimum scores i n absolute term of the session, which reflected hi s loss of productive skills in English
☆ Saya (2Y) : pays less attention to subsequence of the events and more attention to finding the ri ght word to describe the scene
➣ Previewing and Prediction
No apparent evidence of regression in their utter ances except
☆ Tom (1Y) : kept hitting the minimum scores i n absolute term of the session, which reflected hi s loss of productive skills in English
☆ Saya (2Y) : pays less attention to subsequence of the events and more attention to finding the ri ght word to describe the scene
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Results and Discussion Results and Discussion
➣ Story Retelling
☆ Tom (1Y) : rarely presented a longer stretch o f speech to summarize text and seldom talks with out being prompted and asked questions by the e xaminer to gain further information on a given st ory
☆ Jim (1O) : his use of communication strategie s to compensate for attrition worked quite effecti ve, resulting in relatively high scores
➣ Story Retelling
☆ Tom (1Y) : rarely presented a longer stretch o f speech to summarize text and seldom talks with out being prompted and asked questions by the e xaminer to gain further information on a given st ory
☆ Jim (1O) : his use of communication strategie s to compensate for attrition worked quite effecti ve, resulting in relatively high scores
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Results and Discussion Results and Discussion
➣ Story Retelling
☆ Siblings-2 and 3 : their narratives are use ful in verifying their high proficiency to ret ell and understand the text, including the m ain ideas, important factors, and characters, events or topics
➣ Story Retelling
☆ Siblings-2 and 3 : their narratives are use ful in verifying their high proficiency to ret ell and understand the text, including the m ain ideas, important factors, and characters, events or topics
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Results and Discussion Results and Discussion
➣ Reflections and Making Connections
☆ Tom (1Y) : showed great difficulty even in c oming up with simple sentences or one-word utt erances when required to validate his own infere nces or judgment
☆ Jim (1O) : was not able to strike a balance be tween what he intended to express and his gram matical and lexical problems.
➣ Reflections and Making Connections
☆ Tom (1Y) : showed great difficulty even in c oming up with simple sentences or one-word utt erances when required to validate his own infere nces or judgment
☆ Jim (1O) : was not able to strike a balance be tween what he intended to express and his gram matical and lexical problems.
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Results and Discussion Results and Discussion
➣ Reflections and Making Connections
☆ Saya (2Y) : seemed to have difficulties i n responding to these questions due to her c ognitive immaturity
☆ Eri (2O) and Sinlings-3 : showed excelle nt performance in this area as well
➣ Reflections and Making Connections
☆ Saya (2Y) : seemed to have difficulties i n responding to these questions due to her c ognitive immaturity
☆ Eri (2O) and Sinlings-3 : showed excelle nt performance in this area as well
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Results and Discussion Results and Discussion
➣ Mean Scores Rated on a 4-point-scale :➣ Mean Scores Rated on a 4-point-scale :
0 0.5 1 1.5 2 2.5 3 3.5 4
Jim (1O)
Tom (1Y)
Eri (2O) Saya (2Y)
Meg (3O)
Rico (3Y) Siblings1 Siblings2 Siblings3
Oral Reading Prediction Retelling Reflection
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Results and Discussion Results and Discussion
(1) Scores of the Oral Reading Fluency exhib ited evidence of retention.
Tom (1Y) was not capable of allocating at tention to both reading with accuracy and understanding meaning as some of his err ors in oral reading seriously affected sente nce comprehensibility.
(1) Scores of the Oral Reading Fluency exhib ited evidence of retention.
Tom (1Y) was not capable of allocating at tention to both reading with accuracy and understanding meaning as some of his err ors in oral reading seriously affected sente nce comprehensibility.
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Results and Discussion Results and Discussion
(2) In scene description in previewing and predictio n component, Tom (1Y) was not able to produc e any informative utterances.
Jim (1O) seemed to utilize communication strat egies, relying on paraphrase to compensate for his lack of vocabulary.
Saya (2Y) was not able to accomplish accuracy and conveying intended meaning at the same ti me, resulting in her low scores.
(2) In scene description in previewing and predictio n component, Tom (1Y) was not able to produc e any informative utterances.
Jim (1O) seemed to utilize communication strat egies, relying on paraphrase to compensate for his lack of vocabulary.
Saya (2Y) was not able to accomplish accuracy and conveying intended meaning at the same ti me, resulting in her low scores.
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Results and Discussion Results and Discussion
(3) As for story retelling, Tom (1Y) and Saya (2Y) showed similar patterns in terms that their scores were much improved compar ed with those in prediction component → working memory capacity may have been a factor?
(3) As for story retelling, Tom (1Y) and Saya (2Y) showed similar patterns in terms that their scores were much improved compar ed with those in prediction component → working memory capacity may have been a factor?
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Results and Discussion Results and Discussion
(4) Regarding inferential comprehension demandin g cognitive maturation, communication strategi es adopted by Jim (1O) in prediction compone nt were relatively invalid when or where requir ed to express high level of comprehension.
Saya (2Y) was not able to synthesize the infor mation in the text with her prior knowledge or figure out what the author does not state explici tly in the text.
(4) Regarding inferential comprehension demandin g cognitive maturation, communication strategi es adopted by Jim (1O) in prediction compone nt were relatively invalid when or where requir ed to express high level of comprehension.
Saya (2Y) was not able to synthesize the infor mation in the text with her prior knowledge or figure out what the author does not state explici tly in the text.
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Results and Discussion Results and Discussion
(5) The result implies that both Tom (1Y) and Jim (1O) have seemingly lost a large portion of En glish abilities and their age difference was not as evident as reported in previous studies.
→ their lengths of stay?
Jim (1O) spent more years in educational settin g which provided him with more opportunity t o solidify his English including literacy skills t han the other younger participants.
(5) The result implies that both Tom (1Y) and Jim (1O) have seemingly lost a large portion of En glish abilities and their age difference was not as evident as reported in previous studies.
→ their lengths of stay?
Jim (1O) spent more years in educational settin g which provided him with more opportunity t o solidify his English including literacy skills t han the other younger participants.
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Social Factors Social Factors
Data-collecting tool Instrument Source Information obtained
DRA Audio and videotapes Children Children’s reading interests, use of strategies, comprehension, and attitudes
Questionnaire Written text Parents Demographic information Linguistic history of the family
Interview Audio Parents Attitudes to biliteracy, bilingualism, L2 retention and future education
Observation of literacy event at home
Audio and videotapes Children and family members
Function of literacy at home
Parents participation in the literacy event Literacy diary Written text Children Reading habits of children
Types and the amount of texts that children read Observation Field notes Teachers at L2
maintenance class
How literacy skills are taught
Interaction patterns in teacher-student
Data-collecting tool Instrument Source Information obtained
DRA Audio and videotapes Children Children’s reading interests, use of strategies, comprehension, and attitudes
Questionnaire Written text Parents Demographic information Linguistic history of the family
Interview Audio Parents Attitudes to biliteracy, bilingualism, L2 retention and future education
Observation of literacy event at home
Audio and videotapes Children and family members
Function of literacy at home
Parents participation in the literacy event Literacy diary Written text Children Reading habits of children
Types and the amount of texts that children read Observation Field notes Teachers at L2
maintenance class
How literacy skills are taught
Interaction patterns in teacher-student
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Conclusion Conclusion
➣ What kind of social factors work effectively?
➣ The implication of the present study is :
(1) parental attitude offering scaffolding, encouragement and assistance in the children’s English literacy practice is cru cial;
(2) home is an important domain for maintaining L2 literacy, especially when more recreational and social interactional uses are emphasized;
(3) social networks play an important roll to maintain and dev elop their L2 with the viewpoint of the motivation and the opportunity to use English in communicative situation.
➣ What kind of social factors work effectively?
➣ The implication of the present study is :
(1) parental attitude offering scaffolding, encouragement and assistance in the children’s English literacy practice is cru cial;
(2) home is an important domain for maintaining L2 literacy, especially when more recreational and social interactional uses are emphasized;
(3) social networks play an important roll to maintain and dev elop their L2 with the viewpoint of the motivation and the opportunity to use English in communicative situation.
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Thank You Thank You
It is hoped that the findings of the present s tudy will benefit returnee children, parents, educators and all others involved in langua ge maintenance.
It is hoped that the findings of the present s tudy will benefit returnee children, parents, educators and all others involved in langua ge maintenance.
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References References
Beaver, J. (2001). Developmental Reading Assessmen t. K-3 Teacher Resource Guide. Parsippany, NJ:Cel ebration Press.
Berman, R. A., & Olshtain, E. (1983). Features of firs t language transfer in second language attrition. Ap plied Linguistics, 4(3), 222-234.
Fujita, M. (2002). ‘Second language English attrition of Japanese bilingual children. Dissertation Abstra cts International, Section A: The humanities and so cial sciences (DAIA) 63(1), 59–60.
Beaver, J. (2001). Developmental Reading Assessmen t. K-3 Teacher Resource Guide. Parsippany, NJ:Cel ebration Press.
Berman, R. A., & Olshtain, E. (1983). Features of firs t language transfer in second language attrition. Ap plied Linguistics, 4(3), 222-234.
Fujita, M. (2002). ‘Second language English attrition of Japanese bilingual children. Dissertation Abstra cts International, Section A: The humanities and so cial sciences (DAIA) 63(1), 59–60.
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References References
Gardner, R. G., Lalonde, R. N., Moorcroft, R., & Evers, F. (19 87). Second language attrition: The role of motivation and u se. Journal of Language and Social Psychology, 6, 29-48. Reetz-Kurashige, A. (1999). Tracking returnees’ retention of
English speaking skills: Changes in verb usage over time. I n Hansen L ed. Second language attrition: Evidence from J apanese contexts. Oxford: Oxford University Press. 21-58. Tomiyama, M. (2009). Age and Proficiency in L2 Attrition: D
ata from Two Siblings. Applied Linguistics, 30(2), 253 - 27 5.
Gardner, R. G., Lalonde, R. N., Moorcroft, R., & Evers, F. (19 87). Second language attrition: The role of motivation and u se. Journal of Language and Social Psychology, 6, 29-48. Reetz-Kurashige, A. (1999). Tracking returnees’ retention of
English speaking skills: Changes in verb usage over time. I n Hansen L ed. Second language attrition: Evidence from J apanese contexts. Oxford: Oxford University Press. 21-58. Tomiyama, M. (2009). Age and Proficiency in L2 Attrition: D
ata from Two Siblings. Applied Linguistics, 30(2), 253 - 27 5.
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References References
Yoshitomi, A. (1994). ‘The attrition of English as a sec ond language of Japanese returnee children.’ Ph.D. d iss. University of California. Los Angeles.
Yoshitomi, A. (1999). On the loss of English as a secon d language by Japanese returnee children. In L. Hans en (Ed.), Second language attrition in Japanese cont exts. Oxford: Oxford University Press. 80-111.
Yukawa, E. (1998). L1 Japanese Attrition and Regainin g: Three case studies of two early bilingual children. Tokyo: Kurosio Publishers.
Yoshitomi, A. (1994). ‘The attrition of English as a sec ond language of Japanese returnee children.’ Ph.D. d iss. University of California. Los Angeles.
Yoshitomi, A. (1999). On the loss of English as a secon d language by Japanese returnee children. In L. Hans en (Ed.), Second language attrition in Japanese cont exts. Oxford: Oxford University Press. 80-111.
Yukawa, E. (1998). L1 Japanese Attrition and Regainin g: Three case studies of two early bilingual children. Tokyo: Kurosio Publishers.
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References References
Webber, S., & Johnston, B. (2000). Conceptions of Information Literacy: New Perspectives and
Implications. UNESCO Journal of Information Science, 26, 6, 381-397.
Webber, S., & Johnston, B. (2000). Conceptions of Information Literacy: New Perspectives and
Implications. UNESCO Journal of Information Science, 26, 6, 381-397.
