第二言語としての日本語における学習言語能力の発達
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(2) 北海道教育大学紀要（人文科学・社会科学編）第60巻 第1号 JournalofHokkaidoUniversityofEducation（HumanitiesandSocialSciences）Vol．60，No．1. 平成21年8月 August，2009. Development of Academic Language Proficiency in JapaneseasaSecondLanguage OGAKyokoandABEJiro InternationalCenter，SapporoCampus，HokkaidoUniversityofEducation. 第二言語としての日本語における学習言語能力の発達. 大賀 京子・阿部 二郎 北海道教育大学 国際交流・協力センター 札幌枚. ABSTRACT Intoday’sworldoflinguisticandculturaldiversity，manyStudentsenrollinschooIswheretheirna− tivelanguagesarenotspoken．InJapan，thenumberofstudentswhohaveno／1imitedknowledgeof Japaneseisincreasingrapidly．Despitethesestudents’lowlevelsofproficiencyinJapanese，many. teacherstryprimarilytoresoIvenonlinguisticproblemsintheirclassroomswithoutmuchfocusonthe teachingofJapaneseasasecondlanguage（JSL）．. Inordertoensureequaleducationalopportunities，itisindispensableforschooIstoprovidestudents WitheffectiveJSLeducationanddeveloptheirconversationalskillsandacademiclanguageproficiency． ThisstudyaimstoinvestigatethecurrentsituationofeducationforstudentswhoneedJSLeducationin Japan，andproposesmeasuresforimprovingthequalityofeducationprovidedinschooIs． Aquestionnairesurveyofin−SerViceteachersidentifiedthefollowingproblems：（i）insufEicientexper− tiseamongmanyJSLteachers；（ii）alackofunderstandingofJSLeducationamongmainstreamteachers； （iii）alackofawarenessregardingthenecessityofacademiclanguageproficiencyamongmanyteachers．. WearguethatthislackofknowledgeandunderstandingofJSLdivertsteachers’focustothenon− 1inguisticissuesfacedbyJSLstudentsinclassrooms．Webelievethatteachertraininginstitutionsand localboardsofeducationshouldcollaboratetoprovidepre−SerViceandin−SerViceteacherswithtraining COurSeSOnJSLandJSLeducationinordertoraisethequalityofschooleducationforJSLstudents．. l．Introduction Intoday’sworldcharacterizedbylinguisticandculturaldiversity，manyStudentsenrollinschooIsin. Whichtheirnativelanguagesarenotspoken．InJapan，thenumberofforeignstudentswhohave. 87.
(3) OGAKyokoandABEJiro. no／1imitedknowledgeoftheJapaneselanguageisincreasingrapidly．AlthoughtheirlowJapaneselan−. guageproficiencyisoneofthemainreasonsforthedifficultiessuchstudentsfaceatschool，manyOf theirteachersareoftensooverwhelmedbyotherissues−includingthoserelatedtothepersonaland／or. Circumstantialproblemsandconcernsofthesestudentsorthoseoftheirfamilymembers−thattheytend toprioritizethesenon−1inguisticproblemsovertheteachingofJapaneseasasecondlanguage（JSL）in their classrooms．. Inordertoensurethattheseforeignstudentsreceiveequaleducationalopportunitiesastheir Japanesecounterparts，itisimperativeforschooIstoprovidethemwitheffectiveJSLeducationinorder todevelopnotonlytheirconversationalskillsbutalsotheiracademicJapaneselanguageproficiency．The aimofthepresentstudyistoinvestigatethecurrenteducationalsituationforstudentsneedingJSL. educationinJapan；mOreOVer，WeWishtoproposemeasurestoimprovethequalityoftheireducationin. JapaneseschooIs． Thispaperisorganizedinthefollowingway．InSection2，WeSurVeythecurrentsituationregarding JSLeducationinJapan．InSection3，WeCOmpareEnglishasasecondlanguage（ESL）educationinthe U．S．andJSLeducationinJapanandhigh1ightsomeproblematicareasinthecurrentJSLeducationsys− tem．InSection4，WerepOrtOnaqueStionnairesurveyconductedinthecityofSapporo，Japan，andprop−. OSefeasiblefacultydevelopmentprograms．InSection5，WediscussthereasonswhyschooIsinSappor appearproblem−freeandpotentialfutureproblemsoftheseschooIs，andproposestepsnecessaryforthe. developmentofJSLeducationinJapan．. 2．JSLeducationinJapan Inthe2007−08academicyear，therewere25，411foreignstudentsof6to18yearsofageneeding. JSLeducationinJapan−thelargestreportednumberinJapan’seducationalhistory．Insomeregions，loc−. alschooIshaveoflatebeenexperiencingasubstantialincreaseinthenumberofforeignstudentswho are not fluent enoughinJapanese to participatein classroom activities along with other Japanese−Speakingstudents． TheJapaneseMinistryofEducation，Culture，Sports，ScienceandTechnology（MEXT）statesthatit. isimperativeforschooIstogivecarefulconsiderationtoJSLeducationandtoprovideforeignstudents Withguidance，atthetimeoftheiradmittance，Onissuesconcerningtheirdailylifeandstudies．MEXT. proposesthefollowingfivepoliciesinconnectionwithprovidingsupporttoforeignstudentsinthe academicyear2008−09：. 1．OnethirdofthesalaryexpenditureforJSLteachersshouldbebornebythegovernment． 2．VariousprofessionaldevelopmentprogramsshouldbeimplementedforJSLteachers，SChoolprinci− pals，Vice−principalsandheadteachers． 3．Guidefbrfbreなnstudentstostartschool；ProceduresjbrenteringJL4）aneSeSChooIsshouldbepub− 1ishedanddistributedinsevenlanguages（English，Korean，Vietnamese，Filipino，Chinese，Portu− gueseandSpanish）． 4．Researchprojectstopromoteforeignstudents’entrytoschooIsshouldbeimplemented．. 88.
(4) DevelopmentofAcademicLanguageProficiencyinJapaneseasaSecondLanguage. ．“JSLCurriculuminschooleducation”shouldbepromotedandfacilitated．. However，nOtalltheabovepoliciesaresoughttobeimplementedacrossthecountry，Sincethe growthinthenumberofforeignstudentsneedingJSLeducation（henceforth“JSLstudents’’）variesby region．Someareasareimmigrant−denseregionswhereforeign−bornindividualsrepresentalargershare ofthepopulation．In2007−08，forinstance，therewere5，030students（19．8％oftheoverallJSLstudent bodyinJapan）inAichiPrefecture，WheremanyJapaneseBraziliansworkforsubcontractorsofthe. world−famousToyotaCorporation．1ManyMEXT−fundededucationprojectsforJSLstudentshavebeen implementedintheseregions，andmanyJSLeducatorsandlocalvolunteersareinvoIvedintheeduca−. tionofJSLstudents．. Ontheotherhand，therearealsoimmigrant−SparSeregionswheretheforeign−bornpopulationi. Smallanddispersed．Forinstance，68JSLstudents−0．27％ofallJSLstudentsinJapan−areSpread throughoutHokkaidointhecurrentyear，despitethefactthatHokkaidoformsasmuchas22％ofthe Wholecountry’sarea．Insuchregions，JSLstudents’educationhasnotbeentakenupasanurgentissue. thatrequlreSreSOlution． Inthiseraofglobalization，thenumberofJSLstudentsisexpectedtoincreaseacrossthecountry．. Accordingly，thegovernment，SChooIsandlocalcommunitiesmustbepreparedforafutureinfluxofJS. Studentseveninregionswheretheirnumbersarecurrentlylimited，andmusttakestepstoimprovethe qualityoftheireducation．. 3．EnglishasaSecondLanguage（ESL）intheUnitedStatesandJSLinJapan Withthesteadyincreaseinthenumberofstudentshavingno／1imitedknowledgeoftheJapanese. language，itisgettingobligatoryforschooIstoprovidetheseforeignstudentswithsomesortofJSL education．DespitetherapidincreaseinthenumberofJSLstudents，manySChooIsandin−SerViceschool teachersinJapanarenotequippedtoimplementaneffectiveJSLprogram．Inthissection，WeWilldis− CuSSthecurrentsituationofJSLeducationanditsproblemsbycomparingittoEnglishasaSecondLan− guage（ESL）educationintheU．S．. 3．l．DifferencesbetweenESLintheU．S．andJSLinJapan Asacountrycharacterizedbyitsdiversityoflanguagesandcultures，theU．S．hasalonghistoryof. ESL．TheU．S．SecretaryofEducation，MargaretSpe11ings，annOunCedinJuly2006thattheU．S．’s5．4m 1ionlimitedEnglishProficient（LEP）studentsweretheirfastest−grOWingstudentpopulation−OneOfev−. eryfourstudentsinthecountryisexpectedtobeaLEPstudentby2025．AsstipulatedbytheNoChild LdiBehindActof2OOl，SChooIsintheU．S．mustprovideLEPstudentswithaplannedESLprogramto. helpthemattainEnglishproficiencyandreachhigh1evelsofacademicattainmentinEnglish． InlinewiththegrowingresponsibilityoflocalgovernmentsintheareaofESLeducation，SOme. 1 Shizuoka（2，631students），Kanagawa（2，601students）andTokyo（1，913students）arealsoknownasregionswith. manyforeignstudentsneedingJSLeducation．. 89.
(5) OGAKyokoandABEJiro. StateSnOWrequireeducatorsinthefieldtoholdanESLcertificate．IntheStateofPennsylvania，forinst−. ance，theBureauofTeacherCertificationandPreparationatthePennsylvaniaDepartmentofEducation providedESLprogramspecialistguidelinesinJuly2002．Theseguidelinesrequirethatthefollowingbe compliedwith：（1）bythebeginningofthe2004−2005academicyear，allteachersinESLprogramsmust. haveacquiredaProgramSpecialist−ESLcertificatebycompletingthemandatoryapprovedtraining. program，and（2）fromthe2004−2005academicyearonward，allnewlyhiredteachersofESLprograms. mustcompulsorilyhavecompletedthemandatoryapprovedtrainingprogrampriortoemployment．Asa result，CandidatesfortheProgramSpecialist−ESLcertificateneedtohaveavalidPennsylvaniaInstruc−. tionalIorIIcertificateaswellasanESLcertificate．IntheStateofIllinois，therequirementsforobtain− ingapprovaltoteachESLareasfollows：（1）avalidIllinoisteachingcertificate，（2）ESLclinicalexperience equaltolOOclockhoursorthreemonthsofteachingexperiencewithESLstudents，and（3）creditstotal−. ing18semesterhoursdistributedamongareasinclusiveoflinguisticsandESLteaching． ThedemandfortraininginESLeducationcontinuestogrow．IntheU．S．aswellasinother. English−SpeakingcountriessuchasAustralia，Canada，U．K．andNewZealand，manyCOllegesanduniver−. SitiesprovidedegreeandgraduatecertificateprogramsforESLqualificationssuchasTeachingEnglish toSpeakersofOtherLanguages（TESOL）．TheabovepointsshowthatESLqualificationsandprofes−. SionalcompetencywithregardtotheteachingofESLarewellperceivedandneededintheeducational SyStemOftheU．S．. 3．2．GeneralsituationinJapan IncontrasttotheUnitedStates，JapanhasashorthistoryofJSLeducation．Inthepast，theoverall. numberofstudentswithlittleornoJapaneselanguageproficiencywascomparativelysmall，While SeCOnd−generationChinesereturnees，refugeesfromIndochina，andnikkeUin（second−generation Japaneseemigrants）formedamajorityofstudentsenrolledinJapaneseschooIs．Aturningpointcamein. 1990withtheenactmentofthepartialamendmentoftheImmigrationControlandRefugeeRecognition. Act．Atthattime，thenumberofimmigrantsandtheirchildrenhadincreasedrapidly，prOmptingMEXT. tostartinvestigatingthesituationofJSLstudentsneedingspecialassistancewiththeJapaneselanguage in1991．Sincethen，MEXThasincreasinglyrecognizedtheneedforJSLeducationinschooIs． Theimplementationofgovernmentmeasures，however，isstillinprogress．Forexample，tWOOfthe fiveMEXTproposalslistedinSection2（＃4and＃5）wereintroducedonlyrecentlyin2007．Intheareaof. JSLeducationforchildren，nOteaChingqualificationisyetrequiredinJapan．Moreover，eVentOday，ther arefewopportunitiestolearn／practiceJSLeducationatteachertraininguniversities．Althoughmany. academicinstitutionsofferJSLteachercourses，theseareintendedtointroduceteachingmethodsaimed. atadultJSL／JFLlearners．Inparticular，thenumberofteachertraininguniversitiesofferingJSLeduca− tioncoursesisverylimited．Tosummarize，thereisalmostnocoordinationbetweenschoolteachertrain−. ingandJSLteachertraininginJapan．. Inregardtoeducators，mOStin−SerViceteacherslackknowledgerelatedtoJSLteaching．Onthe. Otherhand，manyJSLteacherswithexpertiseinsucheducationdonothaveateachingcertificateand CannOtbeassignedtoschooIsasfu1l−timeteachers．Asaresult，thereareveryfewteacherswhounder− StandtheneedforJSLeducationintheirschooIs．Moreover，althoughsomein−SerViceteachersare. 90.
(6) DevelopmentofAcademicLanguageProficiencyinJapaneseasaSecondLanguage. assignedtoschooIsas“Japaneselanguageinstructors”bylocalboardsofeducation，theyrarelyhaveex−. pertiseinJSLeducationsincetheywerepreviouslymainstreamteachers．. 4．Currentsituationofforeign−StudenteducationinSapporo. InordertograspthecurrentsituationofJSLeducationinSapporo，WeCarriedoutaquestionnaire SurVeyatpublicschooIsinthecityfromJulytoSeptember2008．Thesurveyfocusedonthein−SerVice SChoolteachers’understandingofJSLeducation，theirknowledgeofsecondlanguageacquisition，their backgroundsineducation，andtheirneedfortraininginJSLeducation．. 4．l．Overviewofthesch001s In2008，306foreign／foreign−bornstudentsbetween6and16yearsofagewereenro11edinSapporo’s publicschooIs；Ofthese，253werefromabroad，85werereturneestudents，and28werechildrenof SeCOnd−generationChinesereturnees．SomeofthemspokeJapaneseasasecondlanguage，Whileothers SpOkeitastheirfirstlanguage．WeinvestigatedfourpublicschooIsinSapporo：tWOelementaryschooIs，a juniorhighschool，andahighschool．. Tablel：Basicinformation Totalstudents. Foreignstudents （JSLeducationprovided）. Elementary school A. 326. 20（2）. Elementary school B. 633. 14（1）. JuniorhighschooIC. 460. 11（1）. High school D. 310. Additionalteachers VolunteerJSL forJSLstudents instructors. 7（5）. 0. 1. 4. 0. ComparedtootherschooIsinSapporo，thesefourhadarelativelylargenumberofforeignstudents． ElementaryschooIAandJuniorhighschooICwerelocatednearHokkaidoUniversity，thelargestuni−. VerSityintheislandofIIokkaido，WheremanyparentsoftheJSLstudentsenrolledintheseschooIswere Visitingresearchersorgraduate／researchstudents．ElementaryschooIBandHighschooIDwerelocated. inacommercialdistrictinthecenterofthecity． InTablel，the“Foreignstudents’’columndoesnotshowjustthenumberofJSLstudents；itrepre− SentSthetotalnumberofstudentsofdifferentnationalities．Therefore，SOmeStudentsinthiscategory. WereborninJapanandspokeJapaneseastheirfirstlanguage．Thefiguresinparenthesesrepresentthe numberofJSLstudentswhospokelittleornoJapaneseandwereprovidedwithJapaneselanguage assistancethroughspecialclasses．Althoughthenumbersinparenthesesaresmall，itdoesnotnecessari−. 1ymeanthatfewJSLstudentsneededJapaneselanguageassistancebecausetheactualnumberof Studentswhohadproblemswithacademiclanguageproficiencywasunclear． 4．2．CharacteristicsofteachersinSapporo. TheteachersweinterviewedhadnospecialistknowledgeofJSLeducation，irrespectiveofwhether. 91.
(7) OGAKyokoandABEJiro. theyweremainstreamteachersor“Japaneselanguageinstructors．”Duetotheirlackofknowledgewith. regardtoJSLteaching，theseteachersdependedonregionalvolunteerJSLteacherswhotaughtthe JapaneselanguagetoJSLstudentsintheaforementionedspecialclasses．Ontheotherhand，theaddition− alin−SerViceteachersemployedinthecapacityof“Japaneselanguageinstructors’’usuallyassistedJSL Studentsinmainstreamclassesinateam−teaChingrole．Although halfofallteachersfeltthatitwas. necessaryfortheirstudentstoreceiveJSLeducation，theyregardedJapaneselanguageinstructionas merelyinitialassistancetohelpJSLstudentsadapttotheJapaneselanguage，Ortheteachingof“just. enoughJapanesetogetby．，，2TheVolunteerJSLinstructorswerethereforeexpectedtohelpJSL StudentsadapttotheJapaneselanguageandtoteachthemJapanesewritingsystemsandbasicconver− Sationalskillsirrespectiveofthestudents’academicproficiency．Asaresult，therewaslittleconnection. betweentheJapaneselanguageusedinthespecialclassesandthatusedinthesubjectsstudiedinthe mainstream classes．. Theteachers’1ackofrespectforacademiclanguageproficiencywasrelatedtotheirviewofchild languageacquisition．Forinstance，theytendedtothinkthatonceJSLstudentsacquiredBasicInterper− sonalCommunicativeSkills（BICS）fromdailyinteractionintheclassroom，theyspontaneouslyacquired academiclanguageproficiency，WhileCummins（1984）arguesthatitgenera11ytakesfivetosevenyears fornon−nativestudentstoacquireCognitiveAcademicLanguageProficiency（CALP）．Onthewhole，the. SChoolteachersshowedlittleinterestintheeducationofJSLstudentswithregardtoacademiclanguage proficiency，makingnodistinctionbetweenLl（firstlanguage）andL2（secondlanguage）acquisition．. Furthermore，SOmebelievedthatJSLstudentsnatura11yacquiredJapaneseinamannersimilartoLlac− quisitionsimplyfromexposuretoJapanese−Speakingenvironments．. Inthemainstreamclassrooms，theteachersgaveprominencetohelpingJSLstudentsgetalongwith theirJapanesecounterparts．Theysaidthatthatwasthebestwaytohavestudentsadapttoclassesand learnJapanesequickly．SuchanoutlookseemedtobeworkingintermsofBICS；thestudentsappeared toadapttotheclasses，andnoteachersreportedseriousissuesrelatingtotheforeignstudents’Japanese COmmunicationskills．However，SOmeforeignstudents−eSpeCiallythosefromthemiddletoupper grades−haddifficultyinunderstandingthemattertaughtintheirclasses，particularlyintheirJapanese languageandsocialstudiesclasses．Thesestudents，therefore，COuldnotbeassessedonthesamelevelas. theJapanesestudents． Inthissection，WeinvestigatedthecurrentsituationofeducationforforeignstudentsinSapporo．. Whilein−SerViceschoolteachersreportednoseriousproblemswithcommunicationbetweenforeign StudentsandJapanesepeople，SOmeSuChstudentshaddifEicultyintermsofacademiclanguageproficien−. Cydespitetheirbasiccommunicationski11swiththeirJapaneseclassmates．Schoolteacherswerefoundto havenoexpertiseinJSLeducationandnoknowledgeinchildlanguageacquisition，andwereunawareof theimportanceofprovidingJSLstudentswiththenecessaryeducationwithrespecttotheiracademic languageskills．. 2 Theterm‘‘JapaneselanguageinstruCtion”wasusedtorepresentJSLteachingin theinterview／questionnairebecause theteacherswerenotfamiliarwiththeterm‘‘JSL．”. 92.
(8) DevelopmentofAcademicLanguageProficiencyinJapaneseasaSecondLanguage. 5．DiscussionandConclusion TheprevioussectionsummarizedthecurrentsituationofJSLstudenteducationinSapporoand. high1ightedsomerelatedproblems．Itisfortunatethatthesystemseemstobeproblem−freeinSappor SChooIs，despiteanincreasingnumberofJSLstudents．Onequestion worth exploringiswhyschooIsin SapporodonothavetheproblemswithJSLeducationthatschooIsinimmigrant−denseregionsdo．. Therearefourpossiblereasonsfortheabove．Firstly，JSLstudentsinSapporoarelikelytoente. SChooIswithatleastsomepriorknowledgeofJapanese．Thisisduetotheirexposuretothelanguageat kindergartenornurserylevel，WhichhelpsthemlearntheJapaneseskillsnecessaryforbasicoralcom−. municationbythetimetheyenterelementaryschool．. Secondly，manyJSLstudentsinSapporoenterschoolataveryyoungage，beingenrolled，OnaVer− age，inthefirsttothirdgrades．Hence，thereisnotmuchdifferencebetweenthelinguisticskillsofJSL. Studentsandnativestudents，WhichcouldbeafactorthathelpsJSLstudentsgetalongwiththeirnative COunterpartSatSChool． Thirdly，manyJSLstudentsstayinSapporoforrelativelyshortperiodsoftime（2−3yearsonaver− age）andreturntotheirhomecountriesbeforeanyseriousacademicdifficultiesemerge． Fourthly，SOmeparentSOfJSLstudents，eSpeCia11ythoseenrolledinElementaryschooIAandJunior. highschooICinTablel，havegoodacademicbackgroundsandworkascontractresearchersatSapporo universities．Theseparentsarelikelytocreateahomeatmospherethatisveryconducivetolearning． However，ifthenumberofJSLstudentscontinuestogrowandtheiragesaswellaslinguistic，Cultu− ralandsocialbackgroundsbecomemorevariedinthefuture，SapporoschooIsmayencountertheprob− 1ems outlined below．. SchooIsinSapporolackthemanagementexpertisethatwouldallowthemtoacceptandmanagea highernumberofJSLstudentsandcoordinatetheirJSLeducation．TheyoftenreceiveJSLstudentswho. Seekadmittancetolowerelementaryschoolgrades．However，mOStelementaryandjuniorhighschooIs. inSapporolacktheexperienceandstrategyrequiredtoacceptJSLstudentsatthemiddle−gradelevel， i．e．，thoseagedlO−14，WhopossessnoknowledgeofJapanese．SchooIsinwhichnolanguageisusedthat. CanSerVeaSamediumofcommunicationbetweenJSLstudentsandteacherscouldfacemoreserious. problemswithregardtoJSLeducation．Asthequestionnairesurveyshowed，SapporoschooIsalsohave Shortageofin−SerViceschoolteacherswhoareprofessionallytrainedtoprovideJSLeducation．Ifthe. numberofJSLstudentsgrowsonacitywidescale，thelackofJSLeducationknowledgeamongschool teacherscouldcauseproblemswiththeacceptanceofJSLstudentsbySapporoschooIs． Further，SapporoschooIsdonothaveexperienceindevelopingtheacademicandformallanguage fluencyofJSLstudents．Thisproblemmaybecomeexacerbatedinthefuture，Sincethein−SerVice. teachersweinterviewedwerenotevenawareofthenecessityofsuchfluency．Thisfactormayproveto beanimpedimentintheemploymentprospectsofJSLstudentsgraduatingfromtheseschooIsinthefu− ture．. InordertoprepareschooIsandeducatorsinJapanforafutureincreaseinthenumberofJSL Students，WeprOpOSethefollowingsteps． First，itissuggestedthateachin−SerViceschoolteacherandschoolprincipalparticipatein. 93.
(9) OGAKyokoandABEJiro. Short−termfacultydevelopmentprogramsonJSLeducationofferedbylocalboardsofeducationoruni− VerSities．Thiswouldservetoprovidethemwithopportunitiestolearnthefundamentalconcepts，praC−. ticesandservicesthatshouldbeprovidedtoJSLstudentsatelementaryorsecondaryschoollevel．Itis equal1yimportantforteachersofmainstreamsubjectsotherthanJSLtopossessabasicunderstanding OftheprocessofJSLlearningwith regardtoforeign students． Second，itisimportantforuniversitiestoofferdegree／certificateprogramsonJSLeducationorre− 1atedareasandmakethemavailabletoallin−SerViceschoolteachers．Webelievethatthiswillbepossi−. bleiflocalboardsofeducationandschoolprincipalssupportandencouragetheirin−SerViceschool teacherstoobtaindegreesorcertificatesiftheywishtodoso． Third，aSthedemandforJSLeducationinschooIsgrows，itisnecessaryforteachertraininguniver− SitiesinJapantooffercompulsorycoursesonJSLeducationforstudentsenrolledinbachelor’sormas− ter’sdegreeprogramsinsubjectteachertraining．EducationforJSLstudentsinschooIswillonlybesuc−. CeSSfulifallteachersacquireabasicknowledgeofJSLeducationandparticipateiniteitherdirectlyor indirectly，andteachertraininguniversitiesarethebestplacestocombinesubjecteducationandJSL education． Fina11y，COllaborationshouldbeestablishedbetweenteachertraininguniversitiesandlocalboardsof educationtoraisethequalityofJSLeducationintheirrespectiveregions．Teachertraininguniversities Shouldfunctionascenterstofosterbothpre−SerViceandin−SerViceschoolteacherswhoareequippedto. meetthedemandsofanewglobaleracharacterizedbyadiversityofculturesandlanguages．. Acknowledgements AnearlierversionofthisarticlewaspresentedatthesecondPacific−rimConferenceonEducation. （October2008，IllinoisStateUniversity，USA）．Wearegratefultoaudiencemembersfortheirfeedback．. Wewishtothanktheschoolteachers，JSLinstructors，SChoolprincipalsandheadteachersofthefour. SurVeyedschooIsfortheirparticipationinthisstudy．WearealsoindebtedtotheSapporoCityBoardof EducationforarrangingourvisitstothefourschooIsandprovidingdataontheeducationofforeign StudentsinthecityofSapporo．. Re鮎rences Cummins，J．1984．Bilin卯Iikmand5如cialEducation：hsuesinAssessmentandPedkw幻′．Clevedon：MultilingualMatters． Cummins，J．andM．Swain．1986．BilingualisminEducation．NewYork：Longman． Kawakami，Ⅰ．2007．PerspectivesofUnderstandingofJapaneseLanguageProficiencyofJSLChildrentoTeachingPractices： SignificanceandImplementationof‘‘JSLBandscales：’InProceeding苫qflhternationalCo7そ々renceontheLangu（聯Educa− tionjbrChild7VnCrossingBorde73．GSJAL，WasedaUniversity．. Websites ESLRequirements＆Providers．PennsylvaniaDepartmentofEducation．30Mar．2009． 〈http：／／www．teaching．state．pa．us／teaching／cwp／view．asp？a＝7＆Q＝77360＆esINav＝〉. 94.
(10) DevelopmentofAcademicLanguageProficiencyinJapaneseasaSecondLanguage. NihongoshidoguHitsり′OnaGaihoktdi7didoseitonoUheireJokyo［ThesituationofacceptanceofforeignstudentsneedingJSL education］．MinistryofEducation，Culture，Sports，ScienceandTechnology．30Mar．2009． 〈http：／／www．mext．go．jp／b＿menu／houdou／19／08／07062955／001／00l．htm〉． ．＼￣′／〃りJgrJ∫／J′（ルg〟〃′／叫l…J（J（ノ（J沌「血JルJノんれ∫（・′／「り川JⅥ（・汗りrJ小・「りJ（J（ルタJ油川∫JげJJ（ソ川∫（り且・h・′ノ〃〃r〃（J両ノ川〟（・片々〟JJ油JJ′／（・．. ［ReportontheresultsofresearchonthesituationofacceptanceofforeignstudentsneedingJSLeducation （2006−2007）］．MinistryofEducation，Culture，Sports，ScienceandTechnology．30Mar．2009． 〈http：／／www．mext．go．jp／b＿menu／houdou／20／08／08073011／001．htm〉．. NoChildLeftBehind．USDepartmentofEducation．30Mar．2009． 〈http：／／www．ed．gov／nclb／1anding．jhtml？src＝pb〉．. RequirementsfortheEnglishasaSecondLanguage（ESL）Approval．IllinoisStateBoardofEducation．30Mar．2009． 〈http：／／www．isbe．net／certification／htrnl／esl＿apprOVal．htm〉．. SecretarySpellingsAnnouncesPartnershipwithStatestoImproveAccountabilityforLimitedEnglishProficientStudents． July27，2006．USDepartmentofEducation．30Mar．2009． 〈http：／／www．ed．gov／news／pressreleases／2006／07／07272006．html〉．. （大賀 京子 国際交流・協力センター主任センター員／札幌校准教授） （阿部 二郎 国際交流・協力センター主任センター員／札幌校准教授）. 95.
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