Mother Tongue Education for Linguistically Minority Children in Japan and the United States

在多语言社会中，学校面临着一个关键的挑战；那就是应该用什么语言(S)来教育语言与学校语言不同的孩子。这是一个教学语言政策的问题，它反映了教育学和政治学的双重重要性。教育的核心问题是：用学生的第一语言(S)和更广泛的交流语言的各种组合进行教学会产生什么后果？这个问题集中于教学语言作为学生学科内容学习、语言学习和学校整体表现的一个因素的重要性。政治方面集中于教学语言政策在塑造不同社会群体之间的权力关系方面的重要作用。在我们的研究中，我们通过对以下问题的调查，探索了日本和美国教学语言政策的教学和政治视角：-学校教学语言的政治学；-美国语言少数民族学生的语言教育政治学；-种族和母语教育；-日本高中的母语教育；等等。

In multilingual societies, schools face a critical challenge ; that is, what language(s) should be used to educate the children whose languages are different from the school language. This is a question of medium-of-instruction policies, which reflect the dual importance of pedagogy and politics.The central pedagogical question is: what are the consequences of instruction in various combinations of students first language(s) and languages of wider communication? This question focuses on the importance of medium-of-instruction as a factor in students' subject-content learning, language learning, and overall school performance.The political aspect focuses on the important role of medium-of-instruction policies in shaping relationships of power among different social groups. They are choices about how to distribute linguistic resources and about what value to attribute to linguistic forms and policies.In our study, we have explored pedagogical and political perspectives of medium-of-instruction in policies in Japan and the United States by investigating the following issues :- Politics of Medium-of-Instruction in Schools ;- Politics of Language Education to Linguistically Minority Students in the United States ;- Ethnicity and Mother Tongue Education ;- Mother Tongue Education in a High School in Japan ; and so on.