Comparative Study of the Early Start of English and Second Language Education in Japan and Korea

基于在韩国、中国和台湾的实地考察，在最终报告中发表了几篇研究论文。关于韩国，与英语教育起步较早密切相关的《英语村》报道和两篇关于日语教育实际情况的采访文章出现在最后报告中。关于中国，一位调查员(李)详细介绍了东北朝鲜族自治区外语教育的运动中国。关于台湾，一个研究小组(以Shozawa为首)通过对收集的数据的分析，明确了土著语言是如何被纳入官方教育体系的。所有这些都是通过田野调查的最新资料进行的讨论。在研究过程中，一些外国研究人员对我们的项目表现出了兴趣，我们可以从他们那里获得有价值的信息和讨论。包括他们在内的许多合作研究人员参与了最终报告，内容涉及韩国小学英语教师培训、韩国日语教科书内容分析、日本英语教育改革运动、日本一所双语学校的案例研究以及日本一所小学的外语教育实践。此外，还有两篇论文发表在学术期刊上。应该根据每个国家或地区的适当性来考虑英语早期开始的实际运动，而不是从全球主义的反映来考虑。韩日两国英语和第二外语教育起步较早的问题是如何实现语言教育的公共性。有关语言教育的政策和实践可以看作是对它的斗争。

Based on the field works in Korea, China and Taiwan, several research papers were published in the final report. Concerning Korea, a report about 'English Village' which is closely related to the early start of English education and two articles by interview on the actual situation of education of Japanese language are in the final report. Concerning China, an investigator(Lee) introduced in detail the movement of foreign language education in the Korean autonomous region in the north-east China. Concerning Taiwan, a research team(Shozawa as head) made clear how the indigenous language is taken into official education system by the analysis of collected data. All of these are discussion from latest information through field work. They show the complex relation between foreign language and social circumstances in each country or region.In the process of research, some foreign researchers showed interest on our project, and we could get valuable information and discussion from them. Including them, quite a few collaborative researchers contributed to the final report with their papers, which dealt with, for example, the elementary English teacher training in Korea, content analysis of Japanese language textbook in Korea, movement of English education reform in Japan, case study of a bilingual school in Japan and practices of foreign language education in an elementary school in Japan.Besides final report, two papers were published in academic journals. The actual movement of the early start of English should be considered with the properness of each country or region rather than by the reflection of globalism. The problem of the early start of English and second foreign language education in Korea and Japan is how to realize the publicness of language education. The policies and practices concerning language education can be seen as struggles for it.