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

根据在韩国、中国和台湾的实地工作，最终报告中发表了几篇研究论文。关于韩国，在最后的报告中，有一篇与英语教育起步较早密切相关的“英语村”的报告，以及两篇关于日语教育实际情况的访谈文章。关于中国，一位调查员（Lee）详细介绍了中国东北朝鲜族自治区的外语教育运动。关于台湾，一个研究小组（Shozawa担任组长）通过分析收集的数据，明确了土著语言是如何被纳入官方教育体系的。这些都是通过实地考察，结合最新资料进行的讨论.在研究的过程中，一些国外学者对我们的课题表示出了浓厚的兴趣，我们可以从他们那里得到有价值的信息和讨论。包括他们在内的多位合作研究者为最终报告撰写了论文，如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、日本双语学校的案例研究以及日本小学外语教育的实践。在学术期刊上发表了两篇论文。英语早期发展的实际动向应结合各国或各地区的实际情况来考虑，而不是全球化的反映。韩国和日本的英语和第二外语教育起步较早，面临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被看作是争取语言教育的斗争。

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.