The method and results of Chongryun Schools' Korean p-Japanese bilingual education in Kyoto City

本研究试图探讨清伦学校传承语文教育的方法与成效。这些学校的学生现在已经是第三代、第四代和第五代，他们的母语是日语。因此，清联学校的教育是全国最大的浸入式和双语方案。本研究以Hamers和Blanc（2000）的双语和双语习得模式为理论框架，对京都市及其周边地区的四所幼儿园进行了民族志研究。（Hamers，J. F.和Blanc，M. H. A.（2000年）的第10/2000号决议。Bilinguality and Bilingualism，第二版。剑桥：剑桥大学出版社。）本研究针对以下问题：（1）在幼儿园阶段，清联学校正在实施什么类型的浸入式教育？（2）单语日语者以何种速度和顺序成为韩语和日语的双语者？对于问题（1），研究揭示了 关于我们 由“日常事务”扮演的重要角色（即，点名、查看日期和天气、早晨问候和锻炼、午餐和告别）。它还注意到将大量韩国投入幼儿园其他领域教育的课程（“观察蔬菜”、“韩国摔跤和掰手腕”课程）以及创造儿童输出机会的课程（“捉迷藏”、“叙事”和“原创游戏表演”课程）。关于问题（2），儿童的韩语习得过程以三个年龄组（3岁、4岁和5奥尔兹）的代表性能力的形式，作为四个样本个体的纵向进展，并从个体和班级间差异的角度进行描述。孩子们在幼儿园第一年的冬天开始使用韩语，在第二年发展韩语短语和句子的分析知识，并在第三年能够讲述一个长而语法正确的独白。少

This study tried to investigate the method of Chongryun schools' heritage language education as wall as its results. Students in these schools are now the third, fourth and fifth generations and speak Japanese as their mother tongue. Therefore, the education of Chongryun schools is the nation's largest immersion and bilingual program. This study used Hamers' and Blanc's model (2000) of bilingualism and bilingual acquisition as its theoretical framework and conducted an ethnographic study of four kindergartens in Kyoto City and its vicinity. (Hamers, J. F. and Blanc, M. H. A. (2000). Bilinguality and bilingualism, Second edition. Cambridge : Cambridge University Press.)This research addressed the following questions : (1) What type of immersion education is being conducted in Chongryun schools at the kindergarten period? ; and (2) At what speed and in what order do monolingual Japanese speakers become bilinguals of Korean and Japanese? As for question (1), the research revealed the sign … More ificant role played by 'daily routines' (i.e., calling the roll, checking the date and the weather, morning greetings and exercises, lunch, and leave-taking). It also noted lessons which incorporated much Korean input into kindergarten education of other areas (lessons of 'observation of vegetables', 'Korean wrestling and arm wrestling') as well as lessons for generating children's output opportunities (lessons of 'hide-and seek', 'narrative' and 'original play performance'). Regarding question (2), the children's Korean acquisition procedure was described in the form of the representative abilities of the three age groups (3-, 4- and 5-year olds), as four sampled individuals' longitudinal progressions, and from the perspectives of individual and inter-class variability. Children start producing Korean during the winter of their first year in the kindergarten, develop analyzed knowledge of Korean phrases and sentences in the second year, and can narrate a long and grammatically correct monologue in the third year. Less