A Study on Japanese Acquisition, Education and Support in the Multilingual Environments

我们利用小组成立的日本多语言协会，在日本和海外进行了多项研究并发表了报告。我们还举办了一个关于同时多语言学习支持的国际研讨会，作为我们研究的延伸。以下是我们整体研究的总结：多语（他加禄语、英语、韩语、葡萄牙语、西班牙语和汉语）环境下日语习得的真实状态从以下几个研究观点(1)一人一语一环境-语言假说，(2)优势语言和思想语言，(3)多语者语言感知的过渡效应，(4)语言近因和语言选择，(5)接触情境下的语言使用，(6)多重身份；(7)位置大小写标记；(8)时态和方面。我们在韩国、中国和日本举行了一次国际研讨会，讨论和总结了三国同时进行多语种学习及其项目的现状。这样的项目可以成为日本新教师教育项目的一部分。

Taking advantage of Japanese Association of Multilingualism established by our group, we have conducted and reported a number of researches in Japan and overseas. We have also held an international symposium on Simultaneous Multilingual Language Learning Support as an extension of our research.The following is a summary of our research as a whole:1. The real state of acquisition of the Japanese language in multilingual (Tagalog, English, Korean, Portuguese, Spanish and Chinese) environments was made clear from various points of research views such as (1) one person-one language and one environment-ore language hypothesis, (2) dominant language and thought language, (3) transition effects on multilinguals' perception of their language, (4) linguistic recency and language choice, (5) language use in contact situation, (6) multiple identities, (7) locative case marker and (8) tense and aspect.2. The status quo of simultaneous multilingual language learning and its program in Korea, China and Japan was discussed and summarized in an international symposium we held. Such program can be part of a new Japanese teacher education program.