Qualitative research of the development of biliteracy in international children with Japanese mothers

本研究从儿童学习两种语言的过程涉及亲子合作和口译的角度出发，通过对居住在德国的德国-日本家庭同时双语儿童的案例研究，研究了双语能力的发展。从日记、实地考察和德语和日语语言测试中获得的数据进行定性分析后发现：1)给儿童读书或儿童自己读书以及完成地方学校和补习学校布置的家庭作业对培养双语能力至关重要。2)孩子们在学校使用的德语方面的能力水平与同龄的其他孩子一样高，而日语作为传统语言的发展则较慢。通过对两种语言的叙事构成的分析，可以看出两种语言在叙事内容和故事组织上的相似性，但在叙事表达的丰富性和恰当性上存在差异。

This research,undertaken from the perspective that the process by which children learn two languages involves parent-child collaboration and interpretation,examined the development of biliteracy using case studies of simultaneously bilingual children from German-Japanese families residing in Germany. Qualitative analyses of data obtained from diaries, fieldwork, and language tests in German and Japanese revealed the following:1) Reading books to children or children reading by themselves and performing homework assigned by local and supplementary schools were central to fostering biliteracy.2) Children had as high a level of competence in German,the language used at school,as did others in their age group,whereas their development of Japanese as a heritage language was slower.Analysis of narrative compositions reflected similarity of their content and story organization in both languages,whereas the richness and appropriateness of their expressions differed between the languages.