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

本研究以居住在德国的德日双语家庭中的儿童为研究对象，从儿童学习两种语言的过程涉及亲子合作和解释的角度，探讨了两种语言能力的发展。对日记、田野调查和德语和日语语言测试中获得的数据进行定性分析，结果如下：1）给孩子们阅读书或孩子们自己阅读书并完成当地和补充学校布置的家庭作业是培养双语能力的核心。2）孩子们在学校使用的德语方面的能力与同龄人一样高，而他们作为传统语言的日语发展较慢。对叙事作品的分析反映了两种语言的内容和故事组织的相似性，而其表达的丰富性和适当性在语言之间是不同的。

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.