By Asako Yamada-Yamamoto, Brian J Richards
Bring up in overseas enterprise transaction has caused the transitority migration of eastern households to many nations. this article examines the actual linguistic, cultural and academic implications of transitority place of abode out of the country from the viewpoint of pros within the fields of schooling, language acquisition and bilingualism, and from eastern humans themselves. The e-book makes a speciality of the upkeep of the japanese language and the purchase of English, yet includes very important insights into bilingualism and schooling in lots of different contexts.
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Additional resources for Japanese Children Abroad: Cultural, Educational and Language Issues (Bilingual Education and Bilingualism)
Example text
It is not the case that Japanese pupils have enormous problems in British schools, but some aspects of British schools are difficult for them. We identified four areas of dissonance: • in understanding the role of talk and silence in the classroom; • in the relative importance placed on knowledge and skills for learning; • in expectations of academic achievement and educational aspirations; • in notions of cultural identity. In every case, we looked at both the Japanese and the British perspectives on these issues.
For school-aged children the picture is very similar: approximately 81% speak to their parents only in Japanese at home; 15% use some English and 3% use mainly English. As for the language spoken between the children at home, both pre-school and school-aged children tend to use English more with their brothers and sisters than with their parents. Other findings of the survey showed that regarding the relationship between the length of stay and the language spoken at home, there is no significant correlation between these two variables, and there are many children who are using only Japanese at home even after 10 years' stay in the UK.
A child who is a temporarily resident in another country and acquiring a second language is no more and no less at risk of this sort of problem than any other child. I want to make it clear that I would not normally expect us to come across language impaired Japanese children and I do not intend in this chapter to deal with specific cases of Japanese children with language impairment. Instead, I would like to discuss the difficulties therapists encounter when it comes to identifying children with language impairment and with assessing them and helping them afterwards.