Multicultural and Multiethnic Education in Japan

Autor/in	Nomoto, Hiroyuki
Titel	Multicultural and Multiethnic Education in Japan
Quelle	In: Educational Studies in Japan: International Yearbook, (2009) 4, S.53-65 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1881-4832
Schlagwörter	Foreign Students; Educational Needs; Public Schools; Nontraditional Education; Multicultural Education; Indigenous Populations; Special Programs; Global Approach; Cultural Maintenance; Language Minorities; Minority Groups; School Support; Educational Development; International Schools; Japan + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Public school; Öffentliche Schule; Non-traditional education; Alternative Erziehung; Multikulturelle Erziehung; Sinti und Roma; Sonderpädagogische Förderung; Globales Denken; Sprachminderheit; Ethnische Minderheit; Schulförderverein; Bildungsentwicklung; International school; Internationale Schule
Abstract	In Japan, the Ainu people have been living mainly in Hokkaido and many Koreans continue to live since the end of the World War Two. Since 1990's, the number of migrant workers has increased rapidly. In this sense, Japanese society has been multicultural and multiethnic. However, those minority groups have been strictly discriminated against in Japanese society and in schools, they have not been given opportunities to multicultural and multiethnic education. Against the ignorance of their culture and language, those minority groups established their own schools apart from existing school system to educate their children with pride of their own culture and language. Today those international and ethnic schools have an important role in providing foreign children with alternative education. Then, those schools have to be supported financially by the Government. The struggle of the Ainu people to establish their own school should be also supported by the Government, since the Ainu people have been recognized as an indigenous people by the Japanese Government. With globalization, the number of foreign students has rapidly increased in public schools. In order to respond to the educational needs of those children, the educational authorities have begun to provide them with special programs for teaching Japanese as a Second Language (JSL) and with native language instruction. Concerning JSL programs, the period of the program should be extended to more than 5 years. It is too short to develop cognitive/academic language proficiency (CALP). On the other hand, regarding the quality of JSL program, the content-based program has to be expanded instead of the program that develops only basic interpersonal communicative skills (BICS). Native language instruction for different cultural backgrounds should be implemented in every public school as quickly as possible if there is even one such student. (Contains 8 notes and 1 figure.) (As Provided).
Anmerkungen	Japanese Educational Research Association. UK's Building 3F, 2-29-3 Hongo, Bunkyo-ku, Tokyo 113-0033 Japan. Tel: +81-3-3818-2505; Fax: +81-3-3816-6898; e-mail: jsse@oak.ocn.ne.jp; Web site: http://www.soc.nii.ac.jp/jsse4/index-e.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10