5º
ENCUENTRO INTERNACIONAL DE
EDUCACIÓN INICIAL Y PREESCOLAR
25, 26, 27, 28 - MAYO 2005
|
Bilingualism of Early and Preschool Age Children and Bilingual Education - The case of Prof. Masako Kamijo Introduction I� Theory of bilingualism for analysis 1. Width of bilingualism on definition of Pennant form 2. Subordinate category of bilingualism� II� Social and educational situations of bilingual
education in 1. The social situation of bilingual education
for the Japanese children in �2. The educational situation for bilingual in
III�� The state of bilingual education for early and preschool children� 1. Bilingual institutions for early and pre-school children: 0~6 years old 2. The case of Maya nursery school 3. Teachers 4. Curriculum 5. Teaching method 6. Educational materials 7. Assessment of infants’ learning English conversation IV �Teacher education 1. Institutions 2. Societies, Research institutions and groups for English education of pre-school: over 20 organizations 3. Assessments: English licensing examination for children, Contests V� Cases of continuing bilingual education of early and preschool children 1. Teaching English in Synthetic learning subject from the 3rd grade (8 years old) in Elementary School 2. English classes for children resided abroad in elementary schools 3. Junior high school, high school, special school, university� �� 4. English schools or Juku�� 5. English schools abroad VI �Analysis of bilingualism of the children (by theory of bilingualism) 1. The case of Maya Nursery School 2. The case of international schools and bilingual schools� 3. The cases of English school abroad and Inter-cultural
exchange activities in VII� Prospect for bilingual education 1. Bilingual social situation: Promoting internationalization and IT 2. Bilingual educational situation: 3. Bilingual education for early and preschool children 4. Future prospect of infants to master English or to become bilinguals Conclusion Appendices References Bilingualism of Early and Preschool Age Children and Bilingual Education - The case of Introduction With the policy of 1974 Internationalization of Japan, raising international bilingual persons was focused in education.� Since then Japanese children were encouraged to learn foreign languages, especially English.� At present, English education and bilingual education for preschool children are carried out in many nurseries, kindergartens and business schools. This study researches on bilingual education and bilingualism of Japanese early and preschool children in view of social and educational situations, which affect greatly on their bilingual education and bilingualism. Subordinate category of bilingualism as the theory of bilingualism is presented to analyze the children’s bilingualism.� It is necessary to locate the bilinguals into the subordinate category of bilingualism in order to see their degree of bilingualism. �Subordinate category of bilingualism defines how a bilingual experienced the learning process and how is the bilingual’s language competence of the two languages.� There are 3 categories in the Subordinate category of bilingualism. 1) Simultaneous bilingualism and Sequential bilingualism are to see bilingualism from the standpoint of time how two languages are mastered when and in what order.� 2) Compound bilingualism and Coordinate bilingualism are to see bilingualism from the standpoint of that stimulus words considered to be synonym in two languages, each of which arouses what content of meaning in bilingual.� 3)� Equilingualism, Ambilingualism and Dominant bilingualism are seen from the view that if there is superiority or inferiority between two languages in comparison to the bilingual’s language competence of two languages. The study examines 1. Social and educational
situations for bilinguals in I� Theory of bilingualism for analysis �Definition of bilingualism-bilingual 1. �Width of bilingualism on definition of Pennant form Among many definitions of bilingualism, the most narrow sense definition as the smallest width bilingual can be considered that “Two languages can be controlled like a mother language speaker” (Bloomfield,1933, p.56).� The most broad sense definition as the starting point and the largest width of bilingual is that “A speaker of one language completes by another language, and it is the point of managing meaningful speech such as anyone can be called a bilingual if only a speaker says hello.”(Haugen, 1953, p.7 [Quatd from Baetens Beardsmore,1982]). The bilingual definitions of “To use two languages alternatively”[Weinreich,1953, p.1] and “two or more languages are used by the same person”[Mackey, 1962, p.52] exist between the above two width is called the width of bilingualism on definition of pennant form.� It will be appropriate definition to place bilingualism and bilingual around the center of the pennant form bilingualism.� Bilingualism means “to have competence for using two languages”.� Bilingual is “the person who have competence for using two languages” (Yamamoto, pp 7-8). 2. �Subordinate category of bilingualism� Personal bilingualism is the frame-work of bilingualism focused on bilingual individuals such as how a bilingual experienced the learning process and how the bilingual’s language competence of two languages is.� It is necessary to locate the bilinguals into subordinate category of bilingualism in order to see their degree of bilingualism.� 1) Simultaneous bilingualism, Sequential bilingualism �� These subordinate categories of bilingualism are to see bilingualism from the standpoint of time how two languages are mastered when and in what order. Simultaneous bilingualism� A person who is given an opportunity to come in contact with two languages in his infancy, with which he acquires both languages at the same time to become bilingual.� For example he was born in the family where each parent uses a different language at home and he was brought up to be a bilingual by listening to two languages.����� Sequential bilingualism� A person, who comes to contact with the second language about 3 years old at the stage of the first language learning process, acquires two languages to become a bilingual. 2) Compound bilingualism, Coordinate bilingualism �� These subordinate categories of bilingualism are to see bilingualism from the standpoint of that Stimulus words considered to be synonymous in 2 languages, each of which arouse what content of meaning in bilingual. Compound bilingualism Stimulus words arouse the same content of meaning in bilingual even when either word is expressed. For example, “house” in English and the Japanese word of house “ie” arouse from the same object.� The bilingual is the person who mastered the second language as a foreign language in school education. Coordinate bilingualism� The bilingual arose different content of meaning in two different words.� For example, “house” and Japanese word of house “ie” arouse from the different object.� The bilingual is the person who adapted into the culture of the region where a different language of the mother language is spoken and mastered the second language without depending on the mother language.� According to Ervin and Osgood, this type of bilingual is a genuine bilingual (Yamamoto, p.13). 3) Equilingualism, Ambilingualism, Dominant bilingualism This subordinate category is seen from the view of that if there is superiority or inferiority between two languages in comparison to the bilingual’s language competence of two languages.� Equilingualism or balanced bilingualism.� Language competence of two languages of bilingual are balanced between two languages and there is no difference of language competence between two languages.� This does not mean that each language can be the same language competence of the monolingual mother language.� There is a possibility of having a special feature which is “deviation from mother language” [Baetens Beardsmore, 1982, p.9].� Ambilingualism� The bilingual has an ideal bilingual competence, he has not only balanced language competence of two languages but also has the same language competence of each language as the monolingual mother language [Halliday, 1968].� This case is almost rare (Yamamoto, p.17). Dominant bilingualism� There is superiority or inferiority language competence between two languages of the bilingual. II �Social and educational situations of bilingual
education in 1. �The social situation of bilingual education
for the Japanese children in The policy regarding bilingual education is “International
Exchange in Culture, Arts and Science of 1974”, which was
proposed for internationalization of The main measure of the policy is to educate
international persons. With the economic development from the
1960s, Japanese people came to face problems in international
business.� This brought Since then, the education for bilingual (Japanese and a foreign language) came to be focused in schools and society in large.� In practice, teaching English in secondary schools and Universities came to focus on communicative English, English teaching was introduced in elementary schools as the subject of Synthetic learning, the subject of Oral communication was introduced in high schools and multifarious English schools for all ages became popular especially in early and preschool children.� IT (Information Technology) was focused in schools by the policy of “Education for the 21st century of 1986”. �Using computers by the installment of computers in schools improved learning foreign languages of children, especially English as the word for handling computers. �The computer is installed in early and preschools and these children are learning English by using the computer. 2. �The educational situation for bilingual in
1) Kind of institutions to teach English or to
be bilinguals in �� Major early and preschool institutions which come under the national administration are the nursery and the kindergarten.� The nursery comes under the Ministry of Welfare and the kindergarten comes under the Ministry of Education and Science.� Thus it is necessary to see if the nursery and the kindergarten could teach infants English or not by finding out from Nursing Guide of the Ministry of Welfare and Kindergarten Course of Study of the Ministry of Education and Science.� � Nursery school Nursery school is the welfare facility of children who lack nursing, which aims to nurse babies and infants based on the Child Welfare Act.� The Nursery Nursing Guide of the Child Welfare Act consists of 11 Articles. Article 1: General rules and Article 2: Development of children.� General rules are principle of nursing, which explains the nursing purpose, nursing method and nursing environment and basic course, which explains the aim and contents and nursing plan.� Development of children states the relation between children and adults, development of children themselves and children’s life and aiding children’s development. Regarding the nursing method, Article 2 states the necessity “to recognize differences of cultures and to educate to respect each other” accords to teaching English and foreign culture. Kindergarten �Kindergartens follow the Kindergarten Educational Course Guidance of the Ministry of Education and Science, which consists of 3 articles.� Article 1 is General rules, which states the Basis of Kindergarten Education, Purpose of Kindergarten Education and Organization of Educational Curriculum.� Article 2 is Aim and Content, which states health, human relations, environment, language and expression.� Article 3 is important notices for making teaching plan. � �Kindergarten aims “to develop rich sensitivity through various experiences and to train children their creativity fully” (Article 1, General rules, Article 2, Aim), which accords with teaching English. III ��The state of bilingual education for early and preschool children 1. �Bilingual institutions for early and pre-school children: 0~6 years old There are surprising many multifarious English teaching institutions for early and pre-school children, which offer English courses from 0~6 years old nationwide.� These are roughly categorized into public and private schools, child day care centers, nursery schools, kindergartens, play groups, international schools, bilingual schools, immersion schools and business English schools. 1) Pre-schools and kindergartens (0~6 years old), which offer children English courses over 2 hours a day and over 2 days a week, are about 140� (P.198, ALC, 2004). �These schools include many international schools, bilingual schools and immersion schools. 2) International schools offer English teaching by bilingual or Immersion education to children. �Majority of these schools give consistent education from nursery, kindergarten, elementary, lower secondary and high schools and accept children from 3 years old to 6 years old in nursery, kindergarten.�� 3) Bilingual schools, Immersion schools �� Immersion education is the educational form,
which was adopted first in �� Immersion schools nurse infants in English with plays and games by Japanese and foreigners.� The preschool aims to educate children (1~6 years old) freely by caring their curiosity and respecting their independence (Starlight English Immersion pre-school, p.213, ALC, 2005). 4) Immersion private pre-education schools attempt to bring up bilinguals of English and Japanese to children (2~6 years old) by teaching major subjects in English.��� 5) Business English schools: English schools (0~6 years old) which have average 50 chain schools nationwide are counted as 23 at present. 2.� The case of Maya nursery school, where the writer visited Maya Nursery school is Social Welfare Foundation with the principal of nursery, the vice principal, 19 nurses, 5 special lecturers (for English conversation, singing, plastic arts, sport called Shorinken, computer class), 5 welfare members and 3 persons in charge of cooking lunch.�� There are 150 infants of which 11 are 0~11 months, 15 are 1 years olds, 3 are 3 years olds, 33 are 4 years olds and 37 are 5 years olds.� Teaching English conversation was introduced in 2003 to 4 and 5 year old infants on Wednesdays for 45 minutes by a native English speaker who was been sent from Business companies of English teaching such as ECC Junior or Japan International Educationists Center.� The purpose of teaching English conversation to 4 and 5 years old infants is to give broad experience for infants who have every possibility, which accords with one of the aim of the nursery school that the nursery school encourages infants their various interests through coming in touch with many abstract phenomenon. � �1) �Atmosphere The nursery was well organized in terms of the building, playground, classes including computer room and cooking room.� Nurses joined the English conversation teaching with their infants and assisted the English teacher and learnt English and enjoyed the class. 2) �The English teacher �� The English conversation teacher is an American male, who holds a BA specialized in International relation, came to Japan 2 years ago, taught English at several universities, business companies, then received the English teacher training for all ages at ECC Junior for 1 year.� He has been teaching English conversation at ECC Junior and this nursery school for one year.� However he leaves this school by the end of this March to teach English conversation at other nursery schools.�� Following statements regards to the English conversation teacher above.� The English teacher used regarding the following statements (3~6) mainly the instruction of ECC Junior such as the teacher’s instruction book, teaching method, assessment of English conversation, lesson programs for a year, teaching materials and curriculum then added his own. He was well educated to teach English conversation to preschool children at ECC Joint and followed the instruction of ECC Joint. �He learnt not only the teaching English instruction but also the teaching method. �He influenced other younger infants to give them interest into learning English later when they come to 4 years old.� All infants in the school liked the teacher. ��Problems: Native English teachers can not continue teaching at one nursery more than one year for they are part-time teachers and they change their teaching schools to a school which offers them better teaching and working opportunities. �The teaching method and curriculum are uniform. 3) Curriculum �� Class of 4 year old infants: Infants sang songs, played games and danced according to cassette tapes in English.� They answered to the teacher when he showed a variety of cards and he asked what they are in English. . English words to learn are names of fruits, animals, numbers, alphabet, colors, body, members of family, friends, words of greetings, stand up, sit down, go and back. 4)� Educational materials are cards (fruits, animals, numbers, alphabet, colors, body, members of family, friends, words of greeting, stand up, sit down, go, back) and cassettes tapes of songs, games and dances. 5)� Observation of the class of 4 years olds �����T (teacher)�� C (infants) (1) Introduction: Basic movements�� The teacher instructed the infants by his gesture to stand up to make a big circle.� The infants sang the song below along with the cassette tape of the song. “Hello, hello, how are you.…”� Then they hummed and acted according to the following words when the teacher said. “Thank you, shake, walk, run、hug, stress, sit, skip, stand up” (2) Greetings, color T �“How is the weather?”� He looked outside.� The infants looked outside. �The teacher said the greeting words below and the infants repeated them after him. Good morning, Good afternoon, Good evening, Good night ��The teacher showed them cards of different colors one after another. T�� What color is this? ������������������������� C� It is blue. T�� What is this? ��������������������� ������������� C� It is triangle. T�� It is yellow. ��������������������������������������� C� No, it is not. T�� What is it?��� Ouch, said teacher and some infants said Ouch and smiled. T�� What color is this? �The teacher showed the back of the card with the color. C� �I don’t know. T�� Is it a yellow star? ��������������������������� C� No, it is not. T�� What color? ���������������������� ������������� C� Green T�� Light green T�� What is it? ��������������������������������������� C� I don’t know. (3) Words of body T� Stand up!� � T� What is this?� He stood up and pointed his body below one after another. <nose, ear, mouth, knee, toes, shoulder, hair> ��Finger, nose, tummy, back, ��Foot, feet, hands, elbow Children followed the teacher, pointed out one’s own body and said the part of his body. (4) family Sit down!� Stand up T� Showing the cards, What is this? �� C� I don’t know. baby, sister, brother, friends, father, mother, grandmother T� What is this? �������������������������������������������������� C� I don’t know. T �Family � (5) Number� OK, ready� sing and dance� 5，4，3，2，1. (6) End Danced and sang the following song, “Good by, Good by, see you again,� See you!” After the English classes (4 year olds and 5 year olds) the writer had a meeting with the English teacher, then with the nurses who participated in the classes.� The nurses and the English teacher were devoted to the English teaching and made various comments on the classes regarding the way of teaching English, infants’ expressions and enjoyment etc.� Visiting Maya nursery school and teaching English to infants here were effective. 3. �Teachers �English Teachers for early and preschool children are not necessary foreigners but Japanese as long as they are trained at English teacher training schools such as ECC Joint and follow the specific uniform teaching instruction learnt at a English teacher training school. 4. �Curriculum �� Stage 1 ~ 4 is for beginners and the period of centering voice and listening and speaking.� As for the initial period of learning English it is for infants to soak into the English pool.� An English teacher pours a great deal of English language into infants with songs, games, dancing and stories. As a result infants develop the power to produce speaking English such as words and greetings needed for daily life.� The curriculums were uniform pattern for one month and one year, which proceeds step by step. 5. �Teaching method �The major methods of teaching English conversation to infants are try for them to enjoy learning English through games and dancing, not to make them tired during the teaching time and repetition of one set of curriculum for a month. 6. �Educational materials � References books and teaching materials for English teachers to pre-school children are found abundant. References books are such as educational theories, general teaching method and measures for children’s English licensing examination.� Teaching materials of cards, goods, resource books, CD and Videos are game songs, mother goose, game and activity, teaching method of picture books, phonics, teaching letters, events of the whole year, teaching chants and course books, picture dictionaries, picture books etc. Various educational materials can be also obtained through correspondent publishing companies. 7. �Assessment of infants’ learning English conversation �The English teacher has a meeting with nurses after the English conversation lesson in order to report to them how the infants learnt English, at the same time the nurses assess the teacher how the infants learnt English and enjoyed during the lesson and the nurses make comment on his teaching. �This is very effective to improve learning English for the infants.� Most of all infants followed the teacher’s instruction, English words spoken by the teacher and enjoyed the classes.�� They all looked very happy and were smiling. IV� �Teacher education 1. �Institutions Universities, Junior colleges, vocational schools and private English schools for children offer English courses for pre-school children.� The majority of universities and junior colleges offer courses titled “English Education for Children”, “English Education for Infants” and “English Teacher Training Course for Children”.� Regarding the general content of the courses of “English Education for Children”, learners study theories of teaching and method, children’s style of behavior and teaching schedule. �Regarding the general content of the courses of “English Education for Infants”, learners study in addition to the above how to use educational materials such as songs, games, flash cards, make teaching schedule and carry out a simulated teaching.� Regarding the general content of the courses of “English Teacher Training Course for Children”, learners study in addition to the above, learners teach in kindergartens and receive a certificate of completion from course. �. Many vocational schools and private English schools also offer English teacher training courses for pre-school children. �These schools instruct learner more practical and uniform method and teaching. The difference in contents of courses between universities, junior colleges and vocational schools, private English schools is that the former is theoretical and the later is practical. 2. Societies, Research institutions and groups for English education of preschool children There are many organizations of Societies, Research institutions and groups for English education of pre-school children.� The 4 main Societies, Research institutions and groups for English education of pre-school children are stated below.� JASTIC (The Japan Association for the Study of Teaching English to Children) was established in 1980 in order to study significance, content and method of English education for infants and children theoretically and practically.� The number of members of JASTIC is approximately 800. IIEEC (Institute for the International English Education of Children Teacher Training Center- foundation) was established in 1987 in order to enhance the standard of English education for children through English Teacher Training by MAT method and to deepen international understand of children.� The number of members of IIEEC is approximately 800. ��Matsuka Phonics Institute was established in 1979 in order to aim to reform English Education.� The Institute studies the early stage of English Education and method of practical English.� The number of members of Matsuka Phonics Institute is approximately 8000. JAM (Junior Academic Members Club) was established
in 1993 for the purpose of teaching English to children by using
picture books of Penguin group published in 3. Assessments: English licensing examination for children and Contests �� There are various English licensing examinations for children and contests for pre-school children.� Two examples among them are digested below.� Others are stated in the appendices. ACET: National Association of English licensing examination for children (3 ~ 12 years old) ACET holds the English test for children nationwide.� The test of written (70 points) and oral by tape (30 points) is given for one hour.� A child who obtained over 60 points of the total points (100) passes the test and receives the Certificate of Success.� The number of applicants was approximately 20,000 in 2004. United Nations English Licensing Examination for Children: Japan International Association (Foundation), (3~14 years old) The examination is held in July and December twice a year for children.� The content of examination is listening and understanding English by tape then to select an appropriate illustration and to mark it.� There are 6 course levels (E~A) for children who learned English for less than 6 months (E level course) up to children who learned English for over 3 years.� There is no assessment for pass or fail in the test but 3 judgments (1~3 grades) is given according to the number of points a child obtained.� The written test is given only to children who sat in the tests of pre-A course and the A course.� The number of applicants was approximately 80,000 in 2004. V ��Cases of continuing bilingual education of early and preschool children �� It is indispensable to maintain and to improve English in order for infants who learned English in various institutions such as nursery schools, kindergartens and business English schools.� The following cases show chances for the above infants to continue to be bilinguals in future. 1. �Teaching English in Synthetic learning subject from the 3rd grade (8 years old) in Elementary School Synthetic learning subject, where any topic can be taught from the 3rd grade (8 years old) was introduced into elementary schools from 2002.� English was encouraged to be taught as part of education for international understanding in Synthetic learning subject.� According to the survey of the Ministry of Education and Science in May 2004, English was taught in 19,897 schools of the total 22,526 elementary schools, which is about 88.3% of the total elementary schools.� The method of teaching English varies in terms of teaching hours and whether to teach English in Synthetic learning subject or at any other times.� English teachers also vary such as the class teacher and the class teacher with ALT (assistant native English speakers, Japanese English teachers, private persons).� This shows that the class teachers, who do not have any experience in teaching English, need teachers who can teach English to children.� It is reported that teaching English in elementary schools are found effective for children to get in touch with English from earlier age.� On the other hand, there are opinions on pros or cons to teach English to children in Elementary schools. 2. �English classes for children resided abroad in elementary schools Since 1970s the number of English classes for children who resided abroad in elementary schools increased in order for these children to cope with their problems of adapting to their school life and Japanese culture.� These classes affected children, who have not resided abroad, to be interested in English and foreign cultures. 3. �Junior high school, high school, special school, university� �� English is taught in Junior high schools, high schools, special schools and universities.� According to various investments, it seems that pupils and students are not satisfied in learning English, for English is taught mainly in Japanese and that teaching English is stressed in grammar.� This shows that learning English in the above schools and universities is not that effective and that the English teacher education needs to be improved for making pupils and students learn practical and effective English with enjoyment. 4 ��English schools and Juku �� Various English schools, which are stated above (1. of III) have attached schools beyond the pre-school up to high schools.� These schools seem to teach English effectively so that they will help the pre-school children to improve their English. �� Juku is prep schools to prepare for entrance examinations and English is a popular subject to study. �As a result Juku is not effective to improve English and to be ideal bilinguals. �Approximately over 70 % of children from elementary school to high school attend Juku to study a few subjects after school about twice a week. 5.� English schools abroad �� There are many and various English schools
abroad such as in The similar programs are carried out in The pre-school children to become bilinguals
need indispensably to participate in a short stay study abroad
or inter-cultural exchange English programs in VI ��Analysis of bilingualism of the children (by theory of bilingualism) Cases of preschool children who learnt English The bilingual education of early and Pre-school children focusing on English Education was surveyed through multifarious pre-school English institutions centering on nurseries, kindergartens and English schools.� Bilingualism of early and preschool children in the above institutions is analyzed regarding three cases below by Subordinate category of bilingualism as the theory of bilingualism. 1.� The case of Maya Nursery School Maya Nursery School is chosen to be an average
nursery school among nursery schools in The nurses participate in the English teaching class with the children. This helps the children to feel comfortable and to learn English better.� The nurses here could be replaced by the children’s parents, which is an ideal method of English teaching to preschool children. The meeting with the English teacher and the nurses who participated in the class after the class to discuss English teaching and its result is effective for improving English of the children. Parents of the children meet with the English teacher and the nurses once a month in order to ask them how their children are learning English and to propose any matters regarding the English teaching. �This meeting is helpful for the parents to understand how the parents’ children are learning English and to communicate with their children in English that their children learned at home, if the parents are interested in their children improve their English. According to Subordinate category of bilingualism, the above case is barely categorized into Sequential bilingualism, since the children came in contact with English as a second language at about 4 years old at the stage of the first language then acquire two languages to become a bilingual.� However, their age is not 3 and the way of contacting with English is limited to only 45 minutes a week in English class, which suggests the children to be categorized into Sequential bilingualism, further matters should be tried such as their parents communicate with their children in English at home, participate with their children in inter-cultural exchange abroad and in Japan. This case is barely categorized into Compound bilingualism since the children are still learning to master the second language of English as a foreign language in the nursing school.� However, the children have not yet mastered English.� This case is categorized into Dominant bilingualism since Japanese is superior than English since the children mastered first Japanese and came in contact with English from 4 years old.����� 2.� The case of international schools and bilingual schools International schools: The majority of nurseries and kindergartens for early and preschool children in international schools educate children (0~6 years old) in English during the whole day mainly by native experienced English speakers, but some schools are bilingual schools.� The following international school shows the average course of the majority of international schools. The courses in the international school (International Fun Kids School in Osaka) have baby preschool course (0~2 years old) from 1~3 times a week, preschool course (3~6 years old) from 2~5 times a week, long preschool course (3~6 years old) from 2~5 times a week, after school course (3~12 years old) once a week, week-end preschool course (0~6 years old) from 1~2 times a week, Sentence intense course (3~12 years old) once a week. Bilingual schools: Bilingual schools educate early and preschool children by bilingual (English and Japanese) or focused on English.� Course of the bilingual school vary in terms of teaching time and curriculum. � The courses in bilingual school (Ikuei Bilingual School in Aichi) are preschool course (2~4years old) from 1~4 times a week, regular class (3~18years old) once a week, Saturday school (3~12years old) once a week, Private course for 2 years olds once a week and 20 days summer school for all ages.� Phonics and communication are regarded important in bilingual teaching. The above case is categorized into Sequential bilingualism but not Simultaneous bilingualism, since the children came to contact with English as a second language at about 2 years old during the stage of the first language then acquired two languages to become a bilingual.� And the majority of the children were not born in the family where each parent uses a different language at home and they were brought up to be a bilingual by listening to two languages.� However, these children are nursed in English during the hours at nursery and preschool. This case is barely categorized into Coordinate bilingualism in the case of children who start learning English at least from 2 or 3 years old. This case is categorized into Dominant bilingualism since Japanese is superior than English in the case of the children’ parents who are Japanese and using Japanese is superior then that of English at home. 3. �The cases of English school abroad and Inter-cultural
exchange activities in The aim of preschool children who attend English schools abroad accompanied by their Japanese parent(s) below is to learn English.� As a result, the period of stay abroad is approximately from a month to one year. English schools abroad for preschool children:�� Short stay: Preschool children who attended English schools abroad from about 3 years old for one month is categorized into barely Sequential bilingualism since one month abroad is not fully effective, Compound bilingualism since one month abroad is not effective for Coordinate bilingualism and Dominant bilingualism when their parents are Japanese who speak Japanese at home. Long stay: Preschool children who attended English schools abroad from about 3 years old for about one year is categorized into Sequential bilingualism when Japanese parents(s) uses Japanese at home, Coordinate bilingualism and Dominant bilingualism when the Japanese use Japanese at home. Inter-cultural exchange activities in The pre-school children to become bilinguals
need indispensably to participate in a long stay to study English
abroad.� In addition to this, it will be helpful for infants to
participate in various inter-cultural exchange English programs
in VII �Prospect for bilingual education �1. �Bilingual social situation: Promoting internationalization and IT �� Policy of “International Exchange in Culture, Arts and Science of 1974” recommended promoting bilinguals as international person as one of its measures.� In practice, this measure affected Japanese people learning foreign languages, especially English and to be bilinguals and bilingual education focused on Japanese and English.� Bilingual education for early and preschool children was advanced greatly by this measure, which seems to continue. Policy of “Education for the 21st Century of 1986”, introduced to advance IT (Information Technology), which recommended children to use the computer in all levels of education.� Using the computer will further promote bilingual education focusing on English. 2. �Bilingual educational situation Synthetic learning subject in elementary schools made it possible for children from 8 years old to study English from 2002.� Approximately 90% of elementary schools at present are teaching English in the class room with a native teacher and experienced Japanese English teacher.� This will affect promoting bilingual education in no small extent. The introduction of the subject of “Education for teaching English to preschool children” in special schools and universities has been increasing.� The teaching content and method of teaching to early and preschool children may not be more effective than those of multifarious English schools.� Although, this will help to promote bilingual education. Teaching English in secondary schools and universities increased to focus on communicative English, however pupils and students are not satisfied in learning English since teaching English is taught by Japanese and focused still on English grammar.� In this respect teaching English in these schools and universities may not be effective for bilingual education and need indispensably to introduce more effective methods of teaching English. 3. �Bilingual education for early and preschool children Bilingual education focused on English for early and preschool children in multifarious; English schools including nurseries and kindergartens seems satisfactory. The teacher training, curriculum, method of teaching English, meetings with the English teacher with nurses and parents are found quite ideal for bilingual education for pre-school children. 4. �Future prospect of infants to master English or to become bilinguals In order for the infants to master English, the
infants should continue to be in an English speaking atmosphere
everyday such as their parent(s) talking to their child in English
on what the child learned in the class, an infant visiting English
speaking countries and an infant learning English at an English
business school.� In order for the infants to be bilingual, an
infant needs to be in an English speaking school or to be in a
school abroad where English is the official language.� Popular
English speaking countries to learn English are Conclusion � Under the situation of Japanese society of
mono-lingual and mono-cultural country and the situation of bilingual
education, bilingual education for early and pre-school children
of According to interviews and written inquires to parents, the majority of parents are considerably interested in English, fond of learning English conversation and wish for their infants to get in touch with English and to let them learn English at present and for the future.� Many nurseries and kindergartens introduced English classes for infants from 4 and 5 year olds and employed foreign teachers who are educated to be fairly effective English teachers at mainly business English teacher training schools and follow the uniform method of teaching by using the uniform teaching materials.� The uniform method of teaching and joyful educational materials along with the repletion of the teaching contents for one month might be the technique to teach infants English successfully.� On the other hand, it seems superficial. �In the above schools, infants’ bilingualism is categorized into roughly Sequential bilingualism, Compound bilingualism and Dominant bilingualism. Experienced English teachers who teach infants
at home are found not teaching uniform teaching method and using
practical life educational materials in relation to cultural background
of languages.� International and bilingual nurseries and kindergartens
in �� At present theoretical educational methods have not been established for English education for infants and it is considered to cope with ESP (English for specific purpose).� The important factors for English education of� infants would be to understand 1) infants’ mental state, 2) social environment and 3) English educational method. 1) Infants’ mental state: Infants do not have the ability to concentrate, forget matters within three days, are forgetful, are restless and become fatigued easily. 2) Social environment in 3) English educational method: In order to relieve infants’ tedium in view of infants’ mental state, they learn English with joy and easily and its necessary to devise use of interesting educational materials, movements and activities. �The repetition of the same things makes infants tired so that it should be avoided and the same themes and key words should be repeated by different ways and the content should be deepened.� Infants English licensing examinations links to infants’ self-confidence. �� Cases of continuing bilingual education of
early and preschool children suggest that English education in
all levels of formal schools is not particularly effective to
master English or to educate bilinguals for the infants who learned
English in nurseries or kindergartens for their future.� However,
with the internationalization and IT advancing in Appendix Assessments: English licensing examination for children and Contests ACET: National Association of English licensing examination for children (3 ~ 12 years old) ACET holds the English test for children nationwide.� The test of written (70 points) and oral by the tape (30 points) is given for one hour.� A child who obtained over 60 points of the total points (100) passes the test and receives the Certificate of Success.� The number of applicants were approximately 20,000 in 2004.� United Nations English Licensing Examination for Children: Japan International Association (Foundation), (3~14 years old) The examination is held in July and December twice a year for children.� The content of examination is listening and understanding English by tape then to select an appropriate illustration and mark it.� There are 6 course levels (E~A) from children who learned English for under 6 months (E level course) till children who learned English for over 3 years.� There is no assessment for pass or fail in the test but 3 judgments (1~3 grades) is given according to the number of points a child obtained.� The written test is given only to children who sat in the tests of pre-A course and the A course.� The number of applicants was approximately 80,000 in 2004. The Basic English Licensing Examination for Children: Japan Association of Basic English Licensing Examination, (5~15 years old) � There are 10 grades (1~10), where grade 10 is for pre-school children and grade 1 is for children who learned English between 8~9 years.� It is the new form licensing examination to see if a child can express appropriately according to the various scenes with pictures of full presence are shown.� The passing points are over 70 for children in grades 8~10 and over 80 points for children in grades 7~1.� The number of applicants was approximately 335 in 2004. JAPEC English Licensing Examination for Children: Japan Association Promotion of English for Children (3~14 years old) �� There are 6 levels from grade 6 to grade 1.� Fifth and sixth grades are for children who learned English between half a year and two years.� Third and fourth grade are for children who learned English between 2 and 4 years.� The first and second grades are for children who learned English between 3 and 6 years.� The content of the examination: speaking for 5~8 minutes and listening for 20~35 minutes.� The passing points of children in grade 6 is over 60 of the total speaking and listening.� The passing points of children in grades �5~1 is over 70 of the total listening and speaking, where speaking point is over 15 points.� The number of applicants was approximately 40,000 in 2004. JAPEC e- English Licensing Examination for Children: Japan Association Promotion of English for Children (3~14 years old) , the examination by internet The content of examination, a child accesses e-English Licensing Examination on the internet by the personal computer, listens to the English voice and clicks the appropriate answer.� The pass point is over 70 points of the total 100 points. The level of examination from grades 1~6 is the same as the above examination by internet. The Certificate of Pass is mailed to the child who passed the examination.� The application for the examination can be made by a group and individually.� The application can be made from 6 a.m. until 23 p.m. everyday on the internet of the computer.� The number of applicants was approximately 5,000 in 2004. JAPEC: English Licensing Examination for Children: Kyoto Broadcast Cultural Center (until 12 years old) English contest for children is held for children sponsored by Kyoto Broadcast Assembly Hall in Kyoto on the second Sunday of March every year.� The first test is by tape and 50 children who passed the first test enter the second contest.� The content is free and the time of speech is 2 minutes.� Prize winners are chosen according to the standard judgment, which is the total points (200 points) of the presentation (100 points), and the pronunciation and intonation (100 points).� The number of applicants was approximately 500 in 2004. References Beebe, Leslie M. (Ed), 1987, “Issues in Second Language Acquisition, Multiple Perspectives”, International Thomson Publishing Inc., translated by Ujo Yushi, Taishukan Ltd., Tokyo, 1998. Bialystok Ellen & Hakuta Kenji, 1994, “In Other Words, The Science and Psychology of Second-Language Acquisition, Basic Books”, A Division of Harper Collins Publishers, Inc., translated by Sumi Shigeno, Sinyosha, 2000, Tokyo, Japan.� Baker, Colin, 1993, “FOUNDATION OF BILINGUAL
EDUCATION AND BILINGUALISM”, translated by Hideo Oka, Taishukan
Ltd., Tokyo, Curtain, Helena & Bjornstad Pesola Aarol Ann, 1994, “Language and Children”, Longman Publishing Croup, Translated and published by Taishukan Publishing Co., LTD., Tokyo, Japan, 1999. Ebeneezer, Uncle, 1989, “Bing Bang Boom!
- The book for Improving English Pronunciation”, �Co.
Aruku, Tokyo, ECC Junior, 2005, “Guidance, Master English
Communication at ECC Junior”,� ECC Foreign School ECC Junior
Infant Education Promotion Center, Tokyo, JACET Bilingualism Study Group (Ed.), 2003, “Bilingual
Education in Koike, Ikuo (Ed.), 1994, “The Recent English
Education based on the Second Language Acquisition Study”,
�Taishukan Ltd., Tokyo, Ministry of Education and Science, “Educational
Course Guidance of Kindergarten”, 2005, Tokyo, Ministry of Welfare, “Nursery School Nursing
Guidance”, 2005, Tokyo, Nakajima, Kazuko, 1998, “The Method of
Bilingual Education-What parent and teachers can do for children
until 12 years old”, Aruku Ltd., Tokyo, Nakayama, Kaneyoshi (Ed.), 2001, “For People
who learn Education for Children’ English”, Sekaishisosha,
Tokyo, Noguchi, Masako (Ed.), 2005, “Children’s
English Catalog 2006”, Aruku, Tokyo, Norimitsu, Tosu, 2002, “Why English Is
For Children? - Recommendation of Bilingual”, NHK, 2004, “Let’s Play in English
7, NHK TV”, Japan Broadcast Publishing Association, Tokyo,
Ohsawa, Seori (Ed.), 1998, “Book for Children’s
English Teacher”, Aruku, Tokyo, Sato, Machiko, 1999, “Bilingual Japanese-Yesterday, Today and Tomorrow of 100 Japanese Children Returnee”, Jinbunshoin� Ltd., Kyoto, Japan. “UN English Licensing Junior Test, 1991, Questions for C Course and E Course - 1991 The Second International Incorporation Official Language and English Licensing Examination Junior Test ”, Japan International Cooperation Association (Incorporated foundation), Tokyo, Japan. “UN English Licensing Junior Test, 1993, Questions for D Course and E Course - 1993 The Second International Incorporation Official Language and English Licensing Examination Junior Test ”, Japan International Cooperation Association(Incorporated foundation), Tokyo, Japan. Yamamoto, masayo, 1996, “How to Acquire Languages for Bilingual, Akashi Ltd., Tokyo. Yamamoto, masayo, (Ed.) 2000, “Bilingual
Education in |
 |
