イマ-ジョン教育がもたらす効果的な第二言語習得 ─ 日韓国際結婚家庭の子供の短期日本学校体験を中心に ─

Abstract

While globalization advances, the education of language is essential. Current education of language makes students develop their communication skills. It is desirable to take immersion education in school life and bilingual education with target language for bilingual students, who are the parts of multilingual students, in order to keep them being fluent in both languages. However, there are various constrains, for example, time, facility system and so on to take such educations for every students. There are two kinds of language acquisition, those are the first language acquisition and the language acquisition. The biggest difference between both acquisition is that they acquire languages with nothing, or with native language. Even though they are each difference theory. I will combine multilingual theory here. Multilingual education theory, unlike bilingual, has one language that can be used with itself, two or more available ones. World this theory be optimal in the present age at which urge early foreign language? I analyzed the short󰡈term Japanese school experience, focusing on elementary students living in international marriage between Korea and Japan family. Consequently, I expected that introducing flexible multilingual immersion education would be effective Japanese acquisition as the second language, than perfect bilingual education. Also, there would be another hint that will follow effective class．