過去の記憶と経験から考える継承語教育の在り方 ― 韓日国際結婚家庭の子どものライフストーリーをもとに ―

Abstract

Many heritage language education programs have been aimed at parents and teachers, but this study is based on the life story of Japanese learners who are children out of international marriages between Koreans and Japanese, This is an investigation into how the parties concerned have used Japanese as a tool to connect with others and society, and how they view their own language now. Through interviews with them, I analyzed how my experiences and memories have affected the formation of my current identity. The result shows the identity has been transformed and fluctuated, and the importance of translanguaging space was suggested. In addition, the role of mothers in heritage language education is greater, and the recognition and support of themselves, who have multilingual and multicultural skills rather than Japanese language skills, has created affinity for Japanese and influenced positive and stable identity formation. Heritage language learners also need to be seen as multilingual users, and they asked again what the home and learning environment should be for the future development of heritage language education, and how adults around them can take them in maintaining motivation and teaching practice. Furthermore, in order to provide such educational assistance, one purpose of the heritage language education programs is to recognize and nurture their subjective behavior and self-expression from the perspective of bilingualism rather than aiming at native speakers' abilities.