Biliteracy in Young Japanese Siblings　Joy Taniguchi（谷口ジョイ著）　ひつじ書房 Biliteracy in Young Japanese Siblings　Joy Taniguchi（谷口ジョイ著）　ひつじ書房
2021年2月刊行

Hituzi Linguistics in English No.32

Biliteracy in Young Japanese Siblings

Joy Taniguchi（谷口ジョイ著）

菊判上製カバー装　208頁　定価9800円＋税

ISBN 978-4-8234-1068-0

ブックデザイン　白井敬尚形成事務所

ひつじ書房


【Introduction】
This book is about Japanese bilingual children who have experienced mobility across languages and cultures. Specifically, the research explores English retention and development in four pairs of young siblings who once lived with their family in a foreign country where they were educated and/or functioned in English and then returned to their home country, Japan.
Upon their return, some of them continued to become more proficient in interacting with written texts in English, while others tended to lean toward improving their literacy in Japanese over that in English. The aim of this work is to explore how these children may retain and further develop their English literacy skills after a lengthy sojourn abroad.



【内容】
本書は、海外生活により複言語環境にあった日本語を母語とする子どもの第二言語能力が、帰国後どのように変化するのかを、長期にわたり質的に記述したものである。帰国児童が海外で身につけた英語の能力を、リテラシーという観点から捉え、兄弟姉妹とその家族を継続的に調査、観察することで、保護者の意識、子どもたちの日常的なリテラシー活動、人的ネットワークなど子どもたちを取り巻く社会的要因について明らかにする。〈日本学術振興会助成刊行物〉



【Contents】

Preface
List of Figures
List of Tables


Chapter 1　Introduction
1.1 Returnee Children in Japan
1.2 A History of Japanese Returnee Education
1.3 Motivations behind the Study
1.4　Structure of the Thesis


Chapter 2　Theoretical Framework
2.1 Sociocultural Approach to Literacy
2.2 Translanguaging Approach to Literacy
2.3 Definition of Bilingualism and Bilinguals
2.4 Definition of Biliteracy and Biliterates
2.5　Position of the Study


Chapter 3　Literature Review
3.1 L2 Retention and Attrition in Children 29
3.2 Language Retention and Attrition in Japanese Returnee Children
3.3 Japanese Returnee Children and Education
3.4 Literacy Skills and Story Construction in Children
3.5 Summary of Literature Review
3.6 Research Questions
3.7 A Pilot Study


Chapter 4　Methodology
4.1 Participating Children
4.2 Instruments and Data Collection
4.2.1 Developmental Reading Assessment (DRA)
4.2.2 Reading Assessment Procedure
4.2.3 Gray Oral Reading Test 4
4.2.4 Interview and Questionnaire
4.2.5 Observation of Home Literacy Activities and Literacy Journal
4.3 Duration of Collaboration


Chapter 5　Participating Children and Their Families
5.1 Story of Sou and Rin, Sibling Pair 1
5.1.1 Sou and Rin’s Family
5.1.2 Sou and Rin’s English and Baseline Data
5.1.3 Sou and Rin’s Japanese
5.1.4 English Peer Networks of Sibling Pair 1
5.1.5 Sou and Rin’s Parents’ Attitude towards English Literacy Retention
5.1.6 Literacy Engagement of Sibling Pair 1
5.2 Story of Eri and Saya, Sibling Pair 2
5.2.1 Eri and Saya’s Family
5.2.2 Eri and Saya’s English and Baseline Data
5.2.3 Eri and Saya’s Japanese
5.2.4 English Peer Networks of Sibling Pair 2
5.2.5 Eri and Saya’s Parents’ Attitude towards English Literacy Retention
5.2.6 Literacy Engagement of Sibling Pair 2
5.3 Story of Meg and Rico, Sibling Pair 3
5.3.1 Meg and Rico’s Family
5.3.2 Meg and Rico’s English and Baseline Data
5.3.3 Meg and Rico’s Japanese
5.3.4 English Peer Networks of Sibling Pair 3
5.3.5 Meg and Rico’s Parents’ Attitudes towards English Literacy Retention
5.3.6 Literacy Engagement of Sibling Pair 3
5.4 Nana and Ash’s Story
5.4.1 Nana and Ash’s Family
5.4.2 Nana and Ash’s English and Baseline Data
5.4.3 Nana and Ash’s Japanese
5.4.4 English Peer Networks of Sibling Pair 4
5.4.5 Nana and Ash’s Parents’ Attitude towards English Literacy Retention
5.4.6 Literacy Engagement of Sibling Pair 4


Chapter 6　Results
6.1 Results from Developmental Reading Assessment
6.1.1 An Overview of Oral Reading
6.1.2 Results of Oral Reading
6.1.3 An Overview of Reading Comprehension
6.1.3.1 Previewing and Prediction
6.1.3.2 Results of Previewing and Prediction
6.1.3.3 Retelling the Story
6.1.3.4 Story-Retelling Results
6.1.3.5 Reflection and Making Connections
6.1.3.6 Results for Reflection and Making Connections
6.2 Story Grammar
6.3 Summary of Developmental Reading Assessment Results


Chapter 7　Discussion
7.1 Possible Individual Factors Affecting English Literacy Retention
7.1.1 Age and Incubation Period
7.1.2 Length of Stay
7.1.3 Gender
7.2 Social Aspects Affecting English Literacy Retention
7.2.1 Parental Views of English Literacy Retention
7.2.2 Children’s Literacy Engagement
7.2.3 Children’s Peer Networks


Chapter 8　Conclusion
8.1 The Findings and the Implications of the Study
8.2 Significance of the Study
8.3 Limitations of the Study
8.4 Concluding Remarks
8.5 Future Work

Referrences
Appendices
Index



【著者紹介】
谷口ジョイ（たにぐち じょい）
1976 年生まれ。1998 年横浜国立大学教育学部卒業。2014 年東京大学大学院総合文化研究科博士課程単位取得満期退学。2017 年に博士号（学術、東京大学）を取得。静岡英和学院大学講師、准教授を経て、現在、静岡理工科大学情報学部准教授。

主な論文
・「多言語環境にある子どものことばに対する質的研究の意義と課題」KLA Journal 5.（2019）
・ Language Retention and Development in Japanese Returnee Children. In Gally, T, Sato, Y, M, Nakatake, N, Satake, and E, Millis (Eds). Foreign Language Education Research in Global Societies, MAYAconsortium (2014)、「 帰国児童によるリテラシー能力の保持・伸長」『社会言語科学17（1）』（2014）


Joy Taniguchi was born in Yokohama, Japan. She received a Ph.D. degree from the University of Tokyo, Japan in 2017. Joy was an associate proffessor in Shizuoka Eiwa Gakuin University, and is currently an associate professor in the Department of Informatics, Shizuoka Institute of Science and echnology (SIST)..

Main academic article:
・A qualitative approach to language of young bilingual children (tagengo kankyo ni aru kodomo no kotoba ni taisuru shitutekikenkyu no igi to kadai)KLA Journal 5. (2019).



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