Writing in the minority language at home in Japan

Monica Rankin

This paper focuses on teaching Minority Language writing at home to bicultural children attending Japanese elementary school in Japan. First, current research that promotes the benefits of developing literacy in the Minority Language is introduced. Secondly, the data collected from quantitative research involving 42 families with 86 bicultural children is analyzed with special attention to four areas: the age when the home-based writing lessons begin, the frequency of the lessons, the resource materials parents use and the sources of support. Finally, recommendations are made, including an example of one successful writing activity that is currently being utilized by numerous bicultural children living across Japan.

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