外国につながる生徒の自発的発話に見る教室参加とアイデンティティ : 地域日本語教室の場合外国につながる生徒の自発的発話に見る教室参加とアイデンティティ : 地域日本語教室の場合BA31027730 Participation and Identity of Children with Foreign Backgrounds by the Analysis of Their Voluntary Utterance : A Case Study in the Japanese Classroom
[Abstract] In this article I will examine the identity of children of foreign backgrounds who participated in Japanese classroom, and in participation practiced using voluntary utterance. For this study, I undertook field work in a local Japanese classes during half a year, and interviewed two students and three teachers. Furthermore, I recorded conversations in the class on camera and also using a voice recorder. For the analysis, I applied positioning theory (Davies & Harré, 1990) to find out how students position themselves in their voluntary utterances. The findings show that children with a foreign background will often position themselves as either a model students, a class clown, or each students participation is different depending on how they assert themselves. For example, one student position himself as an active participant, while another student position himself as a passive and indirect participant in the classroom. In considering the interview data, I could see patterns between the educational environment that a student had experienced in their native country, their expectations in coming to Japan, and how their ideals for a future could affect their position as well as identity in a Japanese classroom.