Ξυα΋࣭ष༦ࢊοȝܱැڠ੅࣒׵ٛ༭࣬੥ Report on the Lecture Meeting

Total Page:16

File Type:pdf, Size:1020Kb

Ξυα΋࣭ष༦ࢊοȝܱැڠ੅࣒׵ٛ༭࣬੥ Report on the Lecture Meeting ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ੅࣒׵ٛ༭࣬੥ڠξΥΑ΋࣭ष༦ࢊΟȜܱැ Report on the Lecture Meeting Commemorating the International Mother Language Day Designated by UNESCO! ┿ࠉᔱࠉ₶ࠉᏊ㸨 MAJIMA Junko ᖺ㸰᭶ ᪥࡟ࠕࣘࢿࢫࢥᅜ㝿ẕㄒࢹ࣮グᛕᏛ⾡ㅮ₇఍㸸㉺ቃࡍࡿゝㄒѸ」ᩘゝㄒ⎔ ቃࡢᏊ࡝ࡶࡓࡕࡢࡓࡵ࡟ᩍᖌࡀ࡛ࡁࡿࡇ࡜ࠊ⾜ᨻࡀࡍ࡭ࡁࡇ࡜ࠖࢆ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭ ࣥࢱ࣮୺ദ࡛㸲ⓒᩘ༑ྡࡢཧຍࢆᚓ࡚↓஦㛤ദࡍࡿ஦ࡀ࡛ࡁࡓࡇ࡜ࢆࠊᚰࡼࡾឤㅰࡋ࡚࠸ࡿࠋ ࡇࡢദࡋࡢሗ࿌᭩ࢆ௨ୗࡢෆᐜᵓᡂ࡛ࠊᮏㄅ࡟ᥖ㍕ࡍࡿࡇ࡜ࡀ࡛ࡁࠊᙜ᪥ࡈཧຍ࠸ࡓࡔࡅ࡞ ࠿ࡗࡓ᪉࡟ࡶ᝟ሗᥦ౪ࡍࡿᶵ఍ࢆᚓࡓࡇ࡜ࡶࠊ㔜ࡡ࡚᭷ࡾ㞴࠸࡜ឤㅰࡋ࡚࠸ࡿࠋ ㅮ₇ࠉ㸯 ࠕ࣑࢝ࣥࢬᩍᤵ࡜ࡢฟ఍࠸ 2 ᪥ᮏࡢᖺᑡ⪅ᩍ⫱࡜ẕㄒࡢ㔜せᛶࠖㅮ₇㘓 ୰ᓥ࿴Ꮚ㸦ࢺࣟࣥࢺ኱Ꮫྡ㄃ᩍᤵ㸧 ㅮ₇ࠉ㸰 “Languages in Contact: Implications of Linguistic Diversity for Educators and Policy- Makers” ࠕ㉺ቃࡍࡿゝㄒ㸸」ᩘゝㄒ⎔ቃࡢᏊ࡝ࡶࡓࡕࡢࡓࡵ࡟ᩍᖌࡀ࡛ࡁࡿࡇ࡜ࠊ⾜ᨻࡀࡍ ࡭ࡁࡇ࡜ࠖ ࢪ࣒࣭࣑࢝ࣥࢬ㸦ࢺࣟࣥࢺ኱Ꮫ኱Ꮫ㝔ᩍᤵ㸧 㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝 㸨ࠉ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮࣭ࠕࣘࢿࢫࢥᅜ㝿ẕㄒࢹ࣮グᛕᏛ⾡ㅮ₇఍ࠖᐇ⾜ጤဨ㛗 ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ৗ݃؊൞͈͂͛͘ ঩ၳˍȅ൚඾ίυΈρθ ςΑΠ۾ܥ׳ट঑ٳ঩ၳˎȅ ߸৪֚။۾঩ၳˏȅ ࠉᮏㅮ₇఍ࡢ㛤ദ㊃᪨ࡣ௨ୗࡢ㸱Ⅼ࡟ࡲ࡜ࡵࡽࢀࡿࠋ ձࠉẖᖺ 2 ᭶ 21 ᪥ࡣࠊࣘࢿࢫࢥ㸦ᅜ㝿㐃ྜᩍ⫱⛉Ꮫᩥ໬ᶵ㛵 UNESCO㸧࡟ࡼࡗ࡚ 1999 ᖺ ࡟ไᐃࡉࢀࡓࠕᅜ㝿ẕㄒࢹ࣮ (International Mother Language Day)ࠖ࡜࠸࠺ᅜ㝿ࢹ࣮࡛࠶ࡿࠋ ゝㄒ࡜ᩥ໬ࡢከᵝᛶࠊከゝㄒࡢ౑⏝ࠊࡑࡋ࡚ࡑࢀࡒࢀࡢẕㄒࢆᑛ㔜ࡍࡿࡇ࡜ࢆ᥎㐍ࡋࡼ ࠺࡜ࡍࡿࡑࡢ㊃᪨࡟㈶ྠࡍࡿࠋ ࠙ࠕᅜ㝿ẕㄒࢹ࣮ࠖไᐃࡢ⫼ᬒࠚ 1947 ᖺ࡟࢖ࢠࣜࢫ࠿ࡽ࢖ࣥࢻ࡜ศ㞳⊂❧ࡋࡓࣃ࢟ࢫࢱࣥࡢ୍㒊ࡔࡗࡓࣂࣥࢢࣛࢹࢩࣗ㸦ᮾ ࣃ࢟ࢫࢱࣥ㸧ࡢࢲࢵ࡛࢝ࠊ1952 ᖺࡢࡇࡢ᪥ࠊᮾࣃ࢟ࢫࢱࣥࡢ࣋ࣥ࢞ࣝㄒࢆබ⏝ㄒ࡜ࡋ࡚ㄆ ࡵࡿࡼ࠺ồࡵࡿࢹࣔ࡟ᑐࡋࠊ㆙ᐁ㝲ࡀⓎ◙ࡋࠊ4 ேࡢṚ⪅ࡀฟࡓࡇ࡜ࡀࡁࡗ࠿ࡅ࡜࡞ࡗ࡚⊂ ❧㐠ືࡀ㉳ࡇࡗࡓࠋࡑࡢᚋ⊂❧ᡓதࢆ⤒࡚ 1971 ᖺ࡟⊂❧ࡀ☜ᐃࡋࡓࣂࣥࢢࣛࢹࢩ࡛ࣗࡣࠊ ࡇࡢ᪥ࡀゝㄒ㐠ືグᛕ᪥ Language Movement Day ࡜ࡉࢀ࡚࠸ࡓࠋࣂࣥࢢࣛࢹࢩࣗ࡜ࢧ࢘ࢪ࢔ ࣛࣅ࢔ࡢᥦ᱌࡟ࡼࡾࠊ1999 ᖺ࡟ UNESCO ࡢ➨ 33 ᅇ⥲఍࡛ࠊࡇࡢ᪥ࢆே㢮ࡢ࠶ࡽࡺࡿゝㄒ ࢆᑛ㔜ࡋࠊẕㄒ࡜ከゝㄒࡢ౑⏝ࢆ᥎㐍ࡋࡼ࠺࡜ࡍࡿࠕᅜ㝿ẕㄒࢹ࣮ࠖ࡜ࡍࡿࡇ࡜ࡀỴࡲࡗࡓࠋ ղࠉ⌧௦᪥ᮏࡀᢪ࠼ࡿႚ⥭ࡢၥ㢟࡜ࡋ࡚ࠊእᅜேඣ❺⏕ᚐ࡬ࡢゝㄒᩍ⫱ࡢၥ㢟ࡀᣲࡆࡽࢀࡿ ࡀࠊᮏㅮ₇఍࡛ࡣࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࠊ⥅ᢎㄒᩍ⫱ࡢศ㔝࡛ୡ⏺ⓗ࡟ⴭྡ࡞ㅮ₇⪅ࢪ࣒࣭ ࣑࢝ࣥࢬඛ⏕ࢆࠊ୰ᓥ࿴Ꮚඛ⏕࡜ඹ࡟࠾㏄࠼ࡋࠊၥ㢟࡬ࡢ⌮ゎࢆ῝ࡵࠊ᝟ሗඹ᭷ࡍࡿࡇ ࡜ࢆ┠ⓗ࡜ࡋࡓࠋ ճࠉᏊ࡝ࡶࡢゝㄒᩍ⫱࡟㛵ࡍࡿ▱ぢࢆࠊ◊✲⪅ࡢࡳ࡞ࡽࡎᆅᇦࡢᏛᰯᩍ⫱㛵ಀ⪅࡜ࡶᗈࡃඹ ᭷ࡍࡿᶵ఍ࢆᥦ౪ࡍࡿࡇ࡜࡛ࠊ኱Ꮫࡢᆅᇦ㈉⊩ࢆ┠ᣦࡋࡓࠋ ࠉ᪥ᮏㄒࢆẕㄒ࡜ࡋ࡞࠸ඣ❺⏕ᚐ࡟ᑐࡍࡿゝㄒᩍ⫱ࡀࠊ⌧௦ࡢ᪥ᮏ♫఍ࡢႚ⥭ࡢㄢ㢟࡛࠶ࡿ ࡇ࡜ࡣࠊㄽࢆಗࡓ࡞࠸ࠋࡋ࠿ࡋ⌮ㄽⓗ࡟ࡶᐇ㊶㠃࡛ࡶᮍ⇍࡛୙༑ศ࡞᪥ᮏ࡛ࡣࠊࡇࡢၥ㢟࡟ ᑐࡋ࡚᭷ຠ࡞ᡭࡔ࡚ࡸไᗘࢆ஦๓࡟ᡴࡘࡇ࡜ࡣ࡛ࡁࡎࠊᩍ⫱⌧ሙ࡛ࡢᅔᝨࡸΰ஘ࢆࡁࡓࡋ࡚ ࠸ࡿࠋࡑࡋ࡚᭱ࡶᙅ࠸❧ሙ࡟࠶ࡿᏊ࡝ࡶࡓࡕ⮬㌟ࡀࠊ᪥ࠎ኱ኚ࡞ᛮ࠸ࢆࡋ࡚࠸ࡿࡢࡀᐇ᝟࡛ ࠶ࡿࠋࠕ᪥ᮏ࡟᮶࡞ࡅࢀࡤࡼ࠿ࡗࡓࠖ࡜ἽࡃᏊ࡝ࡶࡀ୍ே࡛ࡶῶࡗ࡚ࠊ᪥ᮏ࡟⫱ࡘᏊ࡝ࡶࡣࠊ ᪥ᮏேࡶእᅜேࡶࠊ࡝ࡢᏊࡶᣢ࡚ࡿຊࢆఙࡤࡋ࡚೺ࡸ࠿࡟⫱ࡗ࡚࡯ࡋ࠸࡜ᙉࡃ㢪࠺ࡶࡢ࡛࠶ ࡿࠋ ࠉࡇࡢᗘࠊࢪ࣒࣭࣑࢝ࣥࢬඛ⏕࡜ࠊ୰ᓥ࿴Ꮚඛ⏕࡜࠸࠺ࡇࡢศ㔝࡛ಙ㢗ࡢཌ࠸࠾஧ேࢆ࠾ᣍ ࡁࡋ࡚ࠊࡲࡓ࡜࡞࠸ㅮ₇఍ࢆ㛤ദ࡛ࡁࡿ㐠ࡧ࡟࡞ࡾࠊᚚⶱᵝ࡛஦๓ཧຍ⏦ࡋ㎸ࡳࢆ 400 ྡ㏆ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ࠸᪉ࠎ࠿ࡽ࠸ࡓࡔࡁࠊᙜ᪥ࡣ 430 ྡ㏆࠸ཧຍ⪅ࢆᚓ࡚┒఍ࡢ࠺ࡕ࡟⤊஢ࡍࡿࡇ࡜ࡀ࡛ࡁࡓࠋ ࡇࡢㅮ₇఍ࢆ‽ഛࡋ࡚ࡁࡓᐇ⾜ጤဨࡢ୍ே࡜ࡋ࡚ࠊࡇࡢࢸ࣮࣐࡬ࡢ㛵ᚰ࡜ࠊ࠾஧ேࡢㅮ₇⪅ ࡬ࡢᮇᚅࡀ࠸࠿࡟㧗࠿ࡗࡓ࠿ࢆឤࡌࡓḟ➨࡛࠶ࡿࠋㅮ₇⪅ࡢ࠾஧ே࡟ࡣᮇᚅ㏻ࡾ࡟⇕ᘚࢆࡩ ࡿࡗ࡚࠸ࡓࡔࡁࠊணᐃࡋࡓ㉁␲ᛂ⟅ࡢ᫬㛫࡛ࡶ࣑࢝ࣥࢬඛ⏕ࡣ୍ၥࡎࡘ࡟኱ኚ୎ᑀ࡟⟅࠼࡚ ࡃࡔࡉࡗࡓࡢ࡛ࠊ఍ሙ࠿ࡽࡢ㉁ၥࢆཷࡅ௜ࡅࡿ᫬㛫ࡀ࡞ࡃ࡞ࡗ࡚ࡋࡲ࠸ࠊ୍㒊ࡢ᪉࡟ṧᛕ࡞ ᛮ࠸ࢆࡉࡏ࡚ࡋࡲࡗࡓࡇ࡜ࡣࠊ୍Ⅼ᜼ࡸࡲࢀࡿ࡜ࡇࢁ࡛࠶ࡿࠋ ࠉ࣑࢝ࣥࢬඛ⏕࡜ࡣ㛗ᖺࡢ┕཭࡛࠸ࡽࡗࡋࡷࡿ୰ᓥඛ⏕࡟ࡣࠊᑟධ㒊࡜ࡋ࡚ࠊࠕ࣑࢝ࣥࢬᩍ ᤵ࡜ࡢฟྜ࠸ࠉ% ᪥ᮏࡢᖺᑡ⪅ゝㄒᩍ⫱࡜ẕㄒࡢ㔜せᛶࠖ࡜࠸࠺₇㢟࡛࠾ヰ࠸ࡓࡔ࠸ࡓࠋࡑ ࡋ࡚ࠊ࣑࢝ࣥࢬඛ⏕࡟ࡣࠊୡ⏺୰ࡢ」ᩘゝㄒ⎔ቃ࡟⫱ࡘᏊ࡝ࡶࡓࡕࢆぢ࡞ࡀࡽࠊ࢝ࢼࢲ࡛ࡢ ඛ㥑ⓗ࡞ྲྀࡾ⤌ࡳࢆᣦᑟࡋ࡚ࡇࡽࢀࡓࡈ⤒㦂ࢆ㋃ࡲ࠼࡚ࠊ᪥ᮏࡢ⚾ࡓࡕ࡟㠀ᖖ࡟ලయⓗ࠿ࡘ 㔜せ࡞ࡈᥦ᱌ࢆ࠸ࡓࡔࡃࡇ࡜ࡀ࡛ࡁࡓࠋ ࠉࡇࡢㅮ₇఍࡛ࠊཧຍ⪅ࡢࡳ࡞ࡉࡲ࡜ඹ࡟ࡼࡾࡼ࠸᪥ᮏࡢゝㄒᩍ⫱ᨻ⟇ࢆ⪃࠼ࡿᶵ఍ࢆᚓࡓ ࡇ࡜࡟ឤㅰࡋࠊࡑࢀࡒࢀࡢ❧ሙ࡛ࠊࡇࡢㅮ₇఍ࢆࡁࡗ࠿ࡅ࡜ࡋ࡚ࠊᑡࡋ࡛ࡶ᪥ᮏ࡟⫱ࡘᏊ࡝ ࡶࡓࡕࡢゝㄒᩍ⫱⎔ቃࡢᨵၿ࡟ࡘ࡞ࡆࡿࡇ࡜ࡀ࡛ࡁࢀࡤᖾ⏒࡛࠶ࡿࠋ ࠉࠕࣘࢿࢫࢥᅜ㝿ẕㄒࢹ࣮グᛕࠖࡢദࡋ࡜ࡋ࡚ࡣࠊᮏㅮ₇఍ࡢ༠ຊᅋయࡢ୍ࡘ࡛࠶ࡿẕㄒ࣭ ⥅ᢎㄒ࣭ࣂ࢖ࣜࣥ࢞ࣝᩍ⫱㸦MHB㸧◊✲఍ࡀ 2009 ᖺ 2 ᭶ 21 ᪥࡟኱㜰ᗓᩍ⫱ࢭࣥࢱ࣮࡜ࡢ ඹദ࡛ࠕᅜ㝿ẕㄒࢹ࣮௻⏬ࠉ◊ಟ఍ࠖ㸦ᇶㄪㅮ₇㸸୰ᓥ࿴Ꮚࠕእᅜேඣ❺⏕ᚐ࡬ࡢゝㄒᩍ⫱ ࡢ⌧≧࡜ㄢ㢟ࠉ% ẕㄒ⥅ᢎㄒᩍ⫱࡜᪥ᮏㄒᩍ⫱ %ࠖ㸧ࢆ⾜ࡗ࡚࠸ࡿࠋ௒ᅇࡢㅮ₇఍ࡣࠊࡑࡢ ㊃᪨ࢆᘬ⥅࠸࡛࠸ࡿ࡜࠸࠺⤒⦋ࡀ࠶ࡿࡇ࡜ࢆ⏦ࡋῧ࠼ࡓ࠸ࠋ ࠉᮏㅮ₇఍ࡣࠊ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮≉ู஺ὶ◊✲ᨭ᥼ࡢ⿵ຓ㔠࡟ࡼࡾࠊᐇ⌧ࡋࡓ ࡶࡢ࡛࠶ࡿࠋࡲࡓࠊ኱㜰኱Ꮫ๰❧ 80 ࿘ᖺグᛕࡢ㛵㐃⾜஦࡜࡞ࡗ࡚࠸ࡿࠋࡇࡢ௻⏬࣭㐠Ⴀ࡟ ᙜࡓࡗ࡚ࡣࠊከࡃࡢ᪉ࠎࡢࡈ༠ຊ࡜ࡈᨭ᥼ࢆ㈷ࡗࡓࠋᐇ⾜ጤဨ୍ྠࠊࡇࡢㅮ₇఍ࡢᐇ⌧ࡢࡓ ࡵ࡟ຊࢆ㈚ࡋ࡚ࡃࡔࡉࡗࡓከࡃࡢⓙᵝ࡜ࠊ఍ሙ࡟㊊ࢆ㐠ࢇ࡛ࡃࡔࡉࡗࡓཧຍ⪅ࡢⓙᵝ࡟ᚰࡼ ࡾឤㅰࡋࡓ࠸ࠋࡲࡓࠊཧຍ࡛ࡁ࡞࠿ࡗࡓ᪉ࡢࡓࡵ࡟ࠊ࣑࢝ࣥࢬඛ⏕ࡢㅮ₇ࣅࢹ࢜ࢆୡ⏺ゝㄒ ◊✲ࢭࣥࢱ࣮ࡢ࣮࣒࣮࣍࣌ࢪࡼࡾࠊ㈨ᩱ࡜࡜ࡶ࡟㜀ぴ࡛ࡁࡿࡼ࠺࡟ࡋࡓࡇ࡜࡟ຍ࠼ࠊᮏሗ࿌ ᭩ࢆᮏㄽ㞟ࡢ୍㒊࡜ࡋ࡚ᥖ㍕ࡋ࡚࠸ࡓࡔࡃࡇ࡜ࡀ࡛ࡁࠊ㛵ಀ⪅࡟ឤㅰࡍࡿ࡜ඹ࡟ࠊࡇࢀࡀ฼ ⏝ࡉࢀ࡝ࡇ࠿࡛ᙺ❧ࡘࡇ࡜ࢆ㢪ࡗ࡚࠸ࡿࠋ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ༦ࢊ͈ਹါ଻ȷ͂֗ޗ਎͈͂੄̞ٛȝ඾ུ͈ාઁ৪ޗȶ΃ηϋΒ ࣒׵჏ ୰ࠉᓥࠉ࿴ࠉᏊ㸨 NAKAJIMA Kazuko ˍȅ͉̲͛ͅ ࠉ௒ᅇࠊࣘࢿࢫࢥᅜ㝿グᛕẕㄒࢹ࣮グᛕㅮ₇఍࡟࣑࢝ࣥࢬᩍᤵ࡜ඹ࡟ࠊㅮ₇⪅ࡢ㸯ே࡜ࡋ࡚ ࠾ᣍࡁ࠸ࡓࡔࡁࡲࡋࡓࡇ࡜ࢆㄔ࡟ගᰤ࡟Ꮡࡌࡲࡍࠋࡲࡓࡇࡢ఍ࡢᚋ᥼ᅋయ࡜ࡋ࡚ẕㄒ࣭⥅ᢎ ㄒ࣭ࣂ࢖ࣜࣥ࢞ࣝᩍ⫱◊✲఍㸦MHB㸧ࡶ࠿࠿ࢃࡽࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࡇ࡜ࠊẕㄒ࣭⥅ᢎㄒ࣭ ࣂ࢖ࣜࣥ࢞ࣝᩍ⫱◊✲఍఍㛗࡜ࡋ࡚኱ኚ࠶ࡾࡀࡓࡃᛮࡗ࡚࠾ࡾࡲࡍࠋMHB ࡣ࣐࢖ࣀࣜࢸ࢕ ࡢᏊ౪ࡢẕㄒ࣭⥅ᢎㄒ࣭ࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࢆ◊✲ᑐ㇟࡜ࡍࡿ᪥ᮏࡢ၏୍ࡢ◊✲఍࡜ゝ࠼ࡿ࡜ ᛮ࠸ࡲࡍࠋࡇࡢ MHB ࡣᅜ㝿ẕㄒࢹ࣮࡟ࡕ࡞ࡳࠊ኱㜰ᗓᩍ⫱ࢭࣥࢱ࣮࡜ࡢඹദ࡛ 2009 ᖺ࡟ ᅜ㝿◊ಟ఍ࢆ㛤ദ࠸ࡓࡋࡲࡋ࡚ࠊࡇࢀ࡛ 2 ᅇ┠࡛ࡍࠋ௒ᅇࡣ࣑࢝ࣥࢬඛ⏕ࢆ࠾㏄࠼ࡍࡿࡇ࡜ ࡀ࡛ࡁࠊࡇࢀ௨ୖᅜ㝿ẕㄒࢹ࣮࡟ࡩࡉࢃࡋ࠸఍ࡣ࡞࠸ࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋࡋ࠿ࡶࠊࡇ ࡢグᛕࡍ࡭ࡁ఍ࢆẕㄒᩍ⫱ᐇ㊶ࡀ᭱ࡶ㇏࠿࡞㛵すᆅ༊࡛㛤ദ࡛ࡁࡿ࡜࠸࠺ࡇ࡜ࡣ㠀ᖖ࡟ព⩏ ῝࠸ࡇ࡜ࡔ࡜ᛮ࠸ࡲࡍࠋ ࠉ┿ᔱඛ⏕࠿ࡽ࠾ヰࡀ࠶ࡾࡲࡋࡓࡀࠊ᪥ᮏ඲య࡛ࢽ࣮࣐࣮ࣗ࢝ࡢᏊ౪ࡣ 3 ୓ேࠊ኱㜰࡟ࡣ⣙ 2000 ே࠾ࡾࠊࡑࡢ⣙༙ศࡀ୰ᅜᖐᅜ⪅ 3 ୡࠊ4 ୡࡔ࡜⪺࠸࡚࠾ࡾࡲࡍࠋරᗜ┴࡛ࡣேᶒᩍ⫱ ࡢ୍⎔࡜ࡋ࡚ᑠ୰ 15 ᰯ࡛ 6 ゝㄒࡢẕㄒᩍ⫱ࡀ⾜ࢃࢀ࡚࠸ࡲࡍࠋࡲࡓ኱㜰ࡢ࠸ࡃࡘ࠿ࡢ㧗ᰯ ࡛ࡣࠊ᪥ᮏேࡢࡓࡵࡢእᅜㄒ࡜ࡋ࡚ࡢ୰ᅜㄒࡢࢡࣛࢫ࡜ࠊẕㄒ࣭⥅ᢎㄒ࡜ࡋ࡚ࡢ୰ᅜㄒࢡࣛ ࢫࡀేタࡉࢀ࡚࠸ࡿࡑ࠺࡛ࡍࠋࡇࢀࡣ᪥ᮏ඲ᅜ࡛ࡶᐇ࡟⌋ࡋ࠸ࡇ࡜࡛ࠊ㛵すᆅ༊࡞ࡽ࡛ࡣࡢ ኱ኚඛ㥑ⓗ࡞ヨࡳࡔ࡜ᛮ࠸ࡲࡍࠋ ˎȅ΃ηϋΒޗ਎̞̾̀ͅ ˎȅˍȅȁ΃ηϋΒޗ਎ ࠉグᛕᏛ⾡ㅮ₇఍࡛ࡢ⚾ࡢᙺ๭ࡣࠊ࣑࢝ࣥࢬඛ⏕ࡢࡈ⤂௓ࢆ⚾ࡢయ㦂ࢆ㏻ࡋ࡚ࡍࡿࡇ࡜ࠊࡑ ࡋ࡚᪥ᮏࡀᢪ࠼࡚࠸ࡿࡉࡲࡊࡲ࡞ㄢ㢟࡜࣑࢝ࣥࢬඛ⏕ࡢ⌮ㄽ࡜ࡢ᥋Ⅼࢆࡣࡗࡁࡾࡉࡏࡿࡇ࡜ ࡔ࡜ᛮ࠸ࡲࡍࠋ ࠉ࣑࢝ࣥࢬඛ⏕ࡣࠊ⌧ᅾ Canada Research Chair ࡜࠸࠺኱ኚྡ㄃࠶ࡿࢱ࢖ࢺࣝࢆ࠾ᣢࡕࡢᛂ⏝ ゝㄒᏛࡢୡ⏺ⓗᶒጾ࡛ࠊ1978 ᖺ࠿ࡽࢺࣟࣥࢺ኱Ꮫᩍ⫱኱Ꮫ㝔 (OISE) ࡛኱Ꮫ㝔⏕࡜⌧ሙᩍᖌ 㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝㹝 㸨ࠉࢺࣟࣥࢺ኱Ꮫ࣭ྡ㄃ᩍᤵ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ࡢ෌ᩍ⫱ࡢᣦᑟࢆࡉࢀ࡚࠸ࡲࡍࠋCanada Research Chair ࡜࠸࠺ࡢࡣ࢝ࢼࢲ㐃㑥ᨻᗓࡢࣘࢽ࣮ ࢡ࡞ྲྀࡾ⤌ࡳ࡛ࡍࠋ⣙ 2000 ேࡄࡽ࠸ࡢୡ⏺ⓗᶒጾ࡜࠸࠼ࡿ◊✲⪅ࢆ⢭㑅ࡋ࡚ࠊࡑࡢ◊✲⪅ ࡢᡤᒓ኱Ꮫ࡟◊✲㈨㔠ࢆᥦ౪ࡍࡿ࡜࠸࠺ࡶࡢ࡛ࡍࠋࡋࡓࡀࡗ࡚ࠊCanada Research Chair ࡛࠶ ࡿ࡜࠸࠺ࡇ࡜ࡣఱࡽ࠿ࡢศ㔝࡛ୡ⏺ࡢඛ➃ࢆ⾜ࡃ࢝ࢼࢲࡀ㄂ࡿୡ⏺ⓗᶒጾ࡛࠶ࡿ࡜࠸࠺ࡇ࡜ ࡢド࡜ゝ࠼ࡿࡢ࡛ࡍ ࠋ ࠉ⚾ࡣࠊᖾ࠸࡞ࡇ࡜࡟㉱௵ᙜึࡢ 1978 ᖺ࠿ࡽ 1986 ᖺࡢ 8 ᖺ㛫ࠊ࣑࢝ࣥࢬඛ⏕࡜୍⥴࡟ᵝࠎ ࡞ࣉࣟࢪ࢙ࢡࢺ࡟㛵ࢃࡽࡏ࡚࠸ࡓࡔࡁࡲࡋࡓࠋࡇࡢ㸶ᖺ㛫ࡢ࣑࢝ࣥࢬඛ⏕ࡢࡈά㌍ࡣᐇ࡟┠「トロント大学赴 ぬࡲࡋࡃࠊⴭ᭩ 5 ෉ࠊㄽᩥ 41 Ⅼࠊ❶❧࡚ 35 Ⅼ࡜ࠊࡔࢀࡶࡀ┠ࢆぢᙇࡿࣉࣟࢲࢡࢸ࢕ࣈ࡞◊ 任当初の」「トロ ✲⪅࡛ࠊ㸶ᖺ㛫ࡢ⤊ࢃࡾ㡭࡟ࡣᢲࡋࡶᢲࡉࢀࡠࣂ࢖ࣜࣥ࢞ࣝᩍ⫱ࡢୡ⏺ⓗᶒጾ࡟࡞ࡽࢀ࡚࠸ ࡲࡋࡓࠋ ント大学」を挿入 ࠉ࣑࢝ࣥࢬඛ⏕ࡢᏛ⪅࣭◊✲⪅࡜ࡋ࡚ࡢ≉ᚩࡢ㸯ࡘࡣࠊ㠀ᖖ࡟Ꮫၥ⠊ᅖࡀᗈ࠸࡜࠸࠺ࡇ࡜ࡔ ࡜ᛮ࠸ࡲࡍࠋࡑࡢ୍㒊ࢆิᣲࡍࡿ࡜ࠊࣂ࢖ࣜࣥ࢞ࣜࢬ࣒、ゝㄒᚰ⌮Ꮫ、♫఍ゝㄒᏛ「学問範囲、ᩍ⫱Ꮫ」を「、 対象 ♫఍Ꮫ、ᨻ἞Ꮫ、ᩥ໬ே㢮Ꮫ、࢖࣐࣮ࢪࣙࣥᩍ⫱、⥅ᢎㄒᩍ⫱ࠊ≉Ṧᩍ⫱領域、ࢁ࠺ᩍ⫱」に変更、➨㸰 ゝㄒ⩦ᚓ、ⱥㄒᩍ⫱、࣐ࣝࢳࣜࢸࣛࢩ࣮ࢬᩍ⫱、IT ᩍ⫱、࢔ࢭࢫ࣓ࣥࢺࠊࡑࡋ࡚ᑐ㇟ࡶ࣐ ࢖ࣀࣜࢸ࢕࡜࣐ࢪࣙࣜࢸ࢕ࠊᡂே࡜Ꮚ࡝ࡶ࡜࠸࠺≧ἣ࡛ࡍࠋࡶ࠺㸯ࡘࡢ≉ᚩࡣࠊୡ⏺ⓗ࡟኱ ά㌍ࢆࡉࢀ࡚࠸ࡿ◊✲⪅࡛࠶ࡿ࡜ྠ᫬࡟⌧ሙࡢᩍᖌࢆ࢚ࣥࣃ࣮࣡ࡍࡿ◊✲⪅࡛ࡶ࠶ࡿ࡜࠸࠺ ࡇ࡜࡛ࡍࠋࡇࡢ⤌ࡳྜࢃࡏࡣ㠀ᖖ࡟⛥࡛࠶ࡾࠊ࡞࠿࡞࠿㞴ࡋ࠸ࡇ࡜ࡔ࡜ᛮ࠸ࡲࡍࠋ ࠉ⚾⮬㌟ࡣࠊ1978 ᖺ࡟ࡣࡍ࡛࡟ࢺࣟࣥࢺ኱Ꮫࡢᮾ࢔ࢪ࢔◊✲⛉ࡢ᪥ᮏㄒᩍ⫱ᑓ㛛ࡢຓᩍᤵ ࢆࡋ࡚࠸ࡲࡋࡓࠋࡑࡢᚋ 2002 ᖺ࡟ᘬ㏥ࡋ࡚ 5 ᖺ㛫ྡྂᒇእᅜㄒ኱Ꮫ࡛ᩍ࠼࡚࠸ࡲࡋࡓࡀࠊ ࡑࡢᚋࡲࡓࢺࣟࣥࢺ࡟ᡠࡾࠊ௒ᗘࡣ᪂ࡋ࠸┠࡛⮬ศࡀ᫇࠸ࡓࢺࣟࣥࢺࡢእᅜே⛣ఫ⪅ࡢᏊ౪ ࡢ᪋⟇ࡀ࡝ࡢࡼ࠺࡟࡞ࡗ࡚࠸ࡿ࠿࡟ࡘ࠸࡚ㄪ࡭ࡲࡋࡓࠋせ⫋࡟࠶ࡿ᪉࡟࠾఍࠸ࡋࡓࡾࠊᏛᰯ ࡸᶵ㛵ゼၥࢆࡋࡓࡾࡋࡲࡋࡓࡀࠊࡑࡇ࡛㦫࠸ࡓࡇ࡜ࡀ࠸ࡃࡘ࠿࠶ࡾࡲࡍࠋࡑࡢ㸯ࡘࡣ ESL ᩍᖌࡸᗂඣࡢࡓࡵࡢ Early Learning Centre ࡢᣦᑟဨࠊࡲࡓࢁ࠺ඣࡢࡓࡵࡢ≉ูᨭ᥼Ꮫᰯᩍᖌ ࡢ୰࡟ࡶࠊ࣑࢝ࣥࢬඛ⏕ࡢಙዊ⪅ࡀ࠸ࡓࡿ࡜ࡇࢁ࡟࠸ࡓࡇ࡜࡛ࡍࠋࡋ࠿ࡶࡑࡢே㐩ࡀ⮬ಙࢆ「ろう学校教 ᣢࡗ࡚ࡍࡤࡽࡋ࠸ᐇ㊶ࢆࡋ࡚࠸ࡿࡇ࡜࡛ࡍࠋࡇࡢࡼ࠺࡞⌧ሙᩍᖌࡢ⮬ಙࡢ⿬࡟ࡣࠊ࣑࢝ࣥࢬ師」に短縮、 ඛ⏕ࡈ⮬㌟ࡢ࠾ே᯶ࠊࡲࡓ࣑࢝ࣥࢬ⌮ㄽࡢᏑᅾࡢ኱ࡁࡉࢆᙉࡃឤࡌࡲࡋࡓࠋࡶ࠺㸯ࡘ㦫࠸ࡓ ࡇ࡜ࡣࠊእᅜே⛣ఫ⪅ࡢᏊ౪ࡢᨭ᥼యไࡀ࠿࡞ࡾᩚ࠸ࠊࡉࡲࡊࡲ࡞ࢽ࣮ࢬ࡟ྜࡗࡓ࢞࢖ࢻࣛそしてつぎを ࢖ࣥࡀฟᥞࡗ࡚࠸ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋ≉࡟ឤᚰࡋࡓࡢࡣࠊᗂ⛶ᅬඣࡢࡓࡵࡢࠕESL ࡢᗂඣ追加 「ろう ࡢᨭ᥼ࡢࡓࡵࡢ࢞࢖ࢻࣛ࢖ࣥࠖࠊ୍⯡ᩍᖌࡀ⮬ศࡢᏛ⣭࡟እᅜேࡢᏊ౪ࡀ⦅ධࡋ࡚ࡁࡓ࡜ࡁ学校教師と広 ࡢᑐᛂࡢ௙᪉ࢆ୎ᑀ࡟᭩࠸ࡓࠕ୍⯡ᩍᖌࡢࡓࡵࡢ࢞࢖ࢻࣛ࢖࡛ࣥࠖࡍࠋࡑࡋ࡚ࡇࢀࡽࡢ࢞࢖範囲にわたっ ࢻࣛ࢖ࣥࡢ୰࡟ࡣࠊẕㄒࡢ㔜せᛶࡀࡋࡗ࠿ࡾ࡜ㅻࢃࢀ࡚࠸ࡲࡍࠋࡲࡓᩍ⫱ጤဨ఍ࡀ⋡ඛࡋ࡚ て、」 ẕㄒࡢၨⵚࢆࡋ࡚࠸ࡿࡢ࡟ࡶ㦫ࡁࡲࡋࡓࠋ౛࠼ࡤࠊࢺࣟࣥࢺᆅ༊ᩍ⫱ጤဨ఍ࡣࠊ15 ࠿ᅜㄒࠊ ࡑࢀࡒࢀࡢᩥ໬࡟ྜࢃࡏ࡚ᐙᗞ࡛࡝ࡢࡼ࠺࡟Ꮚ౪࡟᥋ࡍࡿ࠿ࠊ࡝ࡢࡼ࠺࡟ㄞࡳ⪺࠿ࡏࢆࡍࡿ ࠿ࠊẕㄒࡀ࠸࠿࡟኱஦࠿ࠊ࡜࠸࠺ࡇ࡜ࢆᐇ࡟ࢃ࠿ࡾࡸࡍࡃㄝ᫂ࡋࡓ CD ࢆసࡗ࡚ಖㆤ⪅࡟㓄 ᕸࡋ࡚࠸ࡲࡍࠋࡑࡋ࡚ࡑࡢෆᐜ࡟ࡣ࣑࢝ࣥࢬ⌮ㄽࡀⰍ⃰ࡃ཯ᫎࡉࢀ࡚࠸ࡿࡢ࡛ࡍࠋ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ਎͈͂੄̷̞͈ٛ͂ࢃޗȅˎȅȁ΃ηϋΒˎ ࠉ࣑࢝ࣥࢬඛ⏕࡟࡝ࡢࡼ࠺࡟࠾఍࠸ࡋࡓ࠿࡜࠸࠺ࡇ࡜࡛ࡍࡀࠊࢺࣟࣥࢺ࡟ࡣ H.H. Stern ࡜࠸ ࠺ᖺᑡ⪅ゝㄒᩍ⫱ࡢᶒጾࡀ࠸ࡽࡗࡋࡷ࠸ࡲࡋࡓࠋ⚾ࡣࢺࣟࣥࢺ࡬⾜ࡃ๓࠿ࡽࡐࡦ Stern ඛ⏕ ࡢㅮ⩏ࢆ⫈ㅮࡋࡓ࠸࡜ᛮࡗ࡚࠾ࡾࡲࡋࡓࠋࡑࡋ࡚࠶ࡿ࡜ࡁࠊStern ᩍᤵࡢㅮ⩏࡜ࡢ㛵㐃࡛ࠕࢺ ࣟࣥࢺ⿵⩦ᤵᴗᰯㄪᰝࠖ࡜࠸࠺௻⏬᭩ࢆసࡾࠊ┦ㄯ࡟ࡢࡗ࡚࠸ࡓࡔࡃࡓࡵ࡟◊✲ᐊ࡟ఛࡗࡓ ࡢ࡛ࡍࠋ Stern ᩍᤵ ࡣࠕࡕࡻࡗ࡜ᚅࡗ࡚࠸࡞ࡉ࠸ࠖ࡜࠾ࡗࡋࡷࡽࢀࠊࡑࡋ࡚ⱝࠎࡋ࠸࣑࢝ࣥ ࢬඛ⏕ࢆ㐃ࢀ࡚ᖐࡗ࡚᮶ࡽࢀࠊ࠸ࡗࡋࡻ࡟ࣉࣟࢪ࢙ࢡࢺࢆࡍࡿࡼ࠺࡟࡜່ࡵ࡚ࡃࡔࡉࡗࡓࡢ ࡛ࡍࠋࡇࢀࡣᛀࢀࡽࢀ࡞࠸ᛮ࠸ฟ࡛ࡍࠋ「来られていっしょ ࠉᖾ㐠࡞ࡇ࡜࡟ࠊ࣑࢝ࣥࢬඛ⏕に」ࢆࡣ句点ࡌࡵࠊ OISEを削除ࡢ Swainしてくඛ⏕࡞࡝࡜୍⥴࡟ࢺࣟࣥࢺ⿵⩦ᤵ ᴗᰯㄪᰝࢆࡍࡿࡇ࡜࡟࡞ࡾࡲࡋださいࡓࠋࡳ࡞ࡉࢇࡀࡈᏑ▱ࡢ࣑࢝ࣥࢬඛ⏕ࡢ⌮ㄽ࡛࠶ࡿ BICS ࡜ CALP ࡢ༊ศࠊịᒣࡢࡓ࡜࠼ࡸ஧ࡘࡢ㢌ࡢ⤮࡛♧ࡉࢀࡓ CUP ㄝ࣭SUP ㄝࠊࡲࡓࠕ㸰ゝㄒࡢ Ⓨ㐩ୖࡢ┦஫౫Ꮡㄝ㸭㸰ゝㄒ㛫ࡢ㌿⛣ࠖࡸࠕࡋࡁ࠸ㄝࠖ࡞࡝ࡣࠊᐇࡣࡑࡢࡇࢁᥦၐࡉࢀࡓࡶ ࡢ࡛ࠊࡑࢀࡽࢆ᳨ドࡍࡿ࡜࠸࠺ࡢࡀࡇࡢ᫬௦ࡢㄢ㢟࡛ࡋࡓࠋᙜ᫬ࡢࣂ࢖ࣜࣥ࢞ࣝᩍ⫱⌮ㄽࡢ ◊✲ࡣࠊ࢖ࣥࢻ࣭࣮ࣚࣟࢵࣃㄒ࡛࠶ࡿࣇࣛࣥࢫㄒ࡜ⱥㄒࠊࢫ࣌࢖ࣥㄒ࡜ⱥㄒ࡜࠸࠺ࡼ࠺࡞ゝ ㄒࡢ⤌ࡳྜࢃࡏࡀ࡯࡜ࢇ࡝࡛ࠊᛮ⪃ࣃࢱ࣮ࣥࠊᩥἲᵓ㐀ࠊ㡢ኌᵓ㐀ࠊ⾲グἲ࡞࡝ࡀ኱ࡁࡃ␗ ࡞ࡿ᪥ᮏㄒ࡜ⱥㄒࡢࡼ࠺࡞⤌ࡳྜࢃࡏ࡛ࡣ࡝࠺࡞ࡿ࠿࡜࠸࠺ࡇ࡜ࡀᙜ↛⚾ࡢ㛵ᚰ஦࡛ࡋࡓࠋ ࡇࡢࡼ࠺࡞≧ἣࡢ୰࡛ࠊࢺࣟࣥࢺ⿵⩦ᤵᴗᰯࡢᑠᏛ⏕ࡢ➨㸯ゝㄒ࡜➨㸰ゝㄒࡢⓎ㐩ୖࡢ㛵ಀ ࢆㄞゎຊ࡜఍ヰຊࢆ㏻ࡋ࡚ㄪ࡭ࡿࡇ࡜࡟࡞ࡗࡓࡢ࡛ࡍࠋ⤖ᯝࡣࠊࠕᑐே㛵ಀ࡟࠾ࡅࡿᛂ⟅ࢫ ࢱ࢖ࣝࠖ࡜୧ゝㄒࡢࠕㄞゎຊࠖ࡟┦஫౫Ꮡⓗ㛵ಀࡀぢ࠸ࡔࡉࢀࠊ࣑࢝ࣥࢬ⌮ㄽࢆࢧ࣏࣮ࢺࡍ ࡿ⤖ᯝ࡟࡞ࡗࡓࡢ࡛ࡍࠋ ࠉࡑࡢ㡭࣑࢝ࣥࢬඛ⏕ࡣࠊゝㄒࡢෆ㒊ᵓ㐀࡜ࡑࢀࡒࢀࡢゝㄒ㠃ࡢ⩦ᚓ࡟࠿࠿ࡿ᫬㛫ࡀ㐪࠺࡜ ࠸࠺ࡇ࡜࡟ὀ┠ࡋ࡚ BICS ࡜ CALP ࡜࠸࠺ᴫᛕࢆᥦၐࡉࢀ࡚࠸ࡲࡋࡓࠋࡑࢀࡀ 2000 ᖺ௨㝆ࠊ BICS ࡜ CALP ࡜࠸࠺ 2 㡯ᑐ❧ࡢᴫᛕࡀ「ㄗ習得ゎࢆᣍなどであるࡃ࡜࠸࠺ࡇ࡜࡛程度ࠊ CFࠊDLSࠊALP ࡢ୕ࡘ࡟ ༊ศࡉࢀࡿࡼ࠺࡟࡞ࡾࡲࡋࡓࠋࡲࡎ CF ࡣࠊ ఍ヰࡢὶᬸᗘ (Conversational Fluency) ࡛ࡍࠋᚑ ルール化」句点を削除、 ᮶ࡢBICS ࡟┦ᙜࡍࡿゝㄒ㠃࡛ࡑࡢ⩦ᚓ࡟ࡣ኱య㸰ᖺࡄࡽ࠸࠿࠿ࡾࡲࡍࠋࡘࡂ࡟᪂ࡋࡃຍࢃࡗ ࡓࡢࡀࠊDLS, ࡘࡲࡾ ᘚูⓗゝㄒࢫ࢟ࣝ「ある (Discrete程度 Language」 挿入Skills) ࡛ࡍࠋࡦࡽࡀ࡞ࡸ࢝ࢱ࢝ࢼ ࡢᩥᏐ⩦ᚓࡸࠊᇶ♏ᩥᆺࡢ⩦ᚓ࡞࡝࡛ࠊ࣮ࣝࣝ໬ࡀ࡛ࡁࡿ㒊ศ࡛ࠊ⩦ᚓ࡟࠿࠿ࡿ᫬㛫ࡀࡑࢀ ࡒࢀࡢࢫ࢟ࣝ࡟ࡼࡗ࡚␗࡞ࡾࡲࡎࠋDLS ࡣࡇࢀࡲ࡛ CALP ࡢ୍㒊࡟⤌ࡳ㎸ࡲࢀ࡚࠸ࡲࡋࡓࡀࠊ ࡝ࡢࢫ࢟ࣝࡶ 5 ᖺ࠿ࡽ 7 ᖺ࡜࠸࠺「㛗異࠸᫬なります」の「ず」㛫ࡣ࠿࠿ࡽ࡞࠸ࡢ࡛ࡍࠋ ALP ࡣ ᩍ⛉Ꮫ⩦ゝㄒ⬟ຊ ࡛ࡍࠋࡇࢀࡀᚑ᮶ ࡜࿧ࡤࢀ࡚࠸ࡓゝㄒ㠃࡛ࠊࡑࡢ⩦ᚓ #$%&'()*%+,&-./&.(+012[%*(-%45+ を「す」に変更 CALP ࡟ࡣ 5-7 ᖺ࡜࠸࠺㛗࠸᫬㛫ࡀᚲせࡔ࡜ゝࢃࢀࡲࡍࠋ ࠉ୍᪉ࠊ1970 ᖺ௦ࡈࢁ࠿ࡽ࢝ࢼࢲ࡛ࡣࠊ⥅ᢎㄒᩍ⫱ࡀ኱ࡁࡃ┒ࡾୖࡀࡗ࡚ࡁࡲࡋࡓࡀࠊࡑ ࡢືࡁࡢ୰᰾࡟࠸ࡽࡋࡓࡢࡀ࣑࢝ࣥࢬඛ⏕࡛ࡍࠋ඲ᅜ኱఍ࢆ௻⏬ࡋࡓࡾࠊᏛ㝿ⓗ࡞ᑓ㛛ᐙ఍ ㆟ࢆ㛤࠸࡚ࡑࡢ⤖ᯝࢆฟ∧≀࡜ࡋ࡚ฟ∧ࡍࡿ࡜࠸࠺୍㐃ࡢᨻᗓ㛵ಀࡢ௙஦ࢆ࡯࡜ࢇ࡝࣑࢝ ࣥࢬඛ⏕ࡀࡉࢀ࡚࠸ࡲࡋࡓࠋ࡛ࡍ࠿ࡽࠊ1985 ᖺ࡟ OISE ࡢ Modern Language Centre ( ⌧ᅾࡢ Centre for Educational Research in Language and Literacies) ࡟ࠕ඲ᅜ⥅ᢎㄒࣜࢯ࣮ࢫࣘࢽࢵࢺࠖ ࡀタ⨨ࡉࢀ࡚࣑࢝ࣥࢬඛ⏕ࡀᡤ㛗࡟࡞ࡽࢀࡓࡢࡣࠊᙜ↛ࡢὶࢀࡔࡗࡓ࡜ゝ࠼ࡲࡍࠋ⚾⮬㌟ࡶ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ᪥ᮏㄒࢆ௦⾲ࡋ࡚ࠊࢽ࣮ࣗࢬࣞࢱ࣮ࡢⓎหࠊྛ✀⥅ᢎㄒࣉࣟࢪ࢙ࢡࢺࡢ❧ࡕୖࡆࠊᆅᇦ㛫ࠊ ゝㄒ㛫ࡢ㐃ᦠ࡜ࡿࡓࡵࡢ఍㆟ࡢ㛤ദ࡞࡝ࠊࣜࢯ࣮ࢫࣘࢽࢵࢺࡢ࠾ᡭఏ࠸ࢆ࠸ࢁ࠸ࢁࡋ࡚࠸ࡲ ࡋࡓࠋࡕࡻ࠺࡝ࡑࡢࡇࢁ࡛ࡍࡀࠊ⥅ᢎㄒᩍ⫱࡟ࡘ࠸࡚᪂ࡋ࠸ព⩏௜ࡅࠊ᪂ࡋ࠸ᴫᛕࢆ࣑࢝ࣥ「連携をとる」 ࢬඛ⏕ࡀᡴࡕฟࡉࢀࡓࡢ࡛ࡍࠋࡑࢀࡣࠕゝㄒ㈨※ࠊ⤒῭㈨※ࠊᩥ໬㈨※࡜ࡋ࡚ࡢẕㄒ࣭⥅ᢎ ㄒࠖ࡜࠸࠺ᴫᛕ࡛ࡍࠋ⥅ᢎㄒᩍ⫱ࡀ࣐࢖ࣀࣜࢸ࢕ࢢ࣮ࣝࣉࡢ୰ࡔࡅࡢෆ㍯ࡢၥ㢟࡛࠶ࡿ㝈ࡾ「を」を挿入 ࡣࠊ⤒῭ⓗ࡟㐕㏕ࡋ࡚ࡃࡿ࡜ࡍࡄண⟬࢝ࢵࢺࡢᑐ㇟࡟࡞ࡾࡘࡪࡉࢀ࡚ࡋࡲ࠸ࡲࡍࠋࡑ࠺࡛ࡣ ࡞ࡃࠊ⥅ᢎㄒᩍ⫱ࢆࡍࡿࡇ࡜ࡀࠊ࣐ࢪࣙࣜࢸ࢕ࡶྵࡵࡓ࢝ࢼࢲ♫఍඲య࡟㈉⊩ࡍࡿ࡜࠸࠺ព ⩏௜ࡅࢆࡍࡿࡇ࡜࡟ࡼࡗ࡚ࠊ㈗㔜࡞ᅜࡢ⛯㔠ࢆ⥅ᢎㄒᩍ⫱ࡢࡓࡵ࡟౑࠺ࡇ࡜࡟ᑐࡍࡿព⩏௜ ࡅ࡟࡞ࡿ࡜࠸࠺ࡇ࡜࡛ࡍࠋࠕゝㄒ㈨※ࠊ⤒῭㈨※ࠊᩥ໬㈨※࡜ࡋ࡚ࡢẕㄒ࣭⥅ᢎㄒࠖ࡜࠸࠺ ᴫᛕࡣࠊ඲ᅜ⥅ᢎㄒࣜࢯ࣮ࢫࣘࢽࢵࢺࡢάື࡜┦ࡲࡗ࡚ࠊࡔࢇࡔࢇ࡟࢝ࢼࢲ඲ᅜ࡟ᗈࡲࡗ࡚ ࠸ࡁࡲࡋࡓࠋ࣐ࢪࣙࣜࢸ࢕࡟ࣉࣛࢫ࡟࡞ࡿᙧ࡛࣐࢖ࣀࣜࢸ࢕ࡢၥ㢟ࡢゎỴ᪉ἲࢆぢ࠸ࡔࡍ࡜ ࠸࠺ࡇ࡜ࡣࠊ㠀ᖖ࡟኱஦࡞ࡇ࡜ࡔ࡜௒࡛ࡶᛮ࠸ࡲࡍࠋ ˎȅˏȅȁࠑઇࢊै໲ίυΐͿ·Π ࠉྛ✀ࡢ⥅ᢎㄒࣉࣟࢪ࢙ࢡࢺࡢ୰࡛⚾ࡀᙜ᫬ཧຍࡋ࡚࠸ࡓࡢࡣࠊ⥅ᢎㄒ⮬⏤๰ససᩥࣉࣟ ࢪ࢙ࢡࢺ࡛ࡋࡓࠋGraves㸦1983) ࡢࣉࣟࢭࢫ㔜どࡢ࢔ࣉ࣮ࣟࢳࢆ⌮ㄽⓗᇶ♏࡜ࡋࠊ༢ㄒ࡟ࡘ ࡲࡗࡓࡽ࡯࠿ࡢᙉ࠸᪉ࡢゝㄒ࡛ᇙࡵ࡚ࡶ࠸࠸ࠊ」ᩘゝㄒ࡛᭩࠸࡚ࡶ࠸࠸࡜࠸࠺ࣂ࢖ࣜࣥ࢞ࣝࠊ ࣐ࣝࢳࣜࣥ࢞ࣝࡢ❧ሙࢆ࡜ࡗࡓࡶࡢ࡛ࡍࠋࡲࡓࢸࢡࣀࣟࢪ࣮ࡢά⏝ࡶᙜ᫬ࡢ┠ⓗࡢ㸯ࡘ࡛ࡋ ࡓࠋ᪥ᮏㄒ࡛ࡣࠊᡭ᭩ࡁࡀ኱ኚ࡞ࡢ࡛ࠊᙜ᫬ฟᅇࡾጞࡵࡓ࣮࣡ࣉࣟࢆ౑⏝ࡋ࡚ࠊ⮬ศࡢ᭩࠸ ࡓసᩥࡀࡲࡿ࡛ᮏ≀ࡢ༳ๅ≀ࡢࡼ࠺࡟ࡁࢀ࠸࡟ࣉࣜࣥࢺ࢔࢘ࢺࡉࢀ࡚ฟ࡚ࡃࡿࡢࢆࡳ࡚ࠊᏊ ౪ࡓࡕࡀ㐩ᡂឤࢆឤࡌࡿ࡜ྠ᫬࡟⥅ᢎㄒᏛ⩦࡬ࡢពḧ࡟ࡘ࡞ࡀࡿ࡜࠸࠺ࡇ࡜ࢆࡡࡽࡗ࡚࠸ࡲ ࡋࡓࠋࡶ࠺ 1 ࡘࡢ≉ᚩࡣࠊࠕㄞࡳᡭព㆑ࠖࢆ㧗ࡵࡿࡓࡵ࡟ࠊᏊ౪ࡀ᭩࠸ࡓసᩥࢆ⯆࿡ࢆᣢࡗ ࡚ㄞࢇ࡛ࡃࢀࡿ⫈⾗ࢆணࡵタᐃࡋ࡚࠾ࡃࡇ࡜࡛ࡍࠋࡇࡢࡼ࠺࡟ࠊ」ᩘゝㄒ౑⏝ࠊࢸࢡࣀࣟࢪ࣮ ࡢά⏝ࠊࡑࡋ࡚ࠕㄞࡳᡭព㆑ࠖࡢ㧗ᥭࠊ࡜࠸࠺ࡼ࠺࡞≉ᚩࢆᣢࡗࡓసᩥࣉࣟࢪ࢙ࢡࢺࡔࡗࡓ ࡢ࡛ࡍࠋ ࠉ᭱㏆࣑࢝ࣥࢬඛ⏕ࡣࠊࡈㅮ₇࡛ᚲࡎ࡜࠸ࡗ࡚࠸࠸࡯࡝࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࡢ࠾ヰ ࢆ࡞ࡉ࠸ࡲࡍࡀࠊ௒᣺ࡾ㏉ࡗ࡚ࡳࡿ࡜࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࡢ๓㌟ࡣࡇࡢ⥅ᢎㄒసᩥ ࡔࡗࡓࡼ࠺࡟ᛮ࠸ࡲࡍࠋࡓࡔྠ᫬࡟ὀ┠ࡍ࡭ࡁ኱ࡁ࡞㐪࠸ࡶ࠶ࡾࡲࡍࠋࡲࡎ࡝ࡕࡽࡶ࣐࢖ࣀ ࣜࢸ࢕ゝㄒඣ❺⏕ᚐࡢࡓࡵࡢྲྀࡾ⤌ࡳ࡛ࡍࡀࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࡣ๰ససᩥ࡛ࡣ ࡞ࡃ๰ససရ࡛ࡍࠋᩥᏐ࡟㢗ࡽࡎ࡟㡢ኌ࡛ࡶᫎീ࡛ࡶࢻ࣐࡛ࣛࡶ࠸࠸ࡢ࡛ࡍࠋࡘࡲࡾ࣐ࣝࢳ ࣓ࢹ࢕࢔ࠊ࣐ࣝࢳ࣮ࣔࢻࡢ๰సάື࡞ࡢ࡛ࡍࠋࡑࡢάືࡢ୰࡛ࠊ⥅ᢎㄒ࡜Ꮫᰯゝㄒࡢ୧᪉ࢆ ౑⏝ࡍࡿ࡜࠸࠺ࡇ࡜ࡀ๓ᥦ࡜࡞ࡗ࡚࠸ࡲࡍࠋ ࠉ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺ࡜࠸࠺ྡ๓ࡣࠊ࣑࢝ࣥࢬඛ⏕ࡈ⮬㌟ࡀྡ࡙ࡅࡓࡶࡢࡔࡑ࠺࡛ ࡍࡀࠊ኱ኚ࠸࠸ྡ๓ࡔ࡜ᛮ࠸ࡲࡍࠋ┠ⓗࡀసᩥຊࡢୖ㐩࡜࠸࠺ᩍ⫱ᢏ⾡ࡢၥ㢟࡛ࡣ࡞ࡃࠊ๰ ససရ࡟ྲྀࡾ⤌ࡴࡇ࡜࡟ࡼࡗ࡚ࠊᏊ౪⮬㌟ࡢ⮬ᑛឤ᝟ࢆ㧗ࡵࠊ⮬ᑛឤ᝟ࡀ㧗ࡲࡿࡇ࡜࡟ࡼࡗ ࡚Ꮫ⩦࡟ࡶ๓ྥࡁ࡟࡞ࡿ࡜࠸࠺ᩍ⫱ຠᯝࢆ≺ࡗࡓࡶࡢ࡛ࡍࠋసရࡀ⮬ศࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ ࢆᫎࡋฟࡍ㙾ࡢࡼ࠺࡞ᙺ๭ࢆࡋ࡚ࠊ⮬ศࡀసࡗࡓసရࢆぢࡿࡇ࡜࡟ࡼࡗ࡚⮬ᑛឤ᝟ࡀ㧗ࡲࡿ ኱㜰኱Ꮫୡ⏺ゝㄒ◊✲ࢭࣥࢱ࣮ㄽ㞟➨㸴ྕ㸦ᖺ㸧 ࡜࠸࠺ࡇ࡜࡛ࡍࠋࡲࡓࢸࢡࣀࣟࢪ࣮ࢆά⏝ࡋ࡚࣮࣒࣮࣍࣌ࢪ࡟సရࢆᥖ㍕ࡍࡿࡇ࡜࡟ࡼࡾࠊ ࡼࡾከࡃࡢ⫈⾗࡟సရࢆㄞࢇ࡛ࡶࡽࡗ࡚๓ྥࡁࡢࣇ࢕࣮ࢻࣂࢵࢡࢆࡶࡽ࠺࡜࠸࠺≧ἣࡶࡑࡢ Ꮚࡢ⮬ศ࡟ᑐࡍࡿ࢖࣓࣮ࢪ࢔ࢵࣉ࡟ࡘ࡞ࡀࡾࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࡢ㧗ᥭ࡟ࡘ࡞ࡀࡾࡲࡍࠋ ࠉඛ᪥࣑࢝ࣥࢬඛ⏕ࡈ⮬㌟ࡀ┤᥋ᣦᑟࡋ࡚࠸ࡽࡗࡋࡷࡿ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࡢࢺࣟ ࣥࢺᕷࡢᐇ㊶ᰯࢆぢᏛࡋࡲࡋࡓࡀࠊឤᚰࡋࡓࡢࡣࠊࡓࡔᏊ౪࡟ఱ࠿సရࢆసࡽࡏ࡚࠸ࡿ࡜࠸ ࠺ࡔࡅ࡛ࡣ࡞ࡃࠊ⌮⛉ࠊ♫఍ࠊⱥㄒࠊESL ࡢ࣒࢝ࣜ࢟ࣗࣛ࡜ࡋࡗ࠿ࡾ⤖ࡧ௜ࡅ࡚࠸ࡿⅬ࡛ࡋࡓࠋ ᾏእ࠿ࡽ⦅ධࡋࡓᏊ౪ࡣࠊⱥㄒຊ୙㊊ࡢࡓࡵ 5 㹼 7 ᖺࡣᏛ⩦࡟༑ศཧຍ࡛ࡁࡲࡏࢇࠋࡋ࠿ࡋࠊ ࡑࢇ࡞㛗࠸㛫Ꮫ⣭ࡢ୰࡛࠾ᐈᵝࡢ≧ែ࡛࡯ࡗ࡚࠾ࡃࢃࡅ࡟ࡣ࠸ࡁࡲࡏࢇࠋఱ࡜࠿௒ᣢࡗ࡚࠸ ࡿゝㄒࡢຊࢆ㥑౑ࡋ࡚Ꮫ⣭௰㛫࡟ධࡾࠊᤵᴗཧຍࠊᏛ⩦ཧຍࢆྍ⬟࡟ࡋ࡚࠸ࡃᚲせࡀ࠶ࡾࡲ ࡍࠋࡇࡢ┠ⓗࡢࡓࡵ࡟ඛ⏕᪉ࡀ࣒࢝ࣜ࢟ࣗࣛ࡜⤖ࡧ௜ࡅ࡚ࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࢆ άືࡢ㸯㒊࡟ྲྀࡾධࢀ࡚࠸ࡲࡋࡓࠋࢸࢡࣀࣟࢪ࣮ࢆ㥑౑ࡋࡘࡘࠊ࣐࢖ࣀࣜࢸ࢕ゝㄒඣ❺⏕ᚐ ࢆࡉࡲࡊࡲ࡞ᙧែࡢከゝㄒ๰సάື࡟ᕳࡁ㎸ࢇ࡛ࠊ⮬ᑛឤ᝟ࢆ㧗ࡵࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࢆࡋࡗ ࠿ࡾࡉࡏࡿ࡜࠸࠺ࡇࡢྲྀࡾ⤌ࡳࡣࠊᇶᮏ࡜࡞ࡿ⌮ㄽࡀ㠀ᖖ࡟ศ࠿ࡾࡸࡍࡃࠊୡ⏺ࡢ࡝ࡇ࡛ࡶ ᛂ⏝ྍ⬟࡞ࡶࡢࡔ࡜ᛮ࠸ࡲࡍࠋ ࠉᐇࡣ᪥ᮏ࡟ࡣࠊ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ࢟ࢫࢺࡢάື࡜ゝ࠼ࡿࡼ࠺࡞ྲྀࡾ⤌ࡳࡀࡍ࡛࡟ࡓࡃ ࡉࢇ࠶ࡿࡢ࡛ࡣ࡞࠸࠿࡜ᛮ࠸ࡲࡍࠋ౛࠼ࡤࠊ࠶ࡿඛ⏕ࡀࣅࢹ࢜ࣉࣟࢪ࢙ࢡࢺ࡟ࡘ࠸࡚᭩࠿ࢀ ࡓࡶࡢࢆㄞࢇࡔࡇ࡜ࡀ࠶ࡾࡲࡍࠋࡑࢀࡣኟఇࡳ࡟ࣇ࢕ࣜࣆࣥ࡟ᖐࡿᏊ౪࡟ࠊᖐࡗ࡚⮬ศࡢ࿘ ࡾࡢᮧࡸ⏫ࡸᐙࢆࣅࢹ࢜࡟᧜ࡗ࡚᮶࡚ࠊࡑࢀࢆ⦅㞟ࡋ࡚ࡳࢇ࡞࡟Ⓨ⾲ࡍࡿ࡜࠸࠺ࣉࣟࢪ࢙ࢡ ࢺ࡛ࡋࡓࡀࠊ㠀ᖖ࡟ຠᯝࡀ࠶ࡗࡓ࡜᭩࠿ࢀ࡚࠸ࡲࡋࡓࠋࡲࡉ࡟ࡇࢀࡣ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࣭ࢸ ࢟ࢫࢺࡢ㸯౛࡜ゝ࠼ࡿ࡜ᛮ࠸ࡲࡍࠋ ࠉඛ᪥ぢᏛࡋࡓࢺࣟࣥࢺᕷ࡟࠶ࡿᐇ㊶ᰯ࡟ࡣࠊᜍᛧ࡟‶ࡕࡓᡓதయ㦂ࢆᣢࡗࡓ࢔ࣇ࢞ࢽࢫࢱ ࣥࡸࣃ࢟ࢫࢱࣥ࠿ࡽ᮶ࡓᏊ౪ࡀከࡃࠊẕㄒ࡛࠶ࡿࣇ࢓࣮ࢩ࣮ㄒࡀ᭩ࡅ࡞࠸Ꮚࡶከࡃ࠸ࡲࡋࡓࠋ ࡶࡕࢁࢇⱥㄒࡶࡲࡔ᭩ࡅࡲࡏࢇࠋࡑࢀ࡛ࡶࢢ࣮ࣝࣉ࡟࡞ࡗ࡚ㄢ㢟࡟ྲྀࡾ⤌ࡴᜉാᏛ⩦࡞ࡢ࡛ࠊ
Recommended publications
  • Cultural Citizenship Practices in Transnational Social Spaces : Chinese Migrant Academics in Japan Since 1978
    This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Cultural citizenship practices in transnational social spaces : Chinese migrant academics in Japan since 1978 Jia, Yonghui 2019 Jia, Y. (2019). Cultural citizenship practices in transnational social spaces : Chinese migrant academics in Japan since 1978. Doctoral thesis, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/92251 https://doi.org/10.32657/10220/48555 Downloaded on 29 Sep 2021 17:09:52 SGT CULTURAL CITIZENSHIP PRACTICESIN TRANSNATIONAL SOCIAL SPACES CULTURAL CITIZENSHIP PRACTICES IN TRANSNATIONAL SOCIAL SPACES: CHINESE MIGRANT ACADEMICS IN JAPAN SINCE 1978 JIA YONGHUI JIA YONGHUI SCHOOL OF HUMANITIES 2019 2019 Cultural Citizenship Practices in Transnational Social Spaces: Chinese Migrant Academics in Japan since 1978 JIA YONGHUI JIA YONGHUI School of Humanities A thesis submitted to the Nanyang Technological University in partial fulfilment of the requirement for the degree of Doctor of Philosophy 2019 ACKNOWLEDGEMENTS As a girl growing up in Northern China, living in a place without winter has been a dream since my childhood. Upon arriving in tropical Singapore for my postgraduate study, I realized there was a place in the world with four seasons of summer. I owe my thanks to many teachers, who have not only helped me realize my childhood dream, but also given their best effort to cultivate a “new me” over the years. I am very grateful to my supervisor Professor Els van Dongen. She is the most ideal supervisor one could wish for. With her expertise in the research area of my dissertation, she has offered important constructive suggestions on this project.
    [Show full text]
  • Kehidupan Sekolah)
    ●1. Sistem pendidikan Jepang ●2. Tempat seperti apa sih SD? (Kehidupan Sekolah) ●3. Tempat seperti apa sih SD? (Kegiatan) ●4. Tempat seperti apa sih SMP? (Kehidupan Sekolah) ●5. Tempat seperti apa sih SMP? (Kegiatan) ●6. Tempat seperti apa sih SMA? ●7. Sistem penerimaan murid baru SMA ●8. Pengenalan macam-macam barang, peralatan yang dipakai di sekolah ●9. Daftar sekolah internasional ●10. Kelas belajar Bahasa Jepang di Sekolah dan Wilayah ●11. Pusat informasi lowongan kerja (Bursa tenaga kerja yang disebut HelloWork) ●12. Sekolah yang mengajarkan pengetahuan dan keterampilan khusus untuk bekerja (Penguasaan keterampilan untuk bekerja) - 1 - Sistem Sekolah Jepang 1. Sistem Pendidikan Jepang TOP Usia 6 tahun Usia WajibUsia Belajar SD (6 tahun) Usia 12 tahun Menengah Sekolah SMP (3 tahun) Usia 15 ▼ tahun SMA SMA (3 tahun) Sistem sekolah SMA Kejuruan Bekerja/Berumah tangga SMA Kejuruan (5 tahun) Keterampilan (Cat. 1) Kejuruan malam hari juga dibagi 4 mata Kerja (1 tahun (1 tahun lebih) atau 2 tahun) pelajaran. (1年か2年) Usia 18 tahun ▼ ▼ Bekerja/Berumah tangga Bekerja/Berumah tangga Diploma 2 Sekolah Kejuruan lebih ▼ Universitas/Sarjana (2 tahun) dari 1 tahun Bekerja/Berumah tangga (4 tahun) ▼ ▼ Usia 22 Bekerja/Berumah tangga Bekerja/Berumah tangga tahun ▼ Bekerja/Berumah tangga Pascasarjana (2–4 tahun) ▼ Bekerja/Berumah tangga - 2 - Sistem Sekolah Jepang 2. Tempat Seperti apa sih SD? (Kehidupan Sekolah) TOP Di SD Negeri Osaka, ada beberapa ketentuan seperti berikut ini. Ada beberapa perbedaan tergantung dari sekolahnya. Karena itu, tanyakan kepada guru tempat bersekolah. ◆Pergi ke Sekolah 1 Rute Sekolah Agar dapat pergi dan pulang sekolah dengan aman, rute jalan untuk pergi dan pulang sekolah sudah ditentukan.
    [Show full text]
  • Unlocking the Potential of Kansai Companies
    Unlocking the potential of Kansai companies McKinsey Japan Kansai Office June 2018 Authored by: André Andonian Motohiro Hojo Raymond Chan Daruma dolls at Katsuo-ji temple, Osaka. The script character on the dolls means “victory” in Japanese. Unlocking the potential of Kansai companies Preface The world is now facing change on a scale surpassing that of the Industrial Revolution. Today, such change is driven by several disruptive forces, including the growth of emerging economies, the disruptive evolution of technology, the increasing interconnectedness of the global economy, and the aging of populations across the world. One intriguing phenomenon leading from these forces, especially as economies and markets around the world grow more tightly linked, is the gradual rise in importance of regions and cities rather than countries. In other words, regional and metropolitan attractiveness and competitiveness today hold increasingly greater sway than do the countries containing those regions and cities. What does this mean for Kansai? Fundamentally, Kansai leaders need to consider both the sustainable growth of the region as well as the international competitiveness of its cities. They should consider how Kansai can evolve, using its historical, cultural, academic, and infrastructural advantages to create a grand vision for the future, and make the bold moves required to achieve that vision. A worthy vision for the public sector and infrastructure related sectors, such as electricity, gas, transit, construction, telecommunications, and broadcasting, could be to establish a region that enables sustainable lifestyles, leading to improved core competitiveness and attractiveness throughout the region. The manufacturing and service sectors, by contrast, could focus on a vision grounded in global competitiveness, achieved by undertaking organizational transformations, productivity improvements, and growth investments in innovation and M&A.
    [Show full text]
  • A Cidade De Osaka Contribui Com O Desenvolvimento Do País Sendo Considerada Como O Núcleo Da Região De Kansai
    Seja bem-vindo a Osaka! A Cidade de Osaka contribui com o desenvolvimento do País sendo considerada como o núcleo da região de Kansai. Com mais de 500,000 habitantes, é uma cidade determinadamente governamental e sedia o governo provincial de Osaka. A Cidade de Osaka é dividida em 24 distritos, sendo a maior em número de distritos no Japão. Possui um vasto centro comercial em sua região urbana, envolta pela linha de trêm JR Loop além construções históricas como o Castelo de Osaka e o Templo Shitennoji, atrações turísticas como ® Aquário Kaiyukan e Universal Studios Japan . “Desfrutando Osaka” é um guia com informações úteis em vários aspectos da vida diária para os estrangeiros que vieram a Osaka. Apresenta várias informações como procedimentos diversos, moradia, educação, médicos, meios de transporte, instituições diversas, etc. Desejamos sinceramente que este guia possa fornecer informações práticas e proporcionar uma vida agradável para os residentes estrangeiros. ●Site da cidade de Osaka http://www.city.osaka.lg.jp/ ●Informações úteis para estrangeiros Informação para sua vida em Osaka http://www.ih-osaka.or.jp/enjoy/jp/ ●Site de guia de turismo em Osaka http://www.osaka-info.jp/en/ ÍNDICE A A PERFIL DA CIDADE …1 C MEIOS DE ………23 DE OSAKA TRANSPORTE 1 Localização―――――――――― 2 1 Transporte Municipal――――― 24 2 História― ――――――――――― 3 (1) Metrô― ――――――――――― 24 3 Símbolo da Cidade― ――――― 3 ●Tabela de tarifas―――――――― 24 4 População e Extensão― ――― 3 (2) Ônibus Municipal――――――― 25 (3) Bilhetes de passagem― ――― 25 B EMERGÊNCIA…………5 (4) Serviço
    [Show full text]
  • Northern and Western Kinki Region Shuichi Takashima
    Railwa Railway Operators Railway Operators in Japan 11 Northern and Western Kinki Region Shuichi Takashima Keihanshin economic zone based on a from cities in the south. As a result, the Region Overview contraction of the Chinese characters population density in these northern forming parts of each city name. areas is low, despite the proximity to This article discusses railway lines in parts However, to some extent, each city is still Keihanshin. Shiga Prefecture borders the of four prefectures in the Kinki region: an economic entity in its own right, eastern side of Kyoto Prefecture and has Shiga, Kyoto, Osaka and Hyogo. The making the region somewhat different long played a major role as a three largest cities in these four prefectures from the huge conurbation of transportation route to eastern Japan and are Kyoto, Osaka and Kobe. Osaka was Metropolitan Tokyo. the Hokuriku region. y Japan’s most important commercial centre Topography is the main reason for this until it was surpassed by Tokyo in the late difference. Metropolitan Tokyo spreads 19th century. Kyoto is the ancient capital across the wide Kanto Plain, while Kyoto, Outline of Rail Network (where the Emperors resided from the 8th Osaka and Kobe are separated by Operators to 19th centuries), and is rich in historical highlands that (coupled with the nearby The region’s topography has determined sites and relics. Kobe had long been a sea and rivers) have prevented Keihanshin the configuration of the rail network. In major domestic port and became the most from expanding to the same extent as the Metropolitan Tokyo, lines radiate like important international port serving Metropolitan Tokyo.
    [Show full text]
  • 1. Bahasa Indonesia Untuk Orang Tua/Wali Murid Daftar Isi
    1. Bahasa Indonesia Untuk orang tua/wali murid Daftar isi ●2. Tentang prosedur masuk/melanjutkan dan pindah sekolah ●3. Sistem pendidikan Jepang ●4. Tentang TK ●5. Tempat seperti apa sih SD? (Kehidupan Sekolah) ●6. Tempat seperti apa sih SD? (Kegiatan) ●7. Tempat seperti apa sih SMP? (Kehidupan Sekolah) ●8. Tempat seperti apa sih SMP? (Kegiatan) ●9. Tentang masa depan setelah lulus SMP ●10. Tempat seperti apa sih SMA? ●11. Sistem penerimaan murid baru SMA ●12. Setelah lulus SMA ●13. Pengenalan macam-macam barang, peralatan yang dipakai di sekolah ●14. Sistem penerjemah sekolah dan wilayah ●15. Daftar sekolah internasional ●16. Kelas belajar Bahasa Jepang di Sekolah dan Wilayah ●17. Konsultasi tentang Kehidupan secara umum, Masalah pekerjaan, Masalah kesehatan, Masalah pendidikan (Daftar lembaga konsultasi) ●18. Sistem sekolah yang mengajarkan hal-hal khusus kepada siswa (Bank data sumber daya manusia provinsi Osaka) ●19. Pusat informasi lowongan kerja (Bursa tenaga kerja yang disebut HelloWork) ●20. Sekolah yang mengajarkan pengetahuan dan keterampilan khusus untuk bekerja (Penguasaan keterampilan untuk bekerja) ●21. Bagaimana setelah lulus SMP? Apakah akan segera pulang ke negaranya? (Masa depan anak) ●22. Apakah tidak mau pergi ke sekolah? (Menjadi putus sekolah) - 1 - Untuk daftar masuk sekolah 2. Tentang Prosedur masuk/melanjutkan dan pindah sekolah TOP ◎Masuk TK (Belajar di TK tersebut dari awal) ◆Untuk TK 1. Bagi yang baru datang ke Jepang dan mendapatkan kartu izin tinggal, bawalah kartu izin tinggal tersebut ke bagian kemasyarakatan di kantor kota madya di kotanya masing-masing (atau bagian kependudukan/penamaannya berbeda menurut kota madya) untuk mendaftarkan diri (pendaftaran penduduk). 2. Dapatkan “Formulir pendaftaran” di TK yang ingin dimasuki, kemudian setelah melengkapinya, serahkan ke TK yang bersangkutan.
    [Show full text]
  • INVEST OSAKA 2020 En
    Support Available in Osaka City Data: Osaka City at a Glance 【 】 2020-2021 Area 2 Number of private business establishments Reasonable Business Costs (Indexes compared with Tokyo taken as 100) URL https://www.investosaka.jp/eng/ Email [email protected] 225.3 km 2018 179,000 2016 Tokyo INVEST Osaka Tokyo Resident population 2.75 million 2020 Number of private sector employees 2.21 million 2016 ☆Business Support Office (BSO): A Free-of-Charge Base for Business Establishment Preparation in Osaka Commercial land price *1 1,060,400 yen/m2 2,145,600 yen/m2 49.4 Daytime population BSO is a short-term, free-of-charge oce space available to companies or organizations that are considering moving into 3.54 million 2015 or branching out in Osaka City. e maximum term is six months. Industrial land price *1 108,600 yen/m2 250,400 yen/m2 43.4 GDP of the World's Top Economies( 2016) Private room Shared office (Unit: 1billion U.S. Dollars) Term: Renewable every two months (up to six months) Up to six months *2 4,454 yen/m2 7,112 yen/m2 The U.S. 18,715 Office rent 62.6 Cost: Communication expenses and security deposit Security deposit OSAKA 11,222 Communication equipment Telephone, FAX, LAN and Wi-Fi Wi-Fi China Warehouse rent (per/month) *3 1,709 yen/m2 2,015 yen/m2 84.8 Most livable cities Japan 4,953 ranking: ☆Support Programs Available in Osaka City 4th in the world; 1st in Japan Germany 3,468 *4 75,757 yen/m2 121,212 yen/m2 62.5 Store rent (per/month) (2019) The U.K.
    [Show full text]
  • Financial Results Briefing for the Year Ended March 31, 2018
    Financial Results Briefing For the Year Ended March 31, 2018 Chairman & CEO Hiroyuki Suzuki I. Consolidated Financial Highlights for the Year Ended March 31, 2018 ・・・P. 2 II. Nonconsolidated Financial Highlights for the Year Ended March 31, 2018 ・・・P. 1 2 III. Performance Forecasts for the Year Ending March 31, 2019 ・・・P. 2 0 IV. Outlook for the First Year of the ‘Fifth Medium-Term Management Plan’ ・・・P. 2 6 (Reference) Overview and Trends in Business Performance of Overseas Group Companies ・・・P. 4 4 (Reference) Features of the Maruichi Group ・・・P. 5 3 May 11, 2018 Devoted to Steel Tubes 1 I. Consolidated Financial Highlights for the Year Ended March 31, 2018 Devoted to Steel Tubes 2 Consolidated Operating Results (Millions of yen) Net sales (Millions of yen) FY2017 FY2018 Increase/ Forecasts announced Increase/ Results Results decrease in February decrease Net sales 137,277 156,266 +13.8% 153,400 +1.9% 156,266 Operating Income 24,502 20,826 -15.0% 19,600 +6.3% Ordinary Income + 152,668 26,192 22,986 -12.2% 21,200 8.4% Net income attributable to owners of parent 17,715 15,777 -10.9% 14,300 +10.3% Profits (Millions of yen) Operating income 144,968 Ordinary income 26,192 Net income attributable to owners of parent 24,502 22,586 22,986 20,826 20,080 19,919 18,944 137,277 17,734 17,715 136,547 17,027 15,777 13,748 11,184 9,299 FY2014 FY2015 FY2016 FY2017 FY2018 FY2014 FY2015 FY2016 FY2017 FY2018 Devoted to Steel Tubes 3 Consolidated Operating Results Statements of Income (Millions of yen) FY2014 FY2015 FY2016 FY2017 FY2018 Percentage of Percentage
    [Show full text]
  • Visto E Passaporte
    ÍNDICE PERFIL DA CIDADE 6 Obtendo mais informações de A …1 DE OSAKA emergência ―――――――― 21 1 Localização ―――――――― 2 2 História ―――――――――― 3 MEIOS DE C ……… 23 3 Símbolo da Cidade ――――― 3 TRANSPORTE 4 População e Extensão ――― 3 1 Transporte Municipal ――― 24 (1) Metrô ―――――――――― 24 ●Tabela de tarifas ―――――― 24 B EMERGÊNCIA ……… 5 (2) Ônibus Municipal ――――― 25 1 Emergências médicas, (3) Bilhetes de passagem――― 25 ferimentos, etc.――――――― 6 (4) Serviço de informação de (1) Ao chamar uma ambulância ―6 transporte municipal―――― 27 (2) Durante feriados ou à noite ―6 2 Sistema Ferroviário ―――― 27 (Centros Médicos de Emergência) ―7 (1) JR ――――――――――― 27 (3) Centros Médicos de Emergência ―8 (2) Ferrovias privadas ―――― 27 (4) Informações sobre os Centros (3) Acesso ao Aeroporto Médicos de Emergência ―― 9 Internacional de Kansai ―― 28 2 Incêndio ―――――――――― 9 3 Taxis ――――――――――― 28 ●No caso de incêndio ―――― 9 4 Informações sobre Transporte ―29 3 Polícia ――――――――――― 9 5 Mapa ――――――――――― 30 (1) Acidente de trânsito ―――― 10 (2) Roubo e outros delitos ―― 10 INFORMAÇÕES ÚTEIS 4 Terremotos ―――――――― 10 D QUANDO ENTRAR NO …31 (1) Os tipos de terremotos que JAPÃO ocorrem em Osaka e seus 1 Telefone ――――――――― 32 mecanismos ――――――― 10 (1) Ligações domésticas ――― 32 (2) Quando ocorrer um terremoto ―12 (2) Ligações internacionais ―― 32 (3) Prepare sua família ―――― 14 (3) Telefone público ――――― 32 (4) Proteção contra maremotos ―16 (4) Principais companhias telefônicas para 5 Prejuízos causado por ventos ligação nacional e internacional ―33 e inundações ――――――― 17 (5)
    [Show full text]
  • Freshman Admission Fall 2020 International Student Recruitment
    Freshman Admission Fall 2020 International Student Recruitment [For international students whose parents are both non-Koreans and those who have completed a 12-year academic curriculum overseas] Online Application and Document Submission Document and Eligibility Online Application Period : Monday, June 1, 2020 (9 a.m.) to ⇒ ⇒ Friday, June 5, 2020 (5 p.m.) Review Document Submission Deadline : Friday, June 19, 2020 (5 p.m.) Announcement of Admissions Decision Tuition Bill Issued Tuition Payment Due Dates ⇒ ⇒ ⇒ Tuesday, July 14, 2020, Tuesday, July 14, 2020, Wed., July 15, 2020 (9 a.m.) to (After 5 p.m.) (After 5 p.m.) Fri., July 17, 2020 (4 p.m..) Standard Admission Permit Preparations for Entry into Registration for Student Visa Issued Korea ⇒ ⇒ ⇒ Individual Responsibility Monday, July 20, 2020 (Please visit HNU Center for Individual Responsibility International Relations) Student ID and Course Admission and Start of Classes Registration ⇒ To Be Announced Tuesday, September 1, 2020 [ Ⅰ. Recruitment Units and Number of Students ] Admission Maximum No. College Affiliation Major/Department Cap Selected Department of Korean Language & Literature/Literary Creative Writing 69 20 Department of English Language & Literature 110 33 Division of Foreign Language Japanese Language & Literature 35 10 College of Liberal Humanities & Literature French Language & Literature 32 9 Arts Department of Library & Information Science 36 10 History 33 9 Department of Christian Studies 30 9 Department of Computer Engineering 60 18 Department of Information and
    [Show full text]
  • The EARCOS Triannual JOURNAL a Link to Educational Excellence in East Asia WINTER 2018
    The EARCOS Triannual JOURNAL A Link to Educational Excellence in East Asia WINTER 2018 Inside: EARCOS Celebrates Dr. K and 50 Years. Letter from the Assistant Director The EARCOS JOURNAL Dear Colleagues: The ET Journal is a triannual publication of the East Asia Regional Council of Schools(EARCOS), a nonprofit 501(C)3, incorporat- Ordinarily this page is reserved for a message from our Executive Direc- ed in the state of Delaware, USA, with a regional office in Manila, Philippines. Membership in EARCOS is open to elementary and tor Dick Krajczar, but for this issue I have hijacked the space to share a few secondary schools in East Asia which offer an educational pro- thoughts on the changing of the guard here at EARCOS and the imminent gram using English as the primary language of instruction, and to retirement of Dr. K. other organizations, institutions, and individuals. For the past twenty-two years Dr. K has been the face of EARCOS. He has Objectives and Purposes provided the leadership, the inspiration, and the drive that have grown and molded this organization into the highly-respected educational organization * To promote intercultural understanding and international that it is. EARCOS now serves 170 internationally-minded schools in East Asia friendship through the activities of member schools. with total enrolment of 140,000 students, and continues to grow at a rapid * To broaden the dimensions of education of all schools involved. in the Council in the interest of a total program of pace. This is due in no small part to Dr. K’s inexhaustible desire connect with education.
    [Show full text]
  • Fiscal Year 2020 to All Parents/Guardians, Ashiya City
    芦屋市在日外国人学校就学補助金についてのお知らせ(英語) Fiscal Year 2020 To all parents/guardians, Notice about Subsidies for Children Attending International Schools in Ashiya City Ashiya City Board of Education Ashiya City provides partial subsidies for the cost of school supplies and other needs to parents/guardians living in Ashiya with children/students attending international schools (equivalent to elementary and junior high). This guide is sent to all families of non-Japanese children/students who are enrolled in school, except Ashiya City elementary and junior high schools. Please understand if your situation does not qualify because the school you are enrolled in is not one of the following “Eligible International Schools”. 1. Eligible International Schools ◆Korean Elementary and Junior High ◆Osaka Chinese School Schools ◆Canadian Academy ◆Osaka International School of Kwansei Gakuin ◆Deutsche Schule Kobe ◆Osaka YMCA International School ◆St. Michael’s International School ◆Korea International School ◆Kobe Chinese School ◆Marist Brothers International School * The eligible schools are among the Miscellaneous Schools established by School Education Law; primarily, the international schools that target non-Japanese students. Private schools are not covered. * If you are attending an international school other than one of the schools listed above, please inquire with the office listed in “Section 8 Inquires” on the reverse side to see if you are eligible or not. 2. Who is eligible to receive subsidies? (People who fulfill each of the following requirements) ○People who reside in Ashiya City as of October 1st (registered in the Basic Resident Register) and are the parent/guardian of a non-Japanese child/student at a school equivalent to elementary or junior high ○People who receive a child-care allowance (10,000 yen/month ・15,000 yen/month).
    [Show full text]