ジゾク カノウナ マナビ オ ウナガス キョウセイ ニホンゴ キョウイク : リネン、ジッタイ、テンボウ

This paper examines the possibility of the symbiotic Japanese language education. The reform of the Immigration Control and Refugee Recognition Acts in 1990 triggered increase of the foreign residents inclined to settle down in Japan. Discussions for multicultural symbiosis became proactive, which brought the paradigm shift to the Japanese language education, from teaching non-native speakers \u27standard Japanese\u27 to encouraging both native and non-native speakers to learn \u27symbiotic Japanese\u27. The dialogic problem-posed learning was introduced to facilitate dialogs and learning symbiotic Japanese between Japanese and foreign residents, the process of which would enable them to reform the Japanese society into symbiotic. The teachers\u27 roles there are to coordinate their learning community, facilitate their interactions, and advocate what foreign residents would want to express. The ideals for symbiotic Japanese language education have not become prevalent into practice in a complete manner; thus, it is imperative to develop comprehensive teacher training programs