ニュウモンキ ニ オケル ゲンゴ ハッタツ ニ カンスル リンショウテキ ケンキュウ ソノ1 : タンゲン 6ネンセイ ニ アリガトウ ノ オテガミ オ カコウ ニ オケル イガクネン コウリュウ ニ チャクモク シテ

A purpose of this study is to investigate the principle of teaching and learning for Japanese Studies during the introduction period. In this article, practices of cross-grade interactions between the first graders and the second graders conducted for a unit entitled "Let\u27s write a thank-you letter to the six graders!" will be discussed. I examined the principles of practices, which facilitate the language development during the introduction period and which have become clearer through description of episodes of my participant observation and interviews with a teacher, Sumiko Hashimoto. As a result, the following four points were found as the principles of practices which facilitate the language development (transition from "primary language" to "secondary language") during the introduction period. (1) It is necessary to build a foundation for feeling-oriented communication so that the first graders will be able to speak freely. (2) It is necessary to develop language learning based on interaction with people as in the cross-grade interaction with the second graders. (3) It is effective to write "a letter" as a method for language learning based on interaction with people. (4) Language development during the introduction period requires interaction with others, which facilitates intrapersonal conversation. In the future, through continuous and longitudinal study, the principles of teaching and learning for Japanese Studies during the introduction period must be further investigated, by looking at how children\u27s language develops during the introduction period from a macro viewpoint