著者

趙 衛国

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.44, pp.311-319, 2005-03-10

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This paper reviews the current literature on the problems of immigrant teenage children's adaptation in Japanese schools. Recent studies address the problems of immigrant children's school adaptation by focusing on the attitudes of schools. They point out that the schools who accept immigrant teenage children overly stress these students'inability to adapt but fail to give adequate consideration to their cultural backgrounds. These researches describe the immigrant children in Japanese schools as ethnic, cultural and social outsiders and being under great pressure to "Japanize." However, there are two oversights in such an approach. First, they fail to take into consideration immigrant children's cultural autonomy. At least a number of these teenagers are actively adapting to Japanese culture. Secondly, such an approach ignores the social support coming from Japanese teachers and fellow students. In fact, these teenagers'adaptation to the Japanese school system is closely related to their cultural incorporation into Japanese society (acculturation). This paper explores the possibility of studying immigrant children's school adaptation problem from the point of view of acculturation and social support, and highlights the diverse acculturation strategies adopted by immigrant children.