Abstract
In Japan, the language learning environment for CLD Children is in the process of reform. Based on my research findings on South American Nikkei, the paper discusses three areas for improvement: (1) support for “translanguaging” learning according to children's attributes, (2) a shift from language knowledge learning to content-integrated language learning (CLIL), and (3) development of a reference framework for language education for children as a second language.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
