Paper short abstract:

The most popular place to learn heritage language outside the home is a small heritage language education class established by parents. In this presentaｔion, I will take up a small heritage japanese language learning group in Budapest. And I will report the action and the result of this group.

Paper long abstract:

In many countries, the most popular place to learn heritage language outside the home is a small heritage language education class established by parents and volunteers.

The tiny heritage language class adjusts to a specific needs of the children who participate, and can support children on a case-by-case basis.

But since the small heritage class often does not last long, it is not so easy to verify the outcome of the education in such a class.

So, in this presentation, I will take up a small heritage japanese language learning group in Budapest. And from two points, I will report the action and the result of this group through 4 year investigation.

At first I clarify how parents and a teacher tried to help children to establish collaboration and cooperation in a class.

The Children were different in the age and the home environment and the Japanese ability.

Therefore at first parents wrote down about their wish for their child, and from this, a teacher and children set a target. The teacher encourages the children to think and act so that every classmate can achieve their target. Then the teacher provided the opportunity that children can help each other as much as possible.

Second, I concentrate on one student who has very little chance to use (speak) japanese language outside the heritage language learning group. I use the communication between the children in the class as data. And I clarify her communication strategy with her classmate, and from the aspect of vocabulary and the sentence pattern, I clarify the progress of her Japanese language.