Abstract
This study investigates the educational facts in juvenile training schools for juveniles with
foreign roots, their status in these schools, and examines issues stemming from Japanese
Language Education.
We have seen cases of young people with foreign roots who have been admitted to
juvenile training schools due to delinquency resulting from social maladaptation. Although
juvenile training schools provide special correctional education for juveniles with foreign
roots, it is not known whether all juveniles receive such education. They may be receiving
the same education as Japanese juveniles.
Thus, 5% to 7% of the juveniles in these training schools have foreign roots, and are
scattered throughout juvenile detention centers. Most of them receive the same correctional
education as Japanese juveniles. Law instructors may not have a common scale to judge
the “Language Competence” of juveniles with foreign roots. Therefore, they are unable to
properly judge their “Language Competence.” To provide effective education, it is necessary
to develop a “Language Competence” index.
Educational support for the “Language Competence” of juveniles with foreign roots
should be positioned as a basic criterion of education and literacy. Japanese language
education professionals should discuss and consider this with law instructors. Additionally, it
is important to encourage “Citizenship Literacy” among those involved with juveniles with
foreign roots.
