中国における常住外国人の子どもの受け入れ原則「随班就読」に関する一考察

―上海市を事例として―

抄録

  The purpose of this paper is to clarify the current situation and issues regarding China’s admission regulation, “Learning in Regular Class” in public elementary and secondary schools for resident foreign students in order to reveal the extent to which this regulation has become institutionalized.

  In order to promote economic development, China began to urge foreigners’ long-term residence from the 1980s, with the adoption of China’s reform and opening-up policy. Accordingly, the number of resident foreign students in public primary and secondary schools has been increasing rapidly in recent years.

  However, resident foreign students in public are out of the range China’s compulsory education system according to the “Compulsory Education Law of the People's Republic of China”. Under these circumstances, “Provisional Regulations for the Foreign Students’ Admission Management of Primary and Secondary Schools”, which is the only state-level regulation for foreign student admission to Chinese elementary and secondary schools till now, was promulgated by the Ministry of Education of the People’s Republic of China in 1999.

  As for fundamental admission rules for resident foreigner students, regulations prescribe that “separate classes for foreign students is generally forbidden, except in case of need for supplementary Chinese lessons”. In other words, local public elementary and secondary schools have to enroll resident foreign students into regular classes and “make them learn with Chinese students in the same class”. This fundamental admission regulation was called the “Learning in Regular Class” rule. In short, local schools have to accept resident foreign students in the light of the “Learning in Regular Class” rule, which stipulates acceptance form among resident foreign students only.

  However, some school-age resident foreign students have been refused entrance to local public elementary and secondary schools in China for their lack of Chinese-language proficiency under provisions of the admission rule of “Learning in Regular Class”. Furthermore, “foreign students divisions” appeared in some elementary and secondary schools in Shanghai, which is another form of admission for resident foreign students. In sum, it is necessary to institutionalize the “Learning in Regular Class” regulation. As the first step towards this end, clarification of the current situation and issues of this rule is required.

  First of all, this paper reveals the background for the enactment of “Learning in Regular Class” in China. Most resident foreign students are the children of ethnic Chinese people, and experience no language barrier. The regulation is intended to promote educational internationalization in elementary and secondary schools, and is closely associated to economic development goals. It is shown that “Learning in Regular Class” is recently being influenced by international trends toward “inclusive education”.

  Second, it is clarified that as with state-level regulations, “Learning in Regular Class” in Shanghai emphasizes “learning with Chinese students together in same class” in compliance with stat-elevel regulations. It furthermore expresses a concern for “teachers’ ability to use Chinese as a foreign language of instruction”, “teaching without special measures for foreign students”, “service to resident foreign students whose parents are working in Shanghai”. These objectives were stated in regulations published by the Shanghai government in 2000, 2006 and 2007. For overseas students only, the establishment of separate classes in appointed local schools is permitted by the Shanghai government.

  Third, through an investigation into the implementation of the “Learning in Regular Class” regulation in five public schools in Shanghai, it is shown that (View PDF for the rest of the abstract)