抄録
This study reports on practical writing activities at special support classes for learning Japanese during the initial stages of Japanese language support for a JSL child. The three writing activities were "write a recipe", "make a picture diary" and "write about my likes". Through the dialogue between the researcher and the child during these activities, the researcher provided scaffolding so that the child could reflect on the contents of their dialogue for the child's own writing. As a result, it was observed that the child worked on the writing activities diligently while enjoying talking with the researcher. In conclusion, this study shows the effectiveness of scaffolding during writing activities and its potential in the future development of Japanese writing education for children.
