多文化社会における教師と外国人学生の葛藤事例の内容分析―コミュニティ心理学的援助へ向けて―

抄録

The purpose of this study was to investigate the intercultural conflicts between Japanese language teachers and foreign students through examining 43 cases, and to make clear the solution processes of the conflicts. There were 84 respondents from colleges, universities and Japanese language education institutions. The content analysis of the responses yielded the following results. (1) The difficulties which Japanese teachers recognized could be divided into 8 categories: student assertions and demands, lack of class attendance, indifference to classroom rules, learning difficulties, lack of motivation, acts of violence, cheatings, and other problems outside the classroom. (2) Regarding the causal attribution, teachers tended to blame the problems on foreign students’ actions, culture backgrounds or other situational factors. (3) Concerning solution processes, teachers were using various strategies such as bilateral strategies (dialogue or persuasion), direct unilateral strategies (confrontation or submission), and third person intervention, etc. (4) As for teachers emotions, they felt negative feelings towards students and themselves. Because crisis of teachers in the conflict situation corresponded to the crisis of foreign students, it is necessary to make support not only for teachers but also for foreign students. In order to resolve the conflict between teachers and students, a model based on the community psychological approach is presented.