Concept Development through the Real Daily Life Experience of a Language Minority Student

An Analysis of Conversations with Close Adults in the Mother Tongue and in Japanese

Abstract

It is necessary for language minority students to develop academic language proficiency beyond superficial comprehension and rote memorization. This case study focuses on the process of developing abstract concepts in L1 and L2 classes. A qualitative analysis of interaction in such classes was conducted from the standpoints of language ecology and the Vygotsky theory. The analysis of the conversations showed that with encouragement from her mother and a Japanese supporter, the student developed abstract concepts while comparing real experience of daily life in her family and in school. The results demonstrate the importance of providing a study environment in which students can accumulate valuable experiences and exchange ideas with others.