2004 年 42 巻 1 号 p. 19-28
Verbal communications between children from foreign countries and Japanese teachers is difficult in general. However, these children can often communicate sufficiently without understanding others’ languages. This case study analyzes how a three-year-old foreign child who could not understand Japanese was still able to communicate with a Japanese teacher. It also describes how the teacher helped him and how the child’s behavior was positively changed