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.

In this study, 924 monolingual children and 124 JSL children completed picture questionnaires that were developed to test their ability to produce 31 basic Japanese verbs. Quantitative analyses revealed statistically significant differences between the monolingual and JSL groups. Although there were individual differences within each group, the JSL group had a higher proportion of children in the lowest group. A close examination of errors revealed the JSL children's limited competence with verbs that are not frequently used in the school context. Further, some errors were ascribed to misunderstanding of the semantic scope of the verbs, as well as L1 influence.

Even as Japan continues to diversify with increasing numbers of foreign residents, efforts are being made to incorporate language education into daily life. This research records the process by which automobile maintenance-related technical terms become "indispensible" for research participants, over repeated use in various contexts. Based on these observations, this study attempts to understand and provide a model for word acquisition.

From this study it was evident, first, that in the process of acquiring understanding of the technical terms, participants were repeatedly exposed to the words in their daily lives, in varying contexts. Moreover, use of technical terms became a valuable resource in enabling participants to become equals with their peers, in their school "community".

This study analyzes the manner in which authors quote and interpret the texts they make use of in literature-analysis papers in the humanities and social sciences in order to develop their logic and lead to their conclusion. The result indicates that there are four types of quotation and interpretation: A) neutral quotation, B) interpretative quotation, C) interpretative quoted description, and D) interpretation. Each of these types performs a specific function in developing the author's logic. Type A presents the texts that the author studied, reproducing these materials as neutrally as possible. Type B, in quoting some texts from the author's point of view, guides the reader into the author's interpretative structure. Type C states the author's interpretation of the texts using his or her own interpretive structure in correlation with the content of the materials. Type D, presenting the author's interpretation apart from the materials, leads the readers into the author's original logic and subsequently to his or her conclusion. A logical development pattern can be observed in such papers. For example, quotes may appear starting from a sub-category of type D, in which the point of an argument is indicated, progressing to quotations and interpretation using types A, B and C, and the other sub-categories of type D, finally concluding with the recognition of an important disputed point or the summary of a particular argument. Given their quantitative importance, it is important to instruct learners on how to use types B, C and D as effectively as possible.