The purpose of this research is to identify differences and commonalities in reading instruction between Early Childhood Education (ECE) and Primary School Education (PSE),and to examine how teachers can assist their

children smoothly transit from ECE to PSE. Two ECE and PSE teachers respectively participated in Japan,the U.S.

and Belgium.In total twelve classes were audio-recorded and field notes were taken under natural observation. There were differences and commonalities in strategies of each country and they displayed various transition issues. For example,in the U.S.,there were more commonalities between ECE and PSE than in the other countries. However,there were differences in learning content,it was suggested that there was sequence and stepwise from ECE to PSE. PSE teachers taught higher reading skills than in the other countries by using the same learning style and type of language as in ECE. In Belgium,the learning content,style,and type of language was similar to the U.S.in ECE,however,PSE seemed to encourage their children to read a textbook by themselves,then they tended to prepare much easier content than those in ECE. In Japan,there were the big differences in type of language and learning style between ECE and PSE teachers seemed to adjust learning content to the same level as in ECE and demand desirable classroom behavior.

The outcome of this research suggests that there are pros and cons in school transition of each country,and incorporating the other countriesʼ“good”practices will be one clue of achievement of smoother transition.

The aim of this research is to consider differences and commonalities in the educational activities concerning reading

storybooks in primary schools in Japan and the UK. Consideration is based on the perspective of their contribution to the formation of School Culture in the respective countries.

The methodology this research adopted was that of an Ethnographic Case Study.

Main findings are as follows;

In the UK:In a demographic environment featuring a vast array of ethnicities,it is necessary to foster autonomous personalities to better cope with ethnic and native language diversity. Not only in the UK,but western culture in general has a tendency to place emphasis on the personal independence of individuals. Teachers in the UK therefore provide various types of activities for meticulous, individually targeted learning, as well as developing studentsʼ competency of reading strategies and a mentality of tolerance to cultural diversity.

In Japan:In a largely homogeneous environment,made up almost entirely of a single ethnic group and language,in order to adapt to traditions and social groups,it is necessary to nurture a personality with a spirit of cooperation and tolerance towards neighbors. Therefore,in a typical storybook class,one story is examined at a time and students undertake the same questions and activities. Japanese culture values the ability to understand the feelings and thought of others,which are not explicitly stated. This is evident in one of the main characteristics of a Japanese storybook class being a focus on the feelings of characters embedded in the context.

Conclusions are as follows;

Both countriesʼ styles of reading storybook classes are depended on each cultural sense of value. In the UK a development as independent reader is most important value of the class. On the other hand,in Japan a harmonious relationship among readers is most important one. But both countriesʼ storybook classes emphasize a tolerance to others.

The purpose of this study was to investigate whether a school library could become a third place,as defined by Oldenburg,during a reading lesson.

During fieldwork at a public middle school,reading activity lessons were observed and a teacher,who was working as the teacher librarian,was interviewed. This research was based on case studies that had used the micro-ethnography method,which uses observational data. First,the teacherʼs interaction with the students was analyzed by the type of speech used,the contents and the gestures that was discussed,and the studentsʼ replies and reactions that were made.

Secondly,it was categorizd by places where the teacherʼs interaction with students occurred. This analysis was done by using an informal point of view,which was consistent with Oldenburgʼconcept behind the third place.

During the observational portion of this study,several events were noted. First,in a small place called kasokyo

kaimen,which is a social and psychological space between the libraryʼs bookshelves,a conflict between the teacher and

the support staff occurred during an informal interaction. Additionally,the observational data suggested that when a teacher has informal interactions with their students, it supports the studentʼs formal questions as well as their individualʼs reading activities.

These results indicate that when students and teachers are together in a school library,and they are engaging in informal interactions continuously during a reading lesson,the school library can become a third place.