CC113301 Education of Culturally and Linguistically Diverse Students

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School School of Education

Lecture Code CC113301 Subject Classification Specialized Education

Subject Name 外国人児童・生徒の教育

Subject Name
（Katakana）ガイコクジンジドウ・セイトノキョウイク

Subject Name in
English Education of Culturally and Linguistically Diverse Students

Instructor MINAMIURA RYOSUKE

Instructor
(Katakana) ミナミウラ　リョウスケ

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, 1Term

Days, Periods, and Classrooms (1T) Mon9-10,Thur9-10：EDU K108

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Face-to-face, Lecture-oriented

Credits 2.0 Class Hours/Week 4 Language of Instruction J : Japanese

Course Level 2 : Undergraduate Low-Intermediate

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 07 : Education

Eligible Students 1年次生

Keywords SDGs_01, SDGs_04, SDGs_10, SDGs_16 Culturally and Linguistically Diverse Students, Child development and language acquisition, designing of instruction, school reform, Education of Japanese as a second language, diversity and inclusive

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline 1) Understanding the situation of Culturally and Linguistically Diverse Students in Japan and the actual education to them at school and in the community.
2) Imaging the challenges and possibilities faced by t Culturally and Linguistically Diverse Students.
3) Understanding the educational and inclusive perspective through Culturally and Linguistically Diverse Students.
First, the first three sessions will focus on "Current Situation and Issues" to learn about the current situation and issues in education for Culturally and Linguistically Diverse Students. The fourth to sixth sessions will focus on "understanding children" and learn about the background of children's arrival in Japan, their learning environment, time spent in Japan, Japanese language and native language skills, growth, and academic ability. The seventh to tenth sessions will then focus on "teaching," and will provide basic knowledge and ideas about the content and methods of Japanese language education for children, and how inclusive education should be. The 11th to 15th sessions will focus on "School Building and Community Collaboration" to gain perspectives on coexistence, social justice, democracy and diversity education in order to create schools and communities where diverse children can learn together.

Class Schedule Class 1: Phase 1 Understanding CLDs and Their Contexts (1)
[Key points in education for diversity / characteristics of CLDs]
Who do we consider to be the learners and subjects of education?
Class 2: Phase 1 Understanding CLDs and Their Contexts (2)
[Acceptance / welcoming]
How do schools that enroll CLDs welcome and support them?
Class 3: Phase 1 Understanding CLDs and Their Contexts (3)
[Background]
What kinds of historical and social backgrounds do CLDs bring with them to be here?
Class 4: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (1)
[Japanese-language approach (Part 1)]
What does it mean to teach/learn language as a second language?
Class 5: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (2)
[Japanese-language approach (Part 1)]
How can CLDs learn academic subjects while learning Japanese? (1) Understanding classroom practice
Class 6: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (3)
[Japanese-language approach (Part 1)]
How can CLDs learn academic subjects while learning Japanese? (2) Language forms and functions embedded in lessons
Class 7: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (3)
[Multilingual/multicultural approach (Part 1)]
What does it mean to be bilingual?
Class 8: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (4)
[Multilingual/multicultural approach (Part 2)]
Creating value in learning through multiple languages
Class 9: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (5)
[Whole-school approach]
Developing perspectives to help CLDs thrive within the whole school
Class 10: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (6)
[Community partnership approach / collaboration beyond school]
Supporting CLDs’ growth through collaboration between the school and the local community
Class 11: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (1)
[Case analysis 1]
Connecting the four approaches through case analysis
Class 12: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (2)
[Case analysis 2]
How can we work in regions with few CLDs?
Class 13: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (3)
[Case analysis 3]
How can we design “multicultural and multilingual education for learning together”?
Class 14: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (4)
[Case analysis 4]
How should we think about “assessment” and “evaluation”?
Class 15: Wrap-up / Course Summary

Text/Reference
Books,etc. ・川上郁雄（2010）『私も「移動する子ども」だった─異なる言語の間で育った子どもたちのライフストーリー』くろしお出版
・グッドマン, D. 出口真紀子，田辺希久子（訳）（2017）『真のダイバーシティをめざして―特権に無自覚なマジョリティのための社会的公正教育』上智大学出版
・齋藤ひろみ編・今澤悌・内田紀子・花島健司著（2011）『外国人児童生徒のための支援ハンドブック』凡人社
・カミンズ, J. 中島和子（2011/2022）『言語マイノリティを支える教育』慶應義塾大学出版会
・山脇啓造・服部信雄・横浜市教育委員会・横浜市国際交流協会（2019）『新多文化共生の学校づくり―横浜市の挑戦』明石書店

PC or AV used in
Class,etc. Handouts, Visual Materials, Microsoft Teams, Microsoft Stream, Microsoft Forms, Other (see [More Details])

(More Details) Would you download the handouts from Microsoft Teams before the class.

Learning techniques to be incorporated Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)

Suggestions on
Preparation and
Review There is a lot of information on the education of CLD Students in the news, and you can watch and read a variety of materials on the web. Through these resources, you will be able to understand the trends in the debate and the situation of children, learn about initiatives at school and in the community, explore your interests, and make connections between what you learn in class and what is actually happening in the real world.

Requirements

Grading Method Mini reports or disccusion (40%), Final exam (60%)

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it I have experience in teaching Japanese to foreign students.

Message 42. For some time now, the education of foreign students has been widely covered in the press. In addition, the new Courses of Study now include "educational consideration for students whose Japanese language skills are not sufficient" in the "General Provisions. The "education of foreign students" has become an indispensable perspective for anyone who wishes to become a school teacher. What will it take to educate children with diverse linguistic and cultural backgrounds who are not "Japanese who speak Japanese" and whose existence is taken for granted? Having this perspective will eventually lead to "providing education that is friendly to everyone. We hope that you will acquire this ability.

Other

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2026Year	School/Graduate School	School of Education
Lecture Code	CC113301	Subject Classification	Specialized Education
Subject Name	外国人児童・生徒の教育
Subject Name （Katakana）	ガイコクジンジドウ・セイトノキョウイク
Subject Name in English	Education of Culturally and Linguistically Diverse Students
Instructor	MINAMIURA RYOSUKE
Instructor (Katakana)	ミナミウラ　リョウスケ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 1Term
Days, Periods, and Classrooms	(1T) Mon9-10,Thur9-10：EDU K108
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
Face-to-face, Lecture-oriented
Credits	2.0	Class Hours/Week	4	Language of Instruction	J : Japanese
Course Level	2 : Undergraduate Low-Intermediate
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	07 : Education
Eligible Students	1年次生
Keywords	SDGs_01, SDGs_04, SDGs_10, SDGs_16 Culturally and Linguistically Diverse Students, Child development and language acquisition, designing of instruction, school reform, Education of Japanese as a second language, diversity and inclusive
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	1) Understanding the situation of Culturally and Linguistically Diverse Students in Japan and the actual education to them at school and in the community. 2) Imaging the challenges and possibilities faced by t Culturally and Linguistically Diverse Students. 3) Understanding the educational and inclusive perspective through Culturally and Linguistically Diverse Students. First, the first three sessions will focus on "Current Situation and Issues" to learn about the current situation and issues in education for Culturally and Linguistically Diverse Students. The fourth to sixth sessions will focus on "understanding children" and learn about the background of children's arrival in Japan, their learning environment, time spent in Japan, Japanese language and native language skills, growth, and academic ability. The seventh to tenth sessions will then focus on "teaching," and will provide basic knowledge and ideas about the content and methods of Japanese language education for children, and how inclusive education should be. The 11th to 15th sessions will focus on "School Building and Community Collaboration" to gain perspectives on coexistence, social justice, democracy and diversity education in order to create schools and communities where diverse children can learn together.
Class Schedule	Class 1: Phase 1 Understanding CLDs and Their Contexts (1) [Key points in education for diversity / characteristics of CLDs] Who do we consider to be the learners and subjects of education? Class 2: Phase 1 Understanding CLDs and Their Contexts (2) [Acceptance / welcoming] How do schools that enroll CLDs welcome and support them? Class 3: Phase 1 Understanding CLDs and Their Contexts (3) [Background] What kinds of historical and social backgrounds do CLDs bring with them to be here? Class 4: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (1) [Japanese-language approach (Part 1)] What does it mean to teach/learn language as a second language? Class 5: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (2) [Japanese-language approach (Part 1)] How can CLDs learn academic subjects while learning Japanese? (1) Understanding classroom practice Class 6: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (3) [Japanese-language approach (Part 1)] How can CLDs learn academic subjects while learning Japanese? (2) Language forms and functions embedded in lessons Class 7: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (3) [Multilingual/multicultural approach (Part 1)] What does it mean to be bilingual? Class 8: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (4) [Multilingual/multicultural approach (Part 2)] Creating value in learning through multiple languages Class 9: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (5) [Whole-school approach] Developing perspectives to help CLDs thrive within the whole school Class 10: Approaches to Supporting CLDs in Schools/Classrooms Where They Learn (6) [Community partnership approach / collaboration beyond school] Supporting CLDs’ growth through collaboration between the school and the local community Class 11: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (1) [Case analysis 1] Connecting the four approaches through case analysis Class 12: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (2) [Case analysis 2] How can we work in regions with few CLDs? Class 13: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (3) [Case analysis 3] How can we design “multicultural and multilingual education for learning together”? Class 14: Phase 3 Understanding Multilingual/Multicultural Education Through the Curriculum (4) [Case analysis 4] How should we think about “assessment” and “evaluation”? Class 15: Wrap-up / Course Summary
Text/Reference Books,etc.	・川上郁雄（2010）『私も「移動する子ども」だった─異なる言語の間で育った子どもたちのライフストーリー』くろしお出版・グッドマン, D. 出口真紀子，田辺希久子（訳）（2017）『真のダイバーシティをめざして―特権に無自覚なマジョリティのための社会的公正教育』上智大学出版・齋藤ひろみ編・今澤悌・内田紀子・花島健司著（2011）『外国人児童生徒のための支援ハンドブック』凡人社・カミンズ, J. 中島和子（2011/2022）『言語マイノリティを支える教育』慶應義塾大学出版会・山脇啓造・服部信雄・横浜市教育委員会・横浜市国際交流協会（2019）『新多文化共生の学校づくり―横浜市の挑戦』明石書店
PC or AV used in Class,etc.	Handouts, Visual Materials, Microsoft Teams, Microsoft Stream, Microsoft Forms, Other (see [More Details])
(More Details)	Would you download the handouts from Microsoft Teams before the class.
Learning techniques to be incorporated	Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)
Suggestions on Preparation and Review	There is a lot of information on the education of CLD Students in the news, and you can watch and read a variety of materials on the web. Through these resources, you will be able to understand the trends in the debate and the situation of children, learn about initiatives at school and in the community, explore your interests, and make connections between what you learn in class and what is actually happening in the real world.
Requirements
Grading Method	Mini reports or disccusion (40%), Final exam (60%)
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	I have experience in teaching Japanese to foreign students.
Message	42. For some time now, the education of foreign students has been widely covered in the press. In addition, the new Courses of Study now include "educational consideration for students whose Japanese language skills are not sufficient" in the "General Provisions. The "education of foreign students" has become an indispensable perspective for anyone who wishes to become a school teacher. What will it take to educate children with diverse linguistic and cultural backgrounds who are not "Japanese who speak Japanese" and whose existence is taken for granted? Having this perspective will eventually lead to "providing education that is friendly to everyone. We hope that you will acquire this ability.
Other
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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