@article{oai:shudo-u.repo.nii.ac.jp:00000594,
 author = {奥田 , 久子 and オクダ , ヒサコ and Okuda , Hisako},
 issue = {1},
 journal = {広島修大論集. 人文編},
 month = {Sep},
 note = {P(論文), Recently, with the increased popularity of international economic and cultural exchanges in Japan, the number of Japanese children living overseas and foreign children living in Japan has increased dramatically. Also families living in monolingual situations have recognized the importance of English and wish for their children to begin learning English at an early age. Consequently, the issue of bilingual education cannot be avoided even in Japan. This is an age in which a child's native language and culture should be taken into consideration when teaching Japanese as a foreign language, as well as a time for re-evaluating effective methods of achieving bilingualism. However, research in this area in Japan is extremely limited. In attempting to understand and clarify bilingual children's learning processes, the author has undertaken an ongoing account of her efforts to raise a bilingual child (T) in Japan. This paper, in response to the interest in previous papers, she concentrates on: (1) by analysing the corpus accumulated from T during the period of one-word utterances (2; 0.1-3; 0), providing concrete evidence of English-Japanese equivalents in relation to the sociolinguistic contexts and (2) as an implication of the firm base, supporting the claim that bilingual children do have the ability to differenciate between two languages. This research was supported by a 1997 Grant-in Aid for Exploratory Research from the Ministry of Education, Japan.},
 pages = {231--265},
 title = {バイリンガル児(日英両語同時習得)のコードの切り替えに関する縦断的実証研究 : 二語発話(2～3歳)における同義語の分析(1)},
 volume = {39},
 year = {1998},
 yomi = {オクダ , ヒサコ}
}