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A Theoretical Framework for Japanese Reading Instruction for Children from Abroad: The Endogenous Development Model
Electronic Journal of Foreign Language Teaching
This article identifies two causes of the absence of methodology for teaching Japanese reading to children from overseas: 1. The absence of a theoretical foundation for the principle of acquisition of academic Japa-nese; 2. The absence of content-based reading instruction − that is, instruction for learning school subjects. This article then proposes the Endogenous Development Model as a theoretical framework for teaching Japa-nese reading to these children. This framework is designed tofatcat:ewsfxrt4a5hibohqh6y4t545x4