about | Cld-Online

スタジオについて

Welcome to CLD-ONLINE！

This is a place of exchange, dialogue and learning for CLD (Culturally and Linguistically Diverse) Young People, who have Japanese language and Japanese culture as their repertoire all over the world.
There are three tables below.

TALKING TABLE

おしゃべりのテーブル

A Table for New Encounters and Exchanges

It's a place where you can meet people from a distant world online and talk freely. Japanese is one of the common languages, but you can speak in your own language. Let's try to understand each other. In addition to Japanese tables, there are Spanish, Portuguese and English tables. You can also speak in other languages.

Click here for more information.

DIALOGUE TABLE

対話のテーブル

A Table for Dialogue and Realizing of Your Theme

This is the recommended table for those who are a little used to CLD-Online. This is a place where you can get to know each other and yourself deeply through a dialogue with them, and think about how to live a better life in the future with your colleagues all over the world.

Click here for more information.

MENTOR TABLE

先輩のテーブル

A table learned from the experience of a senior

CLD seniors with experience and knowledge will tell you about their careers, advancement, study and life. It's like a human library. And the senior may listen to your worries and thoughts and give your opinion. Why don't we listen to the story of the senior CLD and share your thoughts with everyone like we read a book together?

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CLD-Onlineの趣旨

About CLD-Online
(Mainly for CLD youth families, teachers, supporters, and researchers)

The prevalence of COVID-19 has had various effects on the learning of children around the world. With the closure of the school, that has been normal up until now, and the connection and interaction with friends are also closed.It is feared that the rich growth of children may be threatened by the loss or weakening of relationships with friends and communities during the important period of growth.

As for CLD youth (Culturally and Linguistically Diverse Youth), there are concerns that they will become less connected and less educated. Education support projects for these children (Mother language classes, Japanese language classes, preschool, career counseling, supplementary schools, classes on inherited languages) have been canceled or suspended.

On the other hand, the epidemic has led to the development of online communication tool technology and the growth of online communication literacy for people around the world. By going online, people around the world can connect freely.

In addition, we were able to have the freedom to doubt the educational system of the school, which we had never doubted as a matter of course, and the way the world was taken for granted, and to think about how we will live from now on and how we will create the world from now on.

CLD teenagers are naturally characterized by a wide range of languages and cultures, and going online has the potential to connect with people and expand the world. Therefore, I have come to think that it would be better if CLD youth from all over the world viewed this situation positively, engaged in dialogue to understand and create the world, and acquired critical thinking and communication skills.

I am studying language acquisition and education for CLD youth in Japan and abroad who have a repertoire of Japanese language. In Japan, many young people of foreign roots study in Japan, and at home, they live using their parents' native languages. There are also many children in the world who speak Japanese at home. In South America and North America, children of Japanese immigrants maintain Japanese as their language of succession. These children can now be connected through common problems and interests.

I hope to create a place where the world can connect through dialogue and learning with Japanese as one of the common languages.

I'm waiting for everyone's participation.