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, Carmen Pérez Vidal (secret.) , Makiko Fukuda (voc.) Recently, multiliteracy has received lots of attention. Due to increased migration, globalisation and intermarriage, as of 2017, there are 203 Hoshukos (Japanese school located outside of Japan) spread across 56 different countries, all of which are supported by the Ministry of Education in Japan.
This study analysed writing samples written by 11 Spanish-Japanese children who attend Hoshuko in Barcelona. Also, interviews with their mothers and teachers were conducted. The collected writing samples were written in Spanish, Catalan, English, French and Japanese, and were drawn from their literacy practices at school and at home.
As a result of my study, I discovered that keeping a diary (personal diary and/or academic diary), writing cards, letters and essays, etc. were typical literacy activities these children engaged in. From interviews with Japanese teachers, it was revealed that this Hoshuko does not encourage multilingual children to use other languages whilst in Japanese classes (translanguaging). Regarding the use of technology by children, most mothers regulate strictly the hours of usage and exhibit a negative perspective. The data also shows that in addition to the regular classes, the children spend lots of time after school in order to supplement their development of Japanese writing skills, which is supervised by mothers. The mothers develop various initiatives and suggestions (living in Japan, cramming school, leisure activities, games, etc.) to increase the exposure of their children to the Japanese language and to create authentic written communication situations in that language.
