摘要：AbstractThis research analyzed a multi-factor paradigm in Living (abr., L1), Learning (abr., L2), School Activities (abr., SA) and Community Life (abr., CL) in papers written by Japanese multicultural researchers from 1985 to 2011. It asserts that educational policy makers, school administrators, teachers and minority parents, as well as the entire society need to consider these multi-factors (L1, L2, SA and CL: LLSC) in building a more successful multicultural education system in their society. This research paper made use of a multi-factor paradigm defined support method to look at 505 documents on diversity, difference and equity as it pertains to multicultural education in Japan. This research on 505 documents showed the needs and perspectives for multicultural education. Moreover, the LLSC analysis indicated a lack of diversity, difference and equity on in past decades.
