WEKO3
アイテム
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複言語主義における言語意識教育 : イギリスの言語意識運動の新たな可能性
https://kuis.repo.nii.ac.jp/records/265
https://kuis.repo.nii.ac.jp/records/26589c7fb8c-fa2d-43ad-b9f6-e6719e03cf91
名前 / ファイル | ライセンス | アクション |
---|---|---|
KJ00004653282.pdf (486.7 kB)
|
asKUIS 著作権ポリシーを参照のこと
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Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
---|---|---|---|---|---|---|
公開日 | 2007-03-01 | |||||
タイトル | ||||||
タイトル | 複言語主義における言語意識教育 : イギリスの言語意識運動の新たな可能性 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Language awareness in plurilingualism : the new potentialities of language awareness movement originated in the UK | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 言語教育 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 言語意識(LA) | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ヨーロッパ共通参照枠(CEFR) | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 複言語主義 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 国際理解教育 | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ページ属性 | ||||||
内容記述タイプ | Other | |||||
内容記述 | P(論文) | |||||
記事種別(日) | ||||||
内容記述タイプ | Other | |||||
内容記述 | 研究ノート | |||||
論文名よみ | ||||||
その他のタイトル | フクゲンゴ シュギ ニオケル ゲンゴ イシキ キョウイク イギリス ノ ゲンゴ イシキ ウンドウ ノ アラタナ カノウセイ | |||||
著者名(日) |
福田, 浩子
× 福田, 浩子 |
|||||
著者名よみ |
フクダ, ヒロコ
× フクダ, ヒロコ |
|||||
著者名(英) |
Fukuda, Hiroko
× Fukuda, Hiroko |
|||||
著者所属(日) | ||||||
値 | 茨城大学 | |||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | In the 1970s, Language Awareness (LA) was put forward as a "bridging subject" in the UK school curriculum primarily by modern linguists such as Eric Hawkins. It was regarded as a solution to certain problems in UK schools at that time: functional illiteracy in English, difficulty in learning foreign languages, and prejudices in the increasingly multicultural society. This grassroots movement was partially stifled in that the national curriculum of 1988 did not specifically allow for LA or language to be formally taught. But this setback did not mean that the LA movement failed or was useless. LA has developed further since 1988, and the Language Awareness movement has now grown beyond Europe into a global endeavour. At the same time, EU countries have introduced the concept of plurilingualism, to be realized in the context of pluriculturalism, and have begun to conduct language education under the Common European Framework of Reference for Languages (CEFR). This language education policy has brought new potentialities and roles to LA. Today's curriculum developers have a pan-European perspective, and LA now serves not only to develop mother tongue and foreign language competences but also to promote understanding of cultural diversities. Education in the UK is no exception, and a new project, LA in primary schools, is under way. | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN10068799 | |||||
書誌情報 |
異文化コミュニケーション研究 巻 19, p. 101-119, 発行日 2007-03 |