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ID 38944
file
title alternative
Critical Reading in Japanese Language Learning : The application of theory formulated by C. Wallace
creator
Sawaguchi, Tetsuya
subject
クリティカル・リーディング
C. Wallace
批判的言語意識
対話
Critical Reading
Critical Language Awareness
dialog
NDC
Education
abstract
A series of studies on “critical” reading have been carried out in the field of Japanese language education. However, general methods of critical reading for use in high school Japanese language classes have not yet been established, which as a result has failed to develop a sense of language in learners which may inspire them to demand social changes. In this research, I propose a new critical reading approach which fosters skills and an attitude of actively interpreting social texts in learners. I discuss its potential, applying the Critical Reading theory formulated by Catherine Wallace, professor of pedagogy in the U.K. Wallace’s Critical Reading aims at encouraging the growth of independent readers who are expected to reform society by being aware of the authority which lies within language. Her method draws on theories such as Paulo Freire’s Critical Pedagogy, Norman Faireclough’s Critical Language Awareness, and Michael Halliday’s Systemic Functional Theory. As well as an overview of these theories, in this paper, I examine individually the Goal of Critical Reading, Text Selection and Learning Process defined in Wallace’s theory in order to find a way of applying it to Japanese language education.
journal title
Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development
issue
Issue 64
start page
57
end page
66
date of issued
2015-12-18
publisher
広島大学大学院教育学研究科
issn
1346-5546
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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