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1 !"19, # $ 1 1 #$ 1 # $ 1 20 CATJ KUMAGAI Yuri FUKAI Miyuki 177

2 !"! " 1996! " 2006 Reagan & Osborn Iwasaki & Kumagai 2008 Gee 1990 Kern 2000 Kramsch 1987 Pennycook 2000 Street ! " 2 2-1!"!"!"!" 4 2 National Standards in Foreign Language Project, 1996

3 179 Kern 2000 Kramsch 2006!"!" Alderson 1984 Wallace !"! " Wallace 2003!"! " Brauer 2000 Scott 1996!" Alderson 1984 Kumagai 2007! " 2-2! " Kern 2000 Kramsch 1987!

4 180 " Gee 1990 Pennycook 2000 Street 1995!"!"!"!"! " Gee 1990 Pennycook 2000 Street 1995 Wallace 2003! "!" 3! "! " ! "! 10 "! "! "!"!"

5 181 1! " Second-Year Japanese II ! " ! "!" 2! " 3

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11 187! " 3 6 1! " For most Japanese, the most relaxing time in life is usually college! "!"!"! "! " 5-2 1!" 5-2-1!" a b c d 4 a 8 So, it s likeso, that s why they want their kids to go to college. You can probably write it in here that. Oh, wait, wait 8 xxx

12 188 Ok, ok. So, you can just put it in here that. xxx you know, go to and pay so much Oh, ok, ok. Oh, so, how about we say like, something like right 2! " b wait. Are these just xxx for like, cause I, I say for and then, ah, these are like, the amount of people, you know, like, enter and then, these are like percentage, those who go to why don t we put that. the one that calls why don t we put that the ones between the why don t we add a paragraph about after the paragraph on after Or go before is like yeah, yeah, yeah. Put it before, right c! " 2

Are these just xxx for like, cause I, I say for and then, ah, these are like, the amount of people, you know, like, enter and then, these

13 189 But is important, right umm d what would you call it Stabbing yes, stabbing. but sounds weird, but I don t know how to say it. Like, being stabbed, I don t know it sounds so weird I know uh, there s another way. There s another way for stab. Umm I think I don t think we can do it. yeah, that, I can do that

Like, being stabbed, I don t know it sounds so weird I know uh, there s

14 a b c 3 a 7 1 It s not legitimate ! "

15 191!" Wallace 2003 Zinkgraf b! " eventually we were able to shed light on the education system from an economic standpoint. This involved collecting data about the allocated expenses towards education with regards to Japan. Also, possibly unbeknownst to elementary students in Japanese, a social context was provided to explain the reasons behind the desires to enroll in first-rank schools. In this way a larger picture was created, in order to stimulate students own questions rather than simply feeding them facts!"!"! "!" c 1

Also, possibly unbeknownst to elementary students in Japanese, a social context was provided to explain the reasons behind the

16 192 2 Wenger, !"

17 193! " ! "! " 1 2! "

18 194! "! "!" Apple & Christian-Smith 1991 Wallace 2003!" 1! "! "!

19 195 "!"! " 1 1! " 2008!"! "

20 196 7 NHK# $ 2001 #IT $! 2002 " # $! 2 " # $! " # $! 6" #$!WEB 4 2 " ##$$!#$" # $! 1 " #$! 2 " ! 2002" Alderson, J.C Reading in a foreign language: A reading problem or a language problem In J.C. Alderson & A.H. Urquhart Eds., Reading in a foreign language pp New York: Longman. Apple, M.K. & Christian-Smith, L.K The politics of the textbook. In M.K. Apple & L.K. Christian Smith Eds., The politics of the textbook pp New York: Routledge. Brauer, G Writing across languages. Stamford, CT.: Ablex. Gee, J.P Social linguistics and literacies: Ideologies in discourse. Bristol, PA: Taylor & Francis. Iwasaki, N. & Kumagai, Y Promoting critical reading in an Advanced-level Japanese course: Theory and practice through reflection and dialogues. Japanese Language and Literature, 42, Kern, R Literacy and language teaching. New York: Oxford University Press. Kramsch, C Socialization and literacy in a foreign language: Learning through interaction. Theory into Practice 26, Kramsch, C From communicative competence to symbolic competence. The Modern Language Journal 90, Kumagai, Y Tension in a Japanese classroom: An opportunity for critical literacy Critical Inquiry in Language Studies, 4, National Standards in Foreign Language Education Project Standards for foreign language learning in the 21 st century: Including Chinese, classical languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish. Lawrence, KS: ACTFL.

Apple, M.K. & Christian-Smith, L.K. 1991. The politics of the textbook. In M.K. Apple & L.K. Christian Smith Eds., The politics of the textbook pp. 1 21. New York: Routledge. Brauer, G. 2000.

21 197 Pennycook, A Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum Reagan, T.G. & Osborn, T.A The foreign language educator in society: Toward a critical pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates. Scott, V.M Rethinking foreign language writing. Boston: Heinle & Heinle. Street, B Social literacies: Critical approaches to literacy in development, ethnography and education. New York: Longman. Wallace, C Critical reading in language education. New York: Palgrave Macmill. Wenger, E Communities of practice. New York: Cambridge University Press. Zinkgraf, M Assessing the development of critical language awareness in a foreign language environment. ERIC Document Reproduction Service No. ED479811

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本文／ＹＡＺ３２５Ｔ ! "19, 2009 3! " # $# $ # $ 2007 # $ # $# $ 1 1987 1994 Matsumoto and Okamoto 2003 # $ 1997 Thomson and Otsuji 2003 Siegal and Okamoto 2003 2006 2008 7 # $ Sunderland, et al. 2001 THOMSON Kinoshita Chihiro