WEKO3
アイテム
Literacy in American Education and Its Relation to Teaching English as a Second Language
http://hdl.handle.net/10487/3821
http://hdl.handle.net/10487/3821d2af90e6-1b3b-4767-9552-5f4b9f26e91f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kana-12-16-0012.pdf (2.5 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2009-03-13 | |||||
| タイトル | ||||||
| タイトル | Literacy in American Education and Its Relation to Teaching English as a Second Language | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 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 | |||||
| 著者 |
Aline, David
× Aline, David× アリン, デビッド |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The construct of literacy plays a major role in educational research and curriculum design. How literacy is defined often reflects the degree of reform called for in education and the view of education taken by those calling for reform. In this paper I review the four major types of literacy: (a) conventional literacy, (b) functional literacy, (c) cultural literacy, and (d) critical literacy. I first define the types, discuss them in terms of ideological hegemony in the context of American education, relate them to current views on the topic of literacy, and then explain their implications for teachers of English as a Second Language (ESL). | |||||
| 書誌情報 |
神奈川大学言語研究 巻 26, p. 181-190, 発行日 2004-03-10 |
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| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN1008864X | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | 神奈川大学言語研究センター | |||||
| 資源タイプ | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Departmental Bulletin Paper | |||||
