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Second/foreign Language Literacy in Content integrated Instructions across Contexts
https://miyazaki-mu.repo.nii.ac.jp/records/1303
https://miyazaki-mu.repo.nii.ac.jp/records/1303c6d00b23-8bb5-4132-95d6-48ab4c01c5ea
名前 / ファイル | ライセンス | アクション |
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27(1)_015_Lee.pdf (215.8 kB)
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Item type | [ELS]紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
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公開日 | 2020-04-30 | |||||||||||
タイトル | ||||||||||||
言語 | en | |||||||||||
タイトル | Second/foreign Language Literacy in Content integrated Instructions across Contexts | |||||||||||
言語 | ||||||||||||
言語 | eng | |||||||||||
キーワード | ||||||||||||
言語 | en | |||||||||||
主題Scheme | Other | |||||||||||
主題 | Content-based instruction (CBI) | |||||||||||
キーワード | ||||||||||||
言語 | en | |||||||||||
主題Scheme | Other | |||||||||||
主題 | Content and language integrated learning (CLIL) | |||||||||||
キーワード | ||||||||||||
言語 | en | |||||||||||
主題Scheme | Other | |||||||||||
主題 | Language literacy development across context | |||||||||||
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 | |||||||||||
雑誌書誌ID | ||||||||||||
収録物識別子タイプ | NCID | |||||||||||
収録物識別子 | AN10457429 | |||||||||||
ページ属性 | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | P | |||||||||||
著者 |
李, 世恩
× 李, 世恩
WEKO
3798
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記事種別(日) | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | 論文 | |||||||||||
言語 | ja | |||||||||||
記事種別(日) | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | Article | |||||||||||
言語 | en | |||||||||||
抄録(日) | ||||||||||||
内容記述タイプ | Abstract | |||||||||||
内容記述 | Learning a language cannot be isolated from involving any type of content information because “language mediates ideas, thoughts, and values to learn” (Bui & Truong, 2015, p. 91). Language is used to deliver one’s thoughts as a mediator to communicate with others. Many language learners are learning new content as a tool for introducing a new language and language learning is inseparable from the meanings (content) it conveys (Llinares, 2015). This paper contains a literature review on second/foreign language literacy and content integrated learning across various contexts. In this study, literacy development in a second/foreign language education field can be defined as developing an ability to use a second/foreign language, linguistic knowledge of the language, and the ability to interpret and evaluate a wide variety of discourse in written texts, symbols or signs (Leimbigler, 2014). In this respect, integrating a variety of content knowledge in second/foreign language literacy education result in improving meaningful content knowledge along with developing multiple components of language and literacy skills to use as a vehicle of communication. | |||||||||||
言語 | en | |||||||||||
書誌情報 |
ja : 宮崎公立大学人文学部紀要 en : Bulletin of Miyazaki Municipal University Faculty of Humanities 巻 27, 号 1, p. 245-269, 発行日 2020-03-06 |
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表示順 | ||||||||||||
内容記述タイプ | Other | |||||||||||
内容記述 | 15 | |||||||||||
ISSN | ||||||||||||
収録物識別子タイプ | ISSN | |||||||||||
収録物識別子 | 13403613 |