@article{oai:miyazaki-mu.repo.nii.ac.jp:00001303,
 author = {李, 世恩 and LEE, Saeun},
 issue = {1},
 journal = {宮崎公立大学人文学部紀要, Bulletin of Miyazaki Municipal University Faculty of Humanities},
 month = {Mar},
 note = {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., 15, P, 論文, Article},
 pages = {245--269},
 title = {Second/foreign Language Literacy in Content integrated Instructions across Contexts},
 volume = {27},
 year = {2020},
 yomi = {リ, セウン}
}