日本の高校のロシア語教育政策について

• 横井 幸子

  大阪大学

書誌事項

タイトル別名

• (Re)creating Russian as a Foreign Language Education Policy in Japan
• Teacher learning and agency in Language Education Policy
• 教師の学びと主体性

抄録

This 2-year-long qualitative study examines how two teachers of Russian locally negotiate the top-down FL education policy and recreate the Russian as a foreign language (RFL) education policy in their classrooms at two high schools in Japan. Data collected in this study include participant observations and audio -recordings of Russian classes and two professional development workshops that the teachers attended, interviews, as well as textbooks and teaching materials used at the schools, and any documents related to the RFL education policy in Japan. The content and micro-discourse analysis of the data reveals how top-down policies including the Course of Study and high-stakes testing such as college entrance exams may impact the local policy processes in individual classrooms. The analysis also highlights moments in which the two teachers locally negotiated and recreated the RFL education policy to meet their students’ needs within their individual school contexts. In such moments, the teachers often reflected on their practice and/or took risks to try what they had learned in their professional development workshops in their own classes. Thus, the present study broadly argues that professional development may play a significant role in language education policy processes, giving opportunities and tools for teachers to practice their agency, challenge and recreate the given policy through their daily practices.

収録刊行物

• 複言語・多言語教育研究

  複言語・多言語教育研究 3 (0), 53-68, 2015

  一般社団法人 日本外国語教育推進機構

詳細情報

• CRID: 1390286426523236224
• NII論文ID: 130007926020
• DOI: 10.34564/jactfl.3.0_53
• ISSN: 24358657
• ISSN: 21887403
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可