The Reputation of Topical and Thematic Units in 1950s U.S.: Focusing on Discussions Published in <i>English Journal</i>

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  • 1950年代アメリカにおける話題単元・主題単元に対する評価――<i>English Journal</i>誌掲載論考を対象に――
  • 1950年代アメリカにおける話題単元・主題単元に対する評価 : English Journal誌掲載論考を対象に
  • 1950ネンダイ アメリカ ニ オケル ワダイ タンゲン ・ シュダイ タンゲン ニ タイスル ヒョウカ : English Journalシ ケイサイロンコウ オ タイショウ ニ

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Abstract

<p>This paper examined how “thematic” and “topical” units were discussed in 1950s U.S. Specifically, I extracted and reviewed the content of all the discussions in English Journal, edited by NCTE, that referred to the thematic and topical units.</p><p>As a result, the views at the time included the following: 1) It was considered significant in terms of areas of learning involving cross-language activity that emphasized the interests, experiences, and diversity of students. 2) It was developed due to its ability to overcome issues in the U.S. at the time, as it was supported by students. 3) It was a matter of attention to the unreasonable association of the subject matter with the material, the abilities of the students, and the continuation of their interest.</p><p>Some of these discussions were brought to Japan, and the theory of recommending the thematic unit was developed.</p>

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  • kokugokakyouiku

    kokugokakyouiku 88 (0), 3-11, 2020-09-30

    Japanese Teaching Society of Japan

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