| Item type |
[ELS]紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2016-08-04 |
| タイトル |
|
|
タイトル |
英国の外国語教育政策転換とその経緯 : スワン・リポートに見る「多元主義」と「同化主義」の葛藤 |
| タイトル |
|
|
タイトル |
Changes in Foreign Language Education Policy in England and Their Processes |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| ID登録 |
|
|
ID登録 |
10.18998/00000869 |
|
ID登録タイプ |
JaLC |
| 雑誌書誌ID |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AN10460219 |
| 著者 |
伊東, 武彦
ITO, Takehiko
|
| 抄録(英) |
|
|
内容記述タイプ |
Other |
|
内容記述 |
The National Curriculum, issued in 1995, designated foreign languages as a foundation subject and made them compulsory in secondary schools in England. Nineteen languages, including ten non-European languages, are offered and students are able to take a second foreign language. This policy seemed epoch-making at the time because before that England had not had any systematic policy concerning foreign language education. Since the National Curriculum was put into operation, however, some criticisms have been leveled at the problem : the policy has adversely affected mother-tongue education for ethnic minority children and impeded the progress of multicultural education. This foreign language education policy was formed based upon the 'Swann Report', which was called a 'landmark in pluralism'. Through the study of the processes whereby the foundation of the foreign language education policy was formed, the following became clear : the demand for mother-tongue maintenance education by ethnic minorities was rejected under the principle of 'English First', consequently, the mother tongues of minority groups were to be taught as foreign language subjects only. In short, the mother tongues of these groups were subsumed under the field of foreign language education, This is an approach symbolizing complications that arise between pluralism and assimilation. |
| 書誌情報 |
巻 7,
p. 1-8,
発行日 2000-12-24
|
| 表示順 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
7 |
| アクセション番号 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
KJ00004252667 |
KJ00004252667.pdf (833.8 kB)
