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Exploring the Power and the Potential of Interactive Picturebook Read-Alouds in the E.F.L. Classroom
https://mue.repo.nii.ac.jp/records/1463
https://mue.repo.nii.ac.jp/records/146332483bc2-53d8-424a-8a5b-5e06b5fd56a9
| 名前 / ファイル | ライセンス | アクション |
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Exploring the Power and the Potential of Interactive Picturebook Read-Alouds in the E.F.L. Classroom. (730.2 kB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2022-02-04 | |||||
| タイトル | ||||||
| タイトル | Exploring the Power and the Potential of Interactive Picturebook Read-Alouds in the E.F.L. Classroom | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Read-aloud | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Interaction | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Emotional Intelligence | |||||
| 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 | |||||
| 著者 |
HASEGAWA, Alison
× HASEGAWA, Alison |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | As teachers, when we first begin using picturebooks in our E.F.L. (English as a Foreign Language) classroom, we usually start by matching a specific topic; like learning colours or numbers in English, or specific target language; like ‘Where is the…?’, to an appropriate picturebook, and usually our focus is purely on developing learners’ linguistic skills. However, the next step as a picturebook user is to take into account the holistic development of our learners, (Pinter, 2017), and we should gradually move on to combine this platform of a shared picturebook read-aloud in English with other educational aims, like developing learners’ critical thinking, their creativity, or introduce topics that discreetly promote the development of certain aspects of emotional intelligence, for example, the ability to identify feelings in yourself; self-awareness, and the ability to take other’s perspective; empathy or social-awareness, (Goleman, 1995). The concept of teachers becoming a kind of ‘picturebook sommelier,’ skillfully matching an appropriate book to learners’ needs or these wider goals has been introduced in a previous publication, Hasegawa, A., Yanase, C., Masatsugu, K., & Ito, L., (2020), so this paper aims to provide practical guidance to both teachers and trainee teachers who want to carry out such multi-purpose read-alouds in their English class. After examining the picturebook in detail as a rich resource, and laying out the educational value of creating an interactive read-aloud, the positive ‘side-effects’ of reading and talking about picturebooks together and the natural development of other skills, like emotional intelligence, is introduced. After presenting feedback from young learners taking part in English read-alouds with a subsidiary focus on developing emotional intelligence, and analysis of questionnaire data from university students, it will be suggested that particular books, presented as a list in the Appendix, combined with questioning techniques, could induce a change in self-perception and even an improvement in psychological well-being in learners. It is hoped that through the information presented here, teachers will be armed with both the rationale and the resources to be effective ‘picturebook sommeliers,’ harnessing and guiding the power and the potential of picturebooks to design meaningful learning in their own classroom. |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | この論文では小学校の外国語活動および外国語科の授業で活用されている英語の絵本を豊かな教材として詳細に分析したうえで、学習者とのやり取りをする、インタラクティブな読み聞かせの教育的価値について説明します。英語の絵本の読み聞かせは英語力と異なる、他のスキルの自然な発達を促すと考えられ、そのうち本論文では感情的知性に注目します。小学生を対象とした実践から得られたコメントや、小学校教員を志望する大学生に行ったアンケート結果を紹介するとともに、英語力と共に感情的知性を発達できるような絵本を紹介します。 | |||||
| 書誌情報 |
宮城教育大学紀要 en : BULLETIN OF MIYAGI UNIVERSITY OF EDUCATION 巻 56, p. 385-395, 発行日 2022-01-31 |
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