Towards a Culture-sensitive Pedagogy: Critical Awareness Versus Student-ethnocentric Learning - 九大コレクション

＜紀要論文＞
Towards a Culture-sensitive Pedagogy: Critical Awareness Versus Student-ethnocentric Learning

作成者	作成者名 Gale, Stuart ゲイル, スチュアート所属機関所属機関名 Division for General Education, Center for Research and Advancement in Higher Education, Kyushu University : Associate Professor
本文言語	英語
出版者	九州大学大学院言語文化研究院
出版者	Faculty of Languages and Cultures, Kyushu University
発行日	2007-02-28
収録物名	言語文化論究
巻	22
開始ページ	67
終了ページ	88
出版タイプ	Version of Record
アクセス権	open access
JaLC DOI	https://doi.org/10.15017/3427
概要	This paper presents and tests a practical model for the formulation of pedagogy towards a culture-sensitive ideal. By submitting extreme forms of imported and indigenous methodology to comparative, ev...aluation, the paper forges a critical synthesis arguably more attuned to the needs of the student body than either. Though tested exclusively in conjunction with Japanese learners of English and within the Japanese tertiary sector, the model is assumed to be more widely applicable, i.e. to contexts without a homogeneous student body or prevalent educational value system. In conclusion, the paper finds the process to be useful in terms of general orientation towards a culture-sensitive pedagogy and speculates that the same model may also be applied to its subsequent, more detailed refinement.続きを見る

ファイル	ファイルタイプ	サイズ	閲覧回数	説明
slc022_067	pdf	470 KB	272

PISSN	1341-0032
NCID	AN10175926
レコードID	3427
査読有無	査読無
注記	Summary: This paper proceeded from the assumption, long since established, that the greater the degree of sensitivity manifested by pedagogy in relation to the context and preferred learning modes of the student, the greater the degree of subsequent learning. The objective was therefore to test a practical model for developing a more contextually appropriate methodology. To this end, the research component conducted a comparative evaluation of two extreme methodologies, one imported and one indigenous, in order to move towards an ideal critical synthesis. These extreme f orms, represented by the terms critical awareness and student-ethnocentric Learning, were equivalent to "strong versions" of communicative methodology and that strain of the grammar translation method still prevalent in Japan. Though the research data revealed a definite propensity towards the former among Japanese students, it also successfully identified specific aspects of the indigenous methodology that would be retained in the interests of preferred learning modes and, by extension, sensitivity. In conclusion, the paper speculated that this same process of comparative evaluation could also be applied to non-monocultural contexts and using progressively less extreme methodological f orms in pursuit of further refinement .
タイプ	紀要論文
	論文
	Article
登録日	2009.04.22
更新日	2023.12.07