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I Am the Icing on the Cake: Classroom-based research on the roles of teachers in the JET Program
http://hdl.handle.net/10252/5385
http://hdl.handle.net/10252/5385c81e956d-1460-492e-9963-11654b975022
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Research Bulletin of English Teaching_11_1-26.pdf (301.9 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2014-11-10 | |||||
| タイトル | ||||||
| タイトル | I Am the Icing on the Cake: Classroom-based research on the roles of teachers in the JET Program | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 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 | journal article | |||||
| 著者 |
Nakatsugawa, Masanobu
× Nakatsugawa, Masanobu |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 10380 | |||||
| 姓名 | 中津川, 雅宣 | |||||
| 書誌情報 |
Research bulletin of English teaching 巻 11, p. 1-26, 発行日 2014-03 |
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| 出版者 | ||||||
| 出版者 | 大学英語教育学会(JACET)北海道支部 | |||||
| ISSN / EISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1880716X | |||||
| 書誌ID（NCID） | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA12507366 | |||||
| テキストバージョン | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 830 | |||||
| 日本十進分類法 | ||||||
| 主題Scheme | NDC | |||||
| 主題 | 807 | |||||
| NIIサブジェクト | ||||||
| 主題Scheme | Other | |||||
| 主題 | 教育・教育学 | |||||
| NIIサブジェクト | ||||||
| 主題Scheme | Other | |||||
| 主題 | 言語学 | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This classroom-based research― through employing ethnographic data collection via qualitative methods: video-tape recording, interviews, and questionnaires ―examines the potential imbalance of power between Japanese Teachers of English (JTEs) and Assistant Language Teachers(ALTs) in the JET Program. Specifically, this research investigates how their classroom roles are locally negotiated. This research leads to deeper-grounded perspectives on how multiple forms of English language discourses are negotiated by and reified through the different perceptions of JTEs and ALTs. Revealing multiple―sometimes contradictory―discourses held by the agents in play will cast renewed attention on English language education in Japan. This will help teachers to reflect on their own teaching style as they may encounter students that have similar expectations of the JTEs and ALTs. | |||||
