著者

塚田 泰彦

出版者

一般社団法人日本教育学会

雑誌

教育學研究 (ISSN:03873161)

巻号頁・発行日

vol.70, no.4, pp.484-497, 2003-12-30

被引用文献数

2

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The aim of this paper is to investigate the components of new literacy on the paradigm of current research in literacy. Identifying the most important components in literacy education is also one of the main issues. Literacy education in post-modern time needs to shape the learner's consciousness of language criticism with learner-centered approach. This paper consists of three main points. Firstly, the problems in Japanese language education as a mother tongue are clarified. They are as follows : 1) The concept of functional literacy has not yet been accepted in Japan, so the concept of literacy is usually defined as minimal literacy. 2) The research results on the learning processes of literacy are few. 3) The concept of literacy based on the 'ideology model' of Brian Street was lacking in literacy research until now. 4) There is no idea of literacy learning as a social practice in learner-centered classrooms. Secondly, for resolving the problems so far, literacy learning needs to be re-structured, requiring learners to be conscious of language as an identity-maker. Thirdly, the controversial points are put in order by reviewing the arguments related to making language consciousness in the UK and Australia. To sum up, the 'Language awareness movement' in the UK since about 1980 has the problem that the practical methods and the content are made by applied linguistic approach. 'Critical literacy education' in Australia since about 1990 also has the same problem ; the methods and the content are made by applied sociological approach. These applied scientific approaches are apt to pay no attention to learning processes concerned with learner's self-consciousness. Finally, I propose introducing the original term 'consciousness of language criticism' for new literacy education, giving some examples of classroom practices. Language criticism is for everyone to criticize their own languages openly and make them better for their own good. Every learner should study their own languages through activating their existing knowledge about language. It cannot be emphasized too strongly that the way of making individuals conscious of their languages is to form a connection with their own experiences.