Towards and improved framework of language education: CCBI and peace
Uichi Kamiyoshi (Musashino University)
Paper short abstract:
When language education is considered as education, a critical perspective is required. In this presentation, through arguing about Critical Content-Based Instruction and peace, we will provide opportunities to think about the building of a peaceful society and community through language education.
Paper long abstract:
When (Japanese) language education is considered as "education", it is positioned as raising people who will be responsible for the next generation and improving society and community. A critical perspective is required (for educators.) Initiatives that focus on critical viewpoints in (Japanese) language education have already been proposed as Critical Content-Based Instruction (CCBI) (Sato et al. 2015). This presentation considers the problem in the narrative of the Syrian learner of Panel A, discusses CCBI and peace paying attention to the current world situation, and sets the stage for practical application of Panel C. CCBI is based on "Critical Approach" incorporating a critical viewpoint in Content-Based Instruction (CBI). According to Wallace (2003), the concept of "critical" is classified as "weakly critical" and "strongly critical". Weakly critical is represented by critical thinking or critical reading, and refers to a viewpoint with doubts about the present situation. On the other hand, strongly critical includes not only doubts about the current situation but also action and attitudes to change the current situation with a clear view of problems of power and the inherent ideology. CCBI has a particular emphasis on "strongly critical". In addition, CCBI includes not only learners but also the critical work of the teacher themselves, trying to rethink language education as "education". According to peace studies, peace can be divided into the concept of "negative peace" and the concept of "positive peace". Whereas the concept of peaceful negotiation sets the definition of peace as "absence of war", the positive peace concept considers various inequalities and "structural violence" inherent in society. Because the concept of positive peace in peace studies and CCBI's way of thinking in language education have very high affinity. In this presentation, through arguing about CCBI and peace, we provide opportunities to think again about the method of language education.
Peace and language education (1): critical content-based instruction (CCBI) and ideas and practices of Japanese language education [JP]