Rivers, D. J. (2011). Politics without pedagogy: Questioning linguistic exclusion. ELT Journal, 65(2), 103-113.
摘要：On the premise that the learning of a second or foreign language should contribute to, rather than subtract from, the cultural and linguistic resources which a learner already possesses, this paper documents an individual teacher's pedagogically centred challenge to a politically driven and potentially exclusive English-only language policy within the context of a Japanese university. A small group of Japanese English language learners took part in the project and data were gathered from a series of semi-structured conversation diaries as well as through learner responses to two in-class activities which sought to promote a reflective analysis of individual language use behaviours. The two in-class activities were designed with the intention of assisting students to be able to make more self-directed language choices and to develop a heightened awareness and understanding of why the strategic use of the L1 may at times be beneficial to their second or foreign language learning ambitions. Adapted from the source document
关键词：applied linguistics, applied linguistics/language education policy, Learning Environment, English as a Second Language Teaching Methods, English as a Second Language Learning, Japan, Educational Policy, Higher Education
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