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English Picture Books in Japanese Elementary EFL Education: An Analytical Framework Integrating RiDL and Muramatsu's Typology
https://doi.org/10.24727/0002000974
https://doi.org/10.24727/000200097465d16e0c-3c80-4838-af0b-8420568e00ea
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
se16006.pdf (660 KB)
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| アイテムタイプ | 鳴門教育大学機関リポジトリ登録用アイテムタイプ(1) | |||||||
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| 公開日 | 2026-04-20 | |||||||
| タイトル | ||||||||
| タイトル | English Picture Books in Japanese Elementary EFL Education: An Analytical Framework Integrating RiDL and Muramatsu's Typology | |||||||
| 言語 | en | |||||||
| 作成者 |
KITA, Yoko
× KITA, Yoko
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | English picture books | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Reading for In-Depth Learning | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | teacher education | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | This study examines the pedagogical role of English picture books in Japanese elementary EFL education by integrating the Reading for In-Depth Learning (RiDL) framework, supplemented by Muramatsu’s typology. While English picture books are widely recommended in elementary English education, teachers often lack a shared analytical perspective for selecting and interpreting them as texts. To address this issue, this study reconceptualizes picture books as literary and multimodal resources rather than solely as instructional materials. A corpus of 30 English picture books commonly used or recommended in Japanese elementary EFL contexts was analyzed at an overview level. The analysis focused on identifying tendencies across three book types, namely Real Books, Reading Schemes, and ELT Picture Books, in relation to the four RiDL dimensions: textual, personal, critical, and creative and transformative engagement. The findings indicate that different book types foreground different interpretive affordances. Real Books, particularly wordless picture books, tend to support personal interpretation and creative meaning making, while Reading Schemes emphasize textual clarity and structural predictability. ELT Picture Books exhibit hybrid characteristics across the dimensions. By integrating the RiDL framework with Muramatsu’s typology, this study offers a systematic analytical approach to understanding picture books and highlights its relevance for pre-service teacher education in elementary EFL contexts. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | 鳴門教育大学小学校英語教育センター | |||||||
| 言語 | ja | |||||||
| 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 | departmental bulletin paper | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.24727/0002000974 | |||||||
| ID登録タイプ | JaLC | |||||||
| 助成情報 | ||||||||
| 助成機関名 | 日本学術振興会 | |||||||
| 言語 | ja | |||||||
| 助成機関名 | Japan Society for the Promotion of Science | |||||||
| 言語 | en | |||||||
| 言語 | ja | |||||||
| プログラム情報 | 科学研究費助成事業 | |||||||
| 言語 | en | |||||||
| プログラム情報 | Grants-in-Aid for Scientific Research (KAKENHI) | |||||||
| 研究課題番号 | 25K04369 | |||||||
| 研究課題番号URI | https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-25K04369/ | |||||||
| 研究課題名 | Developing Strategies for Using Picture Books in Early English Education in Japan | |||||||
| 言語 | en | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | EISSN | |||||||
| 収録物識別子 | 2432-0749 | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12754525 | |||||||
| 書誌情報 |
ja : 鳴門教育大学小学校英語教育センター紀要 巻 16, p. 41-52, 発行日 2026-03 |
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| 記事種別 | ||||||||
| 言語 | ja | |||||||
| 値 | 研究論文 | |||||||
