日本語教育における複合リテラシーとは

「書く」「描く」によるマルチモーダル実践から

抄録

In this paper, based on the definition of literacy, we explored multiple literacies in Japanese language education and aimed to create a new index that could not be evaluated by the conventional four-skill index. The multimodalization of “writing” and “drawing” confirmed the expansion of images, the influence on the five senses and emotions, and the promotion effect on skills that are weak. In addition, by expanding the images, the students were able to recognize all kinds of representations inherent in the individual, such as “individual history”and “individual culture”, as “narratives”. It can be said that this study has uncovered the complex literacy inherent in learners, which has not been evaluated until now, through the new indicator of “drawing”.