小学校外国語活動における児童の相互行為と学習成立過程

抄録

This study examines elementary school Foreign Language Activities as a context where learning is accomplished through classroom interaction. Drawing on ethnographic observation and discourse analysis, the study focuses on how students' spontaneous utterances support peer understanding, even when canonical teacher-led interactional patterns are disrupted. Such student-mediated interactions are analyzed as collaborative interactional processes emphasized in the Course of Study. The findings illustrate how these interactional processes reorganize classroom participation and contribute to collaborative learning, thereby forming a foundation for global competencies.