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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 2020 LLL Conference Keynote Talk: The "Relational Turn" in Applied Linguistics? Hasegawa, Atsushi. - 2020 BASE Show details 2 The social lives of study abroad : understanding second language learners' experiences through social network analysis and conversation analysis Hasegawa, Atsushi. - London : Routledge, 2019 BLLDB UB Frankfurt Linguistik Show details 3 Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI) Sato, Shinji; Hasegawa, Atsushi; Kumagai, Yuri; Kamiyoshi, Uichi In: Sato, Shinji; Hasegawa, Atsushi; Kumagai, Yuri; & Kamiyoshi, Uichi. (2017). Content-based Instruction (CBI) for the Social Future: A Recommendation for Critical Content-Based Language Instruction (CCBI). L2 Journal, 9(3). doi:10.5070/L29334164. Retrieved from: http://www.escholarship.org/uc/item/1x95k9m1 (2017) Abstract: In this article, we seek to reconceptualize content-based instruction (CBI) curricula and practices from a critical perspective. Further, we propose developing criticality as an essential component of CBI, advocating for an approach we call critical content-based instruction (CCBI). While the importance of CBI has long been recognized, previous discussions predominantly focused on its effectiveness for language learning (and content learning to a lesser degree), and overlooked its fundamental linkage and relevance to broader educational missions. In order to fully maximize the potential of CBI and envision language education as integral to the advancement of society, we argue that a critical approach to CBI should be considered. First, we lay out how CBI came to be and how it has been treated in language pedagogy. We believe CBI is indeed a suitable forum for introducing and implementing a critical perspective because of its original contribution of broadening language education to meet societal needs. Second, we provide an overview of recent discourse surrounding world language education. Based on these reviews, we lastly and most importantly delineate directions for CCBI by presenting examples and possible challenges. Keyword: Content-Based Instruction; Critical; Future; Literacy; Pedagogy URL: http://www.escholarship.org/uc/item/1x95k9m1 BASE Hide details 4 Doing being a foreign language learner in a classroom: embodiment of cognitive states as social events Mori, Junko; Hasegawa, Atsushi In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 47 (2009) 1, 65-94 BLLDB OLC Linguistik Show details 5 Discussion on anniversary of Firth and Wagner (1997) debate Thoms, Joshua; Hasegawa, Atsushi; Lafford, Barbara... In: Languages, Philosophy, and Communication Studies Faculty Publications (2008) BASE Show details

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