@article{oai:nara-edu.repo.nii.ac.jp:00009685,
 author = {渡邉, 一保},
 journal = {教育実践総合センター研究紀要},
 month = {Mar},
 note = {While admitting that it would be extremely difficult to develop intercultural competence directly in elementary school students, we suggest that teachers must at least possess a deep awareness of international understanding education. We expect that they should see to it in every possible way that students will be able to recognize and respect people with different cultural backgrounds. Although we are not so sure that such an awareness and foreign language proficiency level can be considered closely interrelated, we believe that teachers majoring in English with a keen interest in mutual understanding and unrelenting caution against English dominance can play a big role in teaching English activities. Teachers are expected to plan and participate in the activities using English positively; furthermore they are expected to notice and cope with students' learning troubles, including mistakes and errors in English. Their English proficiency level should be kept at a level higher than most believe: perhaps closer to Step pre-1st level, for instance. English activities, Teachers' English proficiency level, international understanding education},
 pages = {51--57},
 title = {小学校英語活動指導者に期待される資質と教員養成の課題―国際理解教育とこれを支える英語力の素養養成に力点をおいて},
 volume = {20},
 year = {2011}
}