@article{oai:bunkyo.repo.nii.ac.jp:00007949,
 author = {グラハム, 児夢},
 issue = {2},
 journal = {文学部紀要, Bulletin of The Faculty of Language and Literature},
 month = {2022-01-31, 2022-04-30},
 note = {This paper argues for a more multidisciplinary approach to teaching English in Japan’s secondary education. In large part the writing skills of incoming college freshmen are the best honed of the four, even approaching native level in some rare cases. On the college end every effort should be made to elicit and encourage the expression of content learned in other disciplines, particularly modern Japanese history and modern world history. Unfortunately, there is a tendency to compartmentalize English as a subject isolated from the cope of those subjects, particularly where it pertains to World War II and its aftermath. English functions mainly as a vehicle for expressing personal feelings and opinions of the immediate present, lacking spontaneous and informed references to a broader context. A lack of historical thinking in this regard was revealed sharply in a particular writing exercise described herein.},
 pages = {25--42},
 title = {“Don’t Mention the War ! ” Visiting the Year 1950 in an English Language Writing Class},
 volume = {35},
 year = {}
}