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2001年度 2002年度 2006年度 a
Singapore Canada Canada
HongKong Japan California
SouthKorea California Malaysia
Ebonics Taiwan
China 1 Korea
China 2
Spain
Immigrants
Practicum
Bilingual Education in Canada
Theme
Immersion Bilingual Education in Canada

Introduction
・History of Canada
・Background of immersion bilingual education

Body
・Immersion in Canada
−Purposes
―Characteristics
―Effects
―Factors of success

Conclusion
・Problems
・What should they do to solve these problems?
・Do you think it is possible to use immersion program in public schools in Japan?

Key Words
・immersion bilingual education―イマ―ジョン式バイリンガル教育
・Quebec law―ケベック法(ケベック植民地総督、G・カールトンがイギリスの味方にするために、フランス系住民の指導的立場にある領主とローマカトリック教司教の特権を認めた。)
・early total immersion―早期全面的イマ―ジョン
・silent period―潜伏期
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Bilingual Education in Japan ~ Case study of Katoh- Gakuen ~

Process and History of Bilingual Education in Japan

*Introduction of Katoh-Gakuen
*The backgrounds of starting immersion program
*The immersion program of Katoh-Gakuen kindergarten
1 Introduction of this program
2 Examples of the curriculum (including role play)

*Immersion program of Katoh-Gakuen elementary school
1 Introduction of the curriculum
2 The result of some research


Summarizing our presentation


1 Are there any advantages and disadvantages about immersion program of Katoh-Gakuen?
2 Considering these advantages and disadvantages, do you think this program is worth spreading?


Immersion program
Katoh-Gakuen
Natural Approach…正しい文法や発音のインプットをより多く与え、母語を習得するのと同じ様に第2言語を習得させる方法
Routine
Partial immersion…授業の50%を第2言語で行なうImmersion Program

加藤学園幼稚園ホームページ
加藤学園小学校ホームページ
「バイリンガルの世界」大修館書店  山本 雅代

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Presentation for the bilingual education in California
1.Historical roots of the bilingual education in U.S. ≪Historical classification and typical style of BE≫
 
18c~A lot of immigrants who have different backgrounds came to U.S.…@Permissive Period
Inadequate BE exists
19c~Need for English monolingual education arose.……ARestrictive Period
1906Nationality Act passed.Submersion education
(1917- W.W.T began.)
1919US government adopted the resolution, “all schools should be conducted in English”
(1939- W.W.U began.)
→Cold War started
1958National Defense and Education Act (←1987 Sputnik shack) ……BThe Period of Opportunity
1964Civil rights Act(1963,Two Way BE in Cuban com)
1966TESOL was established.Transitive BE-early exit
late exit
1968The Bilingual Education Act(BEA), Title Z (reauthorized in 1974 and1978)
1974Lau v. Nichols(Though Submersion E existed)
1980ssocial and economic background of the opposition to B.E
1981Reagan administration influenced on BE……CDismissive Period
1983US English Movement launched
(English Only)
Though Submersion, TBE exit,Developmental Maintenance BE
2 Way/Dual language BE exist
1990sStill arguing which type of BE is more effective
Recent Findings on BE@A students-centered approach
AThe students’s native language has a positive role


2.Features on the bilingual education in U.S.(basically focusing on minority children’s cases)
Type of ProgramTypical Type of ChildLanguage of the ClassroomSocietal and Educational AimAim in Language Outcomes
SubmersionLanguage MinorityMajority Language(English)AssimilationMonolingualism (English monolingual)
Transitional BELanguage MinorityMoves from Minority to Majority Language Early-3 years or less Late-up to 7 yearsAssimilationRelative Monolingual(English monolingual)
Developmental Maintenance BELanguage MinorityBilingual with Emphasis on L1Maintenance, Pluralism and EnrichmentBilingualism and Biliteracy
Two-Way/Dual Language BELanguage Minority and Majority(50:50)Majority and Minority LangugaeMaintenance, Pluralism and EnrichmentBilingualism and Biliteracy
Proposition 227's case



3.Bilingual education in California (Proposition 227)
(1) Background of Proposition 227
:The percentage of the LEP students at public school in California
:The guidelines for the development of local LEP programs created by the State Department of Education.
:Strategy of Ron Unz

(2) Contents of Proposition 227

(3) Argument in favor of Proposition 227

(4) Argument against Proposition 227

(5) Proposition 227 at present???


〈Conclusion〉
How is Bilingual Education in California now? Does it exist or not?

LEP(limited English Proficient) : Students who cannot understand English well enough to keep up in school.


4. Discussion Questions
(1)Which type of Bilingual Education do you like to take the most? (From the viewpoint of Majority language speaker and Minority language speaker, and lastly objectively)
(2)In order to realize your ideal BE(which you have chosen objectively), what is necessary?


5. Reference list
Azuma Syozi. バイリンガリズム:ニ言語併用はいかに可能か. 講談社, 2000
Baker Colin, and Sylvia Prys Jones. Foundation Of Bilingual Education And Bilingualism. Clevedon, Avon, England. 1996.
Baker Colin. Encyclopedia Of Language And English Education. Clevedon, Philadelphia. 1998
Yukiko Nishimura. アメリカにおける「二言語教育」論争−カリフォルニアの Proposition227をめぐって−.
Bill Jones. Secretary of State. English Language in Public Schools. Initiative Statute.
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Ebonics and TESOL

Introdaction
Summary
In this paper two educators discuss what is Ebonics and relevance to TESOL. One Educator states backgroud of Ebonics and characteristics. The other argues relecance to TESOL with case study.

Body
1 About Ebonics
2 Case Sudy
(1) Purpose
(2) Language
(3) Power
(4) Pedagogy
3 Implication of this study

Conclusion
Our reaction

Key words
・Ebonics …Black English
・TESOL…Teaching English to Speakers of Other Language
・SAE…Standard American English
・USER…United States Ebonics
・ESL…English as a Second Language

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English Education in China

Theme
The Introduction of English Education in China
<Elementary schools and junior high schools>

Introduction
・language situation in China
・historical background and modern educational system

Body
・the status of English
* the problems of regional problem
・the educational system and policy
・the method of teaching English
* introduction of the texts and the view of English class in school
* Chinese students' grammar knowledge
・English teaching teachers
* lack of good English teachers

Conclusion
・summarization of the educational problem
・what Japan can learn from Chinese English education

Discussion Question
・ What do you think of the elite education in China?
・ Do you think we should adopt this system in Japan?
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TESOL in China

Theme
English Language Teaching in China

Introduction
・Situation of teaching language in China
< Current challenge in the four factors >

Body
・dominant two methods of teaching
<Communicative Language Teaching, Grammar-translation>
・purpose of each of two methods
・introduction of CLT
*constraining factors
<economical factor, cultural factor, lack of qualified teachers>

Conclusion
・summarization of the educational problems
・what Japan can learn from Chinese English education

Discussion Question
Do you think we can acquire a foreign language in programs promoting communication?
Do you have specific area with English?

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Bilingual education in Spain           

T. The official languages of Spain
A. Spanish(all over Spain)
B. local languages(only in each autonomous state)― ガリシア, Catalan,Basque,Valencia

U. Basque
A.the present condition of Basque
1.area (northeast of Spain)
2.liinguistic population (50 ~ 60 million people)
B.the historical backgrounds of Basque
1.Franco structure (Basque was prohibited for 20 years)
2.after Franco’s death (the growth of Basque’s linguistic population

V. The educational system in Spain
A.compulsory education
1.elementary school(6 years)
2.secondary school(2 years+2 years),
B.foreign language education
1.the first foreign language (electable)
2.learning the first foreign language from 3rd year in elementary school (compulsory)

W bilingual education in Basque ( Spanish and Basque)
A. 2 types of school
1.Basque only
2.Spanish and Basque

X.Conclusion
a close relation between historical backgrounds and bilingual education in Basque

Y. Discussion question

Z. Reference
『バスク もう一つのスペイン』 渡部 哲郎 
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Presentation about Reception Class for Immigrants

<THEME>
Reception Classes for Immigrant Students in England and Canada

<Introduction>
Brief explanation for condition of immigrants now in two countries

<Body>
Body is divided for two parts
1A case of England
a) ESL in school sector: the present condition, the progress of methods in time
b) ESOL in Post-16: problems at this moment

2 A case of Canada
a)Brief summary of English education for immigrants since 1950’s
b)Information of OROC

<Conclusion>
a)Summary of our presentation
b)Raising some problem of these education in both country

<Discussion Question>
a)Did you have a classmate whose mother tongue is not Japanese when you were students? If, yes. How did your school treat the student?
b)Do you think which types of education are better for immigrants?
1 Join to a main stream
2 Separate from a main stream
3 anything else

<Key Words>
Reception class ESL ESOL Post-16 BC TEAL TESOL
International OROC

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The Practicum in TESOL

T. Introduction
Summary
The Practicum in L2 Teacher Education: A Hong Kong Case Study
 Along with tremendous demands for a bilingual workface, Hong Kong also made rapid strides in education. In 1991, City Polytechnic (now University) of Hong Kong initiated the BATESL in TESL. In this paper, the strengths and limitations of BATESL are researched.

The TESOL Practicum: An Integrated Model in the U.S.
Oregon State University operated one model for delivering a campus-based practicum in ESOL teacher preparation from 1989 through 1994. In this paper, the characteristics, strengths and limitations of this model are researched.

U. Body
1. A Hong Kong case study
・Economic back ground of the educational development (including the purpose).
・About the BATESL
characteristics, strength, limitations and problems
  ・The future of practicum in Hong Kong.

2. An integrated model in the U.S.
・About the model
characteristics, strength and limitations

V. Conclusion
1. Discuss some similarities and differences of the problems between the two countries.
2. Our opinions about more effective practicum for students.

W. Discussion questions
1. How should they do to establish better practicum?
2. Do you have any good ideas of Japanese practicum?

* Key words
・practicum・・・practice subject
・TESOL・・・teaching of English to speakers of other languages
・BATESL・・・学士課程におけるTESOL
・MATESL・・・博士課程におけるTESOL
・ESOL・・・English for Speakers of Other Language
・mentor・・・who gives advice to another over a period of time, especially to help them in their working life.
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