シラバス参照/View Syllabus |
科目一覧へ戻る/Return to the Course List | 2021/03/25 現在/As of 2021/03/25 |
開講科目名 /Course |
英語教育学研究Ⅱ/ENGLISH LANGUAGE TEACHINGⅡ |
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開講所属 /Course Offered by |
大学院/ |
ターム・学期 /Term・Semester |
2021年度/2021 Academic Year 春学期/SPRING SEMESTER |
曜限 /Day, Period |
火3/Tue 3 |
開講区分 /semester offered |
通年/Yearlong |
単位数 /Credits |
4.0 |
主担当教員 /Main Instructor |
浅岡 千利世 |
科目区分 /Course Group |
大学院科目 専攻科目 |
教員名 /Instructor |
教員所属名 /Affiliation |
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浅岡 千利世 | 英語学科/ENGLISH |
授業の目的・内容 /Course Objectives |
The course presents theoretical and practical issues of language learning and teaching from a teacher researcher’s perspective. The main objectives of the course: To survey different approaches, methods and techniques in L2/FL teaching To examine your own beliefs about teaching and learning To explore how you may put your knowledge and beliefs in to practice To understand action research |
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授業の形式・方法と履修上の注意 /Teaching method and Attention the course |
Students will engage in activities that will help them relate research and theory to their own teaching practice. All the coursework will be conducted in English. They will be encouraged to actively participate in the class activities. 授業は2 年制の「英語教育研究1(外国語教育の理論と実践)」クラスとの合併で行う予定。 この授業ではManabaを利用し対面授業を基本とします。また、感染拡大などの理由により一部遠隔授業またはzoomによる授業に変更することがあります。 |
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事前・事後学修の内容 /Before After Study |
Before class, students are expected to read the assigned sections and prepare for class discussion. After class, students will write a critical response to the assigned readings. |
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テキスト1 /Textbooks1 |
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テキスト2 /Textbooks2 |
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テキスト3 /Textbooks3 |
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参考文献等1 /References1 |
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参考文献等2 /References2 |
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参考文献等3 /References3 |
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評価方法 /Evaluation |
Assessment will be based on presentations (40%), homework assignments (20%), a 1500-word critical review of a research article (each semester, 40%). | ||||||||||
備考 /Notes |
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関連科目 /Related Subjects |
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到達目標 /Learning Goal |
英語教育に関する文献を読み、高度な議論ができるようにする。 |
回 /Time |
授業計画(主題の設定) /Class schedule |
授業の内容 /Contents of class |
事前・事後学修の内容 /Before After Study |
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1 | Introduction | Course introduction | |
2 | Chapter 1: What is CLIL? | The development of CLIL | |
3 | Chapter 2: Curricular variation in CLIL | Examples of curricular models | |
4 | Chapter 3: CLIL as a theoretical concept | Connecting content learning and language learning | |
5 | Chapter 4:Transforming theory into practice | Analysing and personalizing the CLIL context | |
6 | Discussion on Ch. 1-4 | Discussion on Ch.1-4 | |
7 | Presentation 1 on Ch. 1-4 | Presentation 1 on Ch.1-4 | |
8 | Chapter 5:Evaluating and creating materials | Tasks for CLIL classroom | |
9 | Chapter 6: Assessment issues in CLIL | What are the main issues for assessment in CLIL? | |
10 | Chapter 7: Evaluating the impact of CLIL programme | Howo far is immersion reseaerch applicable to CLIL? | |
11 | Chapter 8: Future directions | Globalization and change | |
12 | Discussion on Ch.5-8 | Discussion on Ch.5-8 | |
13 | Presentation 2 on Ch.5-8 | Presentation 2 on Ch.5-8 | |
14 | Expanding evidence-based research | Research methods and key issues | |
15 | Second Language Acquisition perspectives 1 | SLA perspectives on learning and teaching language through content | |
16 | Second Language Acquisition perspectives 2 | CLIL and SLA: Insights from an interactionist perspective | |
17 | Second Language Acquisition perspectives 3 | Motivataion, second language teaching and CLIL | |
18 | Second Language Acquisition perspectives 4 | Investigating pragmatics in CLIL through students' requests | |
19 | Discussion / Presentation 3 on SLA perspectives | Discussion / Presentation 3 on SLA perspectives | |
20 | Sociolinguistic perspectives 1 | The target language, the sociolinguistic and the educational context in CLIL programs | |
21 | Sociolinguistic perspectives 2 | Reflections on the use of the L1/L2 English-medium instruction | |
22 | Sociolinguistic perspectives 3 | CLIL teachers' professionalization | |
23 | Sociolinguistic perspectives 4 | The multifaceted roles of English in English-medium education in multilingual university settings | |
24 | Discussion / Presentation 4 on sociolinguistic per | Discussion / Presentation 4 on sociolinguistic perspectives | |
25 | Discourse analysis perspectives 1 | Classroom inteeractional competence in CLIL | |
26 | Discourse analysis perspectives 2 | Multimodal conversation analysis and CLIL classroom practice | |
27 | Discourse analysis perspectives 3 | Assessment for learning in CLIL classroom discourse | |
28 | Discussion / Presentation 5 on DA perspectives | Discussion / Presentation 5 on DA perspectives |