November 29: Finland, Global Citizenship

Finland Education and Education in Japan

Shin-chan’s research question:

Why is Finnish English education at a higher level than Japanese English?

Consider re-framing the question to:

What are reasons for explaining why Finish English education has attained better language learning results than Japanese English education?

In the Methodology Section consider which perspectives you can use to analyze the literature in a systematic way. Possible perspectives are:

• Culture
• Curriculum
  • Evaluation
  • Learning
  • Homework
  • Materials (textbook)
• Daily life
• Teacher education

James’ advice: Read efficiently by actively matching the information with the perspective.

Shinchan’s reading

Equality and equity are essential elements of Finnish Education.

Fives kinds of strengths:

1. 発想力 creativity
2. 論理力 logic
3. 批判的思考力 critical thinking
4. 表現力 expression
5. コミュニケーション能力 communicative ability

When they do Karuta, they use an image map which helps students develop creativity. In a class, they do group thinking. When they do not understand something, they are used to asking why. When they read something they might analyze why a certain expression is used. In their language class, they will critically examine points in their reading.

Teachers have a table which shows which activities can develop certain kinds of abilities.

Students have “drama education,” which enables them to learn through experience.

Students have “circle time” where they have deep discussions, for example, “Why is there greed?” “What is beautiful?””Does the universe have an end?”

Reference

Tanaka, H. (2008). Finrando mesoddo no gakuryoku kakumei [The Academic Revolution of the Finland Method]. Tokyo: Meiji Tosho.

Frankie Hamada

He discusses the difference between Global Citizenship and Global Personnel.

He also talked about Anglicism and Nationalism.

Frankie’s outline:

1. Rationale: (Why does Frankie want to know about a global citizen?)
2. What is a global citizen?
   1. Who are English speakers? Can they be considered global citizens?
   2. In what ways does English education in Japan attempt to promote global citizenship?
   3. What are some criticisms that English education in Japan receives about this?
3. Theories about what constitute global citizenship
4. Methodology: Textbooks
   1. To what extent do textbooks touch upon principles of global citizenship?
   2. To what extent do textbooks help students acquire skills necessary for global citizenship?
5. Findings: Analysis of textbook
6. Discussion: Implications of the findings.
7. Conclusion