May 26, Graduate Research Seminar

Teddy, Wanda, and Genghis

Wanda

He observed two English classes and one PE class. In the English class, the teacher used visual media to introduce the alphabet. He observed the interaction between teachers and students. It was very interactive, Sugawara Sensei was energetic, and the students had fun. A lot of the activities were TPR, students danced while listening to English songs. Students were asked to walk around the class and find friends with the same card. The students were also asked to stand and read or express their feelings. Interaction was key for students to enjoy and remain focused until the end of class.

In the second and third classes students were more tired, likely because of activities in previous classes.

Characteristics of the class:

  • Technology.
  • Active
  • Sugawara sensei asks many referential questions about the content
  • Student/teacher interaction: students in Japan are more disciplined so when the teacher says something the students obey.
  • Students did not do anything they were not told to do. They can have as much fun as they want as long as they are doing their task.
  • In Wanda’s experience, students are afraid of English. He tells them to be creative and have fun but they are very afraid to learn English. Also, if he makes something to encourage them such as a picture or other media they are interested at that specific point in time but they become unmotivated after going home. He gives them homework and they seem interested but next week when they report their homework it is not what he expected.

Next time: 

Read Richards (2003) and tell us which research tradition your study at Fuzoku ES belongs to and also tell us about “Participant Observation”

Teddy

To answer this question,

Can JHS textbook reading and listening passages prepare students to take Eiken or the HS entrance exam?

He will:

  • describe different kinds of tests
  • describe the sub skills of the tests
  • describe content of reading/listening, length of reading,

Text analysis tools

Readability Score

 

Literature Review Brainstorm

  • The Eiken test
    • What is the test designed to measure?
    • History of Eiken test.
  • The JHS textbook
    • What skills is the text designed to measure?
  • What are reading skills and reading subskills?
  • What are appropriate texts for English language learners.
  • What are listening skills and listening subskills?
  • Suggestions of the next course of study
  • The kind of textbooks used.
  • The discussion of HS entrance exam in Japan.
  • History of English education in Japan.
  • The goals for English learning in Japan.

Next time: Work on gathering sources and writing an outline for your literature review.

Genghis

Specific characteristics of Content and Language Integrated Learning, CLIL (Four Cs)

  1. Content: Subject specific concepts and terms
  2. Communication: Language skills
  3. Cognition: Student can think deeply about content
  4. Culture: It can become the core of CLIL.  Culture is the foundation of the other three elements.

CLIL is suitable for HS students because they must discuss and think deeply about using cultural contents.

According to Professor Ikeda, students should be at a level of B1 in CEFR to do CLIL. The problem is most students are at A2 or below after finishing HS.

CLIL can integrate four skills organically

CBLT Characteristics

  • English used as a tool to learn content. So content should be suitable for students’ interests.

CLIL vs. CBLT

CBLT is focusing on content while CLIL focuses equally on content and language

CBI Characteristics

  • Teachers have to prepare more for classes to give the students input about content compared to CBLT.
  • Teachers evaluate the process over the product.
  • Language and content are treated equally.

Next time

– Research concrete criteria/ guidelines for CLIL

  • Be prepared to understand criticism against CLIL and how to respond to the criticism

 

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