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基本情報/Basic Information

開講科目名 ／Course	英語教育学研究Ⅱ／ENGLISH LANGUAGE TEACHINGⅡ
開講所属 ／Course Offered by	大学院／
ターム?学期 ／Term?Semester	2022年度／2022 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

担当教員情報/Instructor Information

教員名 ／Instructor	教員所属名 ／Affiliation
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 この授業は外国語学研究科博士前期課程の学位授与方針 (DP)並びに教育課程編成?実施方針(CP)が示す「実践的な言語運用能力と国際社会の多様性を理解する態度」を養い、「外国語教育分野において、適切な問題設定をおこない、必要な先行研究の成果やデータを収集?分析できる能力」を高めることを目的とする。
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. 課題へのフィードバックはManaba上で行います。 この授業は対面による演習形式を基本としManabaを利用します。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。 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。
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 presentations and class discussion (2 hours).   After class, students will write a critical response to the assigned readings (2 hours).
テキスト1 ／Textbooks1	書籍名 ／Title CLIL: Content and Language Integrated Learning, 著者 ／Author name D.Coyle 出版社 ／Publisher Cambridge University Press ISBN ／ISBN その他（任意） ／other
テキスト2 ／Textbooks2	書籍名 ／Title Applied Linguistics Perspectives on CLIL 著者 ／Author name A. Llinares & T. Morton 出版社 ／Publisher John Benjamins Publishing Company ISBN ／ISBN その他（任意） ／other
テキスト3 ／Textbooks3	書籍名 ／Title 著者 ／Author name 出版社 ／Publisher ISBN ／ISBN その他（任意） ／other
参考文献等1 ／References1	書籍名/???名 ／Title Assessment in CLIL 著者 ／Author name I. Honig 出版社/URL ／Publisher VDM ISBN ／ISBN その他（任意） ／other
参考文献等2 ／References2	書籍名/???名 ／Title Content-based Foreign Language Teaching 著者 ／Author name L.Cammarata 出版社/URL ／Publisher Routledge ISBN ／ISBN その他（任意） ／other
参考文献等3 ／References3	書籍名/???名 ／Title 著者 ／Author name 出版社/URL ／Publisher ISBN ／ISBN その他（任意） ／other
評価方法 ／Evaluation	Assessment will be based on presentations (40%), reading assignments (20%), a 1500-word critical review of a research article (each semester, 40%).
備考 ／Notes
関連科目 ／Related Subjects
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
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	SLA perspectives 1: Learning and teaching language	SLA perspectives on learning and teaching language through content
16	SLA perspectives 2: An interactioninst perspective	CLIL and SLA: Insights from an interactionist perspective
17	SLA 3: Motivation and CLIL	Motivataion, second language teaching and CLIL
18	SLA 4: Pragmatics in CLIL	Investigating pragmatics in CLIL through students' requests
19	Wrap-up of SLA perspectives	Discussion / Presentation 3 on SLA perspectives
20	Sociolinguistic perspective 1: Target language	The target language, the sociolinguistic and the educational context in CLIL programs
21	Sociolinguistic perspective 2: Use of L1/L2	Reflections on the use of the L1/L2 English-medium instruction
22	Sociolinguistic perspective 3: Teachers	CLIL teachers' professionalization
23	Sociolinguistic perspective 4: The role of English	The multifaceted roles of English in English-medium education in multilingual university settings
24	Wrap-up of sociolinguistic perspectives	Discussion / Presentation 4 on sociolinguistic perspectives
25	DA perspectives 1: Interactional competence	Classroom interactional competence in CLIL
26	DA perspectives 2: Conversational analysis	Multimodal conversation analysis and CLIL classroom practice
27	DA perspectives 3: Assessment	Assessment for learning in CLIL classroom discourse
28	Wrap-up of discourse analysis perspectives	Discussion / Presentation 5 on DA perspectives