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シラバス参照/View Syllabus

授業情報/Class Information

科目一覧へ戻る/Return to the Course List 2023/03/22 現在/As of 2023/03/22

基本情報/Basic Information

開講科目名
/Course
英語教育学研究Ⅲ/ENGLISH LANGUAGE TEACHINGⅢ
開講所属
/Course Offered by
大学院/
ターム?学期
/Term?Semester
2023年度/2023 Academic Year  春学期/SPRING SEMESTER
曜限
/Day, Period
木1/Thu 1
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。

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
著者
/Author name
出版社/URL
/Publisher
ISBN
/ISBN
その他(任意)
/other
参考文献等2
/References2
書籍名/???名
/Title
著者
/Author name
出版社/URL
/Publisher
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。

/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 Discussing critical issues in CLIL
7 Presentation 1 on Ch. 1-4 Choosing one issue and giving a presentation
8 Chapter 5: Evaluating and creating materials Designing 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 How is the impact of CLIL methods on learners?
11 Chapter 8: Future directions Globalization and educational change
12 Discussion on Ch. 5-8 Discussing critical issues in assessment in CLIL
13 Presentation 2 on Ch. 5-8 Choosing one issue and giving a presentation
14 Research methods and key issues Expanding evidence-based research
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 Motivation, 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
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

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