講演・口頭発表等 - WANG Marian
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Expanding collaborative project-based learning projects across courses
Marian Wang
20th Annual CamTESOL Conference on English Language Teaching (Institute of Technology of Cambodia (ITC) (Phnom Penh, Cambodia)) 2024年2月 IDP Education (Cambodia) Ltd.
開催年月日: 2024年2月
国名:カンボジア王国
Project-based learning (PBL) is student-centered learning in real-world contexts. PBL has often been connected to the acquisition of 21st century skills (Bell, 2010) such as critical and creative thinking, problem solving, collaboration, communication, and global citizenship. The aim of this presentation is to share results from a qualitative study using evaluation research (Suchman, 1968). English as a Foreign Language students from two Global Topics classes (n= 20) at a private university in Japan were asked to reflect on their learning over 15 weeks by completing an online survey that focused on the tasks at hand and challenges they had encountered throughout the semester. As the course was founded on PBL and project-based instruction (PBI), their reflections and the author’s reflections from teaching the course with a team of three other teachers were analyzed in connection with Buck Institute for Education’s (n.d.) seven essential elements of PBL design—problem solving, inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product. Reflections showed that students were able to build on their 21st century skills including problem solving, leadership, collaboration, and reflective skills when working towards their public product for a wider Community of Practice.
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The lived experiences of Asian American/Australian teachers 招待あり
Marian Wang
JALT2023 International Conference: Growth Mindset in Language Education (Tsukuba International Congress Center (Epochal Tsukuba), Tsukuba, Ibaraki, Japan) 2023年11月 The Japan Association for Language Teaching
開催年月日: 2023年11月
English as a Foreign Language (EFL) professionals are attracted to teaching English for various reasons such as having work-life balance, earning a competitive salary, and teaching a language they love (Shih, 2016). In this qualitative study, three Asian American EFL teachers and an Asian Australian EFL teacher were interviewed about their experience working at Japanese higher education institutions. Their stories were situated within Wenger’s (1998) three modes of belonging to a community of practice—engagement, imagination, and alignment. The teachers in this study discovered that in order to be engaged in the EFL field as active professionals, they needed to build on their background not only as a teacher but also as a researcher (Burns & Westmacott, 2018), while negotiating their Professional Identity (PI) (Mannes, 2020; Tsui, 2007). They reflected on their PI and critical incidents (Lengeling & Mora Pablo, 2016), which helped mold their imagined identities as minority stakeholders in the EFL field. Their reflections showed that despite not fulfilling the phenotypical requirement of the White native EFL teacher (Kusaka, 2014), they brought in their unique lived experiences (Mapp, 2008) into the classroom. They also aligned themselves with global EFL practitioners by embedding World Englishes, migration, and diversity issues into their teaching and hiring practices.
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Engaging EFL students in collaborative presentation projects
Marian Wang
THT-BELTA 2023 17th Annual Teacher Development Conference, Language Teaching: Insights for Changing Landscapes (Zoom, University of Asia Pacific Dhaka, Comilla University Cumilla) 2023年10月 BELTA, THT
開催年月日: 2023年10月
国名:バングラデシュ人民共和国
The aim of this presentation is to demonstrate how students in an EFL Global Topics course worked together on a research project that included choosing a global topic, coming up with a research question, finding and summarizing articles on the global topic, creating an online survey to unearth the attitudes of classmates on their global topic, and giving PowerPoint presentations in class and poster presentations at a conference. The conference was added this year so that students from all four Global Topics classes could share what they had learned to a wider audience. Students mentioned that this was their first time giving poster presentations and found them challenging compared to PowerPoint presentations because they did not know what questions they would be asked, they had to give their short presentation many times, their audience came at various time slots, and they had to stand for approximately 90 minutes. Their experience illustrated that poster presentations could be used more in coordinated programs so that EFL students could raise their awareness of the various ways of giving presentations in professional settings.
本プレゼンテーションの目的は、EFLグローバルトピックの学生が、グローバルトピックの選択、リサーチクエスチョンの設定、グローバルトピックに関する論文の調査・要約、クラスメイトのグローバルトピックに対する見解を明らかにするためのオンライン調査の作成、授業内でのパワーポイントによるプレゼンテーション発表、カンファレンスでのポスター発表を含むリサーチプロジェクトにどのように共同して取り組んだかを示すことである。カンファレンスは、四つのグローバルトピックの授業の学生が自らの学びをより広範なオーディエンスと共有するために今年度に追加されたものである。学生はポスター発表が初めてであり、どのような質問がされるのか分からず、短いプレゼンテーションを何度もしなければならず、オーディエンスもさまざまなタイムスロットに訪れ、約90分間立っていなければならなかったという理由から、パワーポイントによるプレゼンテーションに比べると難しかったと述べた。学生たちの経験は、ポスター発表を調整されたプログラムでさらに活用することで、EFL学生が職場でプレゼンテーションを行うさまざまな方法について意識を高めることができることを例証している。 -
アメリカの高校・大学でフランス語を学んだ経験から考えたこと 招待あり
ウァン・マリアン
北米の英語圏におけるフランス語教育をめぐって (オンライン) 2023年3月 甲南大学
開催年月日: 2023年3月
国名:日本国
本発表の目的は、発表者が高校、大学および大学院でどのようにしてフランス語を学習したかについて共有することである。また、高校・大学時代でのフランス留学、大学院生時代におけるスイスのジュネーブ留学の経験の話も含まれる。外国語学習は発表者にとって、UNICEF、Oxfam、ILO、WTOといった国際機関で働きたいという希望と結びついており、自分の志望が教職にあることを認識するまでは海外の国際機関で勤務をしていた。フランス語学習の経験によって、他の多くの外国語学習や海外生活、海外勤務への道が開かれたといえる。
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Fostering global citizens with skills for the international marketplace
Marian Wang
19th Annual CamTESOL Conference on English Language Teaching (Institute of Technology of Cambodia (ITC) (Phnom Penh, Cambodia)) 2023年2月 IDP Education (Cambodia) Ltd.
開催年月日: 2023年2月
国名:カンボジア王国
Some Japanese companies, namely those that are more globally-oriented, have come to realize that they must recruit university students who are equipped with marketable skills to become global human resources (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). The aim of this presentation is to demonstrate how Japanese university students, international students residing in Japan, and Taiwanese university students felt about working in groups on an online project that culminated in a competition to present their business proposals to a global Japanese company. After the project ended, ten students filled out surveys about their learning experience. A Japanese student, three international students from China, and a representative from the Japanese company participated in follow-up interviews. The surveys and interviews indicated that students were able to develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from more guidance on time management and preparing business proposals in English.
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Fostering global citizens with skills for the international marketplace
Marian Wang
JALT 2022 48th Annual Conference on Language Teaching and Learning & Educational Materials Exhibition (Fukuoka International Congress Center) 2022年11月 The Japan Association for Language Teaching
開催年月日: 2022年11月
国名:日本国
Japanese university students often prioritize extracurricular activities over studying because Japanese companies tend to hire recent graduates based on the brand name of the university upon entry rather than academic performance over four years of undergraduate studies (Matsushita, 2018; Nae, 2020). In fact, Japanese companies are known for hiring young undergraduate students who are said to be white cloths that can be easily dyed to the unique colors of the company culture (Nagano, 2014). Some Japanese companies, namely those that are more globally-oriented, have come to realize that they will not survive unless they recruit university students who are equipped with skills to become global human resources (Conrad & Meyer-Ohle, 2017; Ito & Kawazoe, 2015). In this study, Japanese university students, international students residing in Japan, and Taiwanese university students worked in groups on an online project that culminated in a competition to present their business proposals to a global Japanese company. Ten students filled out surveys about their learning experience after the project ended. A Japanese student, three international students, and a representative from the Japanese company participated in follow-up interviews. The surveys and interviews indicated that students were able to develop their communication and research skills needed in the global marketplace. Their reflections showed that they would have benefited from more guidance on time management and preparing business proposals in English.
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Engaging EFL students in research on global topics
Marian Wang
BELTA-THT-EWU 2022 16th Annual Teacher Development Conference, Language Pedagogy in New Contexts (Zoom and East West University) 2022年10月 BELTA, THT, EWU
開催年月日: 2022年10月
国名:バングラデシュ人民共和国
The aim of this presentation is to demonstrate how students in an English as a Foreign Language Global Topics course worked together on a research project that included choosing a global topic, coming up with a research question, finding and summarizing articles on the global topic, creating a survey using Microsoft Forms to unearth the attitudes of their classmates on their global topic, and giving PowerPoint presentations on their findings from their primary and secondary research. The objective of this research project was for Japanese university students to think critically about global issues by analyzing and interpreting data from their primary and secondary research. Microsoft Teams was used to ensure that students could update their peers and teacher on the progress of their research.
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Fostering critical thinking skills through cross-border collaborative discussion
Marian Wang
18th Annual CamTESOL Conference on English Language Teaching (Zoom) IDP Education (Cambodia) Ltd
開催年月日: 2022年2月
国名:カンボジア王国
The aim of this presentation is to illustrate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. They found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).
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The emergency remote learning process of students in a global course 招待あり
Marian Wang
JALT2021 第47回年次国際大会教材展示会 (Zoom) 全国語学教育学会
開催年月日: 2021年11月
When a state of emergency was declared in April of 2020 due to the spread of COVID-19, Japanese universities moved courses online. Staff, teachers, and students found themselves preparing for a situation conceptualized by Hodges, Moore, Lockee, Trust and Bond (2020) as “Emergency Remote Teaching” or (ERT). ERT is a temporary, short-term fix of moving traditional courses to an online platform out of obligation; it is not intended to be a sustainable solution of creating online learning systems (Nae, 2020). ERT has become the norm for tertiary institutions in Japan, with students on the receiving end, engaging in Emergency Remote Learning (ERL). In this study, 29 Japanese university students reflected on their ERL experience after completing a Global Topics course in the spring semester of 2020. Students indicated that ERL posed many challenges, particularly when they worked with peers on group projects. Group projects required communicating with peers who had different class schedules and priorities, which often made group work difficult. With respect to students’ overall ability to adapt to ERL, most students rated themselves as being adaptable because they felt that they had tried their best to complete all tasks on time and participated actively in all Zoom sessions. However, at times, they felt unmotivated. The reflections from these students illustrate how they found ERL difficult but generally rewarding because they could feel a sense of accomplishment when completing online tasks and learning new technological skills that they could use even after the end of COVID-19.
日本における新型コロナウイルスの急拡大を受けて緊急事態宣言が発出されると、日本の大学は来る春学期の授業をオンラインに移行し始めた。職員や教員、学生は、Hodges、Moore、Lockee、TrustおよびBondが「緊急遠隔授業(Emergency Remote Teaching)」またはERTという概念で呼ぶ特異な状況に置かれた。ERTとは必要に迫られて暫定的に短期間、伝統的な授業形態からオンラインをプラットフォームとした授業に移行することであり、それゆえ高等教育にオンライン学習システムを構築するという持続可能な解決策としては想定されていない(Nae, 2020)。ERTは日本の大学教育の標準となり、その受け手である学生は緊急遠隔授業(ERL)に参加することになった。本研究では、29人の日本の大学生が、2020年の春学期のGlobal Topicsの授業を終えてから、自らのERLの経験について振り返った。学生の回答から、ERLはグループ学習における他の受講者たちとの共同作業をはじめとして、多くの難題をもたらしていることが示された。グループ学習は、異なる時間割や優先順位を持つ他の受講者とコミュニケーションをとることが求められるため、しばしば困難を伴う。学生のERLへの総合的な適応能力に関しては、ほとんどの学生がすべての課題を時間内に終えられるよう最善を尽くし、すべてのZoomにおけるセッションに積極的に参加したと感じており、自分に適応力があると評価した。一方で学生は時折やる気が出ないとも感じていた。振り返りの結果、オンラインの課題を完遂したときや、COVID-19の終息後にも活用できるテクノロジー上のスキルを学ぶことに達成感を覚えることができるため、ERLは困難であるがやりがいのあるものであると学生が捉えていることが明らかになった。 -
Fostering critical thinking skills in the EFL classroom
Marian Wang
BELTA-THT 2021 Virtual Teacher Development Seminar, Language Teaching in a Time of Change (Zoom) BELTA, THT
開催年月日: 2021年10月
Fostering critical thinking skills has become a necessity when teaching English as a Foreign Language in higher education settings as university students are expected to possess problem-solving skills and think of issues from various perspectives as global citizens. However, Asian students are often criticized for lacking in critical thinking skills due to their group-oriented culture and learning environments that emphasize rote memorization. The aim of this presentation is to illustrate how Asian students felt about engaging in a cross-border collaborative discussion project that was intended to build on their critical thinking skills. Japanese, Chinese, Thai, and Taiwanese students reflected on the project that began online in October of 2018 and culminated in a face-to-face project in Taiwan for two days in March of 2019. When they were given the opportunity to organize their own discussions, they chose suitable topics, participated actively, and reflected on their learning. They enjoyed the intellectually stimulating discussions that required research and synthesis of their ideas as well as others’ ideas. With time, they found that the key to having good discussions was having prepared and researched topics beforehand, saying something regardless of the topic chosen, and being supportive of others’ opinions and ideas. The students felt that by participating in this project they were able to improve their communicative English skills, expand their Communities of Practice (Wenger, 2000) from local to global communities, and develop their ability to think in ways that reflect higher order reasoning skills in Bloom’s Taxonomy (1956).
大学生が世界市民(global citizen)として多様な観点から問題を考察し、解 決する能力を持つことを求められるようになるにしたがって、高等教育に おいて外国語としての英語(EFL)を教えるうえで批判的思考力を養成する ことが必要になってきている。しかしながら、アジアの学生は集団志向の 文化や機械的な暗記を重んじる学習環境のために批評的思考力が欠如し ていると批判されることがしばしばある。本研究の目的は、批評的思考力 に基づいて進められることを意図した越境的共同ディスカッションプロ ジェクトに参加したことについて、アジア人学生がどのような感想を持っ たかを精査することである。日本人、中国人、タイ人、台湾人の学生が 2018 年の 10 月にオンライン上で始まり、2019 年の 3 月に台湾で二日間の対面 型のプロジェクトでもって終了したプロジェクトについての省察をおこ なった。自分たちでディスカッションを企画する機会を与えられた学生たちは適切なトピックを選択し、主体的に参加し、自らの学びについて振り返ることができた。学生たちは、リサーチや、自分や他者の考えをまとめ上げる作業が要求される知的刺激に満ちたディスカッションを楽しみ、時間の経過と共に、事前にトピックについて準備・調査を行い、どのトピックが選ばれても発言をし、他者の意見や考えを支持することが良質なディスカッションにつながることを認識した。本プロジェクトに参加することで、英語のコミュニケーション能力を向上させ、実践共同体(Communities of Practice)をローカルからグローバルなものへと拡張させ(Wenger, 2000) 、ブルームのタキソノミー(1956)における高次の論理的思考スキルを示す思考能力を涵養することができたと学生たちは実感することができた。 -
The motivational journey of Japanese self-access center assistants 招待あり
Marian Wang
17th Annual CamTESOL Conference on English Language Teaching (Zoom) IDP Education (Cambodia) Ltd
開催年月日: 2021年2月
Self-access centers (SACs) in the context of foreign language learning are commonly associated with learner autonomy (McMurry, Tanner, & Anderson, 2010). Autonomous language learners often complement formal classroom learning with informal learning that may include frequent visits to SACs that offer a wide variety of learning resources and materials (Hsieh, 2010). In this qualitative study, eight Japanese SAC assistants at a private university in the Kansai region of Japan were asked about their lifelong English learning process, resources for learning English, and their motivation for learning English. The purpose of the study was to identify how the Japanese SAC assistants were able to become autonomous language learners who could be positive role models for their Japanese peers who visited the SAC. The assistants reported that their journey of studying English evolved from learning for pleasure when they were in elementary school, studying to pass high-stakes exams in junior high and high school, and finally towards autonomous learning for pleasure, communication with Japanese students and students from other countries, and study abroad. As the Japanese SAC assistants worked closely and frequently with Japanese students who visited the SAC, they realized that they could play a vital role in motivating other Japanese students to become autonomous language learners who could pave their own paths towards studying English for various purposes.
外国語学習のコンテクストにおいては、自律学習支援室(SACs)は学習者の自律性と関連付けられるのが一般的である(McMurry, Tanner, & Anderson, 2010)。自律的な語学学習者は、正式な授業での学習を補完するために、多様な資料や教材を提供するSACsを頻繁に利用するなど、授業外での学習を行う(Hsieh, 2010)。本定性的研究では、日本の関西地区の私立大学の8人の日本人SACアシスタントに対して、英語の生涯学習の過程、補助教材、および英語学習の動機付けに関する質問調査を実施した。本研究の目的は、調査で取り上げた日本人SACアシスタントたちが、SACを訪れる他の日本人学生たちにとって好ましいロールモデルとなりえるような自律した学習者にどのようにしてなることができたのかを検証することである。日本人SACアシスタントの回答によると、彼らの英語学習の過程は、小学校時代に楽しみながら学習することから始まり、中学校や高校では今後の進路を大きく左右する試験に合格するために学習し、そして自らの楽しみや、日本人学生あるいは他の国の学生とのコミュニケーション、海外への居住・留学のために学習する自律学習へと発展していった。日本人SACアシスタントがSACを利用する日本人学生と一緒に親密かつ頻繁に学習に取り組む中で、彼らは自分たちが、他の日本人学生が個々の目的のために自分の力で英語を学べる自律した学習者になっていくための動機づけをする重要な役割を担いうることを認識していった。 -
Japanese language assistants as peer role models 招待あり
Marian Wang
JALT2020 第46回年次国際大会教材展示会 (Zoom) 全国語学教育学会
開催年月日: 2020年11月
Self-access centers (SACs) in the context of foreign language learning are commonly associated with learner autonomy (McMurry, Tanner, & Anderson, 2010). Autonomous language learners often complement formal classroom learning with informal learning that may include frequent visits to SACs that offer a wide variety of learning resources and materials (Hsieh, 2010). In this qualitative study, eight Japanese SAC assistants at a private university in the Kansai region of Japan were asked about their lifelong English learning process, resources for learning English, and their motivation for learning English. The purpose of the study was to identify how the Japanese SAC assistants were able to become autonomous language learners who could be positive role models for their Japanese peers who visited the SAC. The assistants reported that their journey of studying English evolved from learning for pleasure when they were in elementary school, studying to pass high-stakes exams in junior high and high school, and finally towards autonomous learning for pleasure, communication with Japanese students and students from other countries, and study abroad. As the Japanese SAC assistants worked closely and frequently with Japanese students who visited the SAC, they realized that they could play a vital role in motivating other Japanese students to become autonomous language learners who could pave their own paths towards studying English for various purposes.
外国語学習のコンテクストにおいては、自律学習支援室(SACs)は学習者の自律性と関連付けられるのが一般的である(McMurry, Tanner, & Anderson, 2010)。自律的な語学学習者は、正式な授業での学習を補完するために、多様な資料や教材を提供するSACsを頻繁に利用するなど、授業外での学習を行う(Hsieh, 2010)。本定性的研究では、日本の関西地区の私立大学の8人の日本人SACアシスタントに対して、英語の生涯学習の過程、補助教材、および英語学習の動機付けに関する質問調査を実施した。本研究の目的は、調査で取り上げた日本人SACアシスタントたちが、SACを訪れる他の日本人学生たちにとって好ましいロールモデルとなりえるような自律した学習者にどのようにしてなることができたのかを検証することである。日本人SACアシスタントの回答によると、彼らの英語学習の過程は、小学校時代に楽しみながら学習することから始まり、中学校や高校では今後の進路を大きく左右する試験に合格するために学習し、そして自らの楽しみや、日本人学生あるいは他の国の学生とのコミュニケーション、海外への居住・留学のために学習する自律学習へと発展していった。日本人SACアシスタントがSACを利用する日本人学生と一緒に親密かつ頻繁に学習に取り組む中で、彼らは自分たちが、他の日本人学生が個々の目的のために自分の力で英語を学べる自律した学習者になっていくための動機づけをする重要な役割を担いうることを認識していった。 -
Self-access centers (SACs) in the context of foreign language learning
Marian Wang
THT-BELTA 2020 Zoom Virtual Teacher Training and Development Program, Online EFL Teaching and Learning: Practical Tips and Techniques (Zoom) BELTA, THT
開催年月日: 2020年10月
Self-access centers (SACs) in the context of foreign language learning are commonly associated with learner autonomy (McMurry, Tanner, & Anderson, 2010). Autonomous language learners often complement formal classroom learning with informal learning that may include frequent visits to SACs that offer a wide variety of learning resources and materials (Hsieh, 2010). In this qualitative study, eight Japanese SAC assistants at a private university in the Kansai region of Japan were asked about their lifelong English learning process, resources for learning English, and their motivation for learning English. The purpose of the study was to identify how the Japanese SAC assistants were able to become autonomous language learners who could be positive role models for their Japanese peers who visited the SAC. The assistants reported that their journey of studying English evolved from learning for pleasure when they were in elementary school, studying to pass high-stakes exams in junior high and high school, and finally towards autonomous learning for pleasure, communication with Japanese students and students from other countries, and study abroad. As the Japanese SAC assistants worked closely and frequently with Japanese students who visited the SAC, they realized that they could play a vital role in motivating other Japanese students to become autonomous language learners who could pave their own paths towards studying English for various purposes.
外国語学習のコンテクストにおいては、自律学習支援室(SACs)は学習者の自律性と関連付けられるのが一般的である(McMurry, Tanner, & Anderson, 2010)。自律的な語学学習者は、正式な授業での学習を補完するために、多様な資料や教材を提供するSACsを頻繁に利用するなど、授業外での学習を行う(Hsieh, 2010)。本定性的研究では、日本の関西地区の私立大学の8人の日本人SACアシスタントに対して、英語の生涯学習の過程、補助教材、および英語学習の動機付けに関する質問調査を実施した。本研究の目的は、調査で取り上げた日本人SACアシスタントたちが、SACを訪れる他の日本人学生たちにとって好ましいロールモデルとなりえるような自律した学習者にどのようにしてなることができたのかを検証することである。日本人SACアシスタントの回答によると、彼らの英語学習の過程は、小学校時代に楽しみながら学習することから始まり、中学校や高校では今後の進路を大きく左右する試験に合格するために学習し、そして自らの楽しみや、日本人学生あるいは他の国の学生とのコミュニケーション、海外への居住・留学のために学習する自律学習へと発展していった。日本人SACアシスタントがSACを利用する日本人学生と一緒に親密かつ頻繁に学習に取り組む中で、彼らは自分たちが、他の日本人学生が個々の目的のために自分の力で英語を学べる自律した学習者になっていくための動機づけをする重要な役割を担いうることを認識していった。 -
From e-debates to cross-border live debates: Reflections across borders
Marian Wang
Hawaii International Conference on English Language and Literature Studies (HICELLS 2020) (University of Hawaii at Hilo) University of Hawaii at Hilo
開催年月日: 2020年3月
Debating gives students opportunities to practice their argumentative and persuasive skills. In English as a Foreign Language (EFL) learning contexts, debating across borders enables language learners to develop their critical thinking skills, intercultural competence (Durkin, 2008), and awareness of controversial issues (Wang & Kihara, 2016). The presenter will explain how five Japanese undergraduate students and one recent Japanese postgraduate student collaborated online with students overseas to prepare for and travel to Taiwan where they participated in two live debates (one in Japanese and one in English) with 12 Taiwanese postgraduate students majoring in Japanese. After the debates, the Japanese and Taiwanese students were asked to reflect on the debate project. The presenter will share the reflections from the students on how to improve future cross-border debate projects, notably with the management of the debates—prior to the actual debate and during the live debates. Some students also suggested that the aim of the debates be elucidated more clearly so that the debate participants could optimize their Willingness to Communicate (WTC) in live debates (Wang & Kihara, 2017). Students also reflected on their personal experience. Several students felt that they were able to gradually build on their intercultural competence through this debate project with Taiwanese students.
ディベートは学生にとって説得力ある論証能力を訓練する機会となる。外国語としての英語(EFL)学習の文脈においては、越境的議論によって言語学習者の批判的思考力、異文化理解能力(Durkin, 2008)、および論争上にある問題に対する意識(Wang & Kihara, 2016)を向上させることができる。発表者は、5人の日本人学部生と1人の日本人大学院生がオンラインで海外の学生と共同して準備を行ったうえで台湾に渡航し、2つのライブ・ディベート(1つは日本語、もう一つは英語による)を日本語を専攻する12人の台湾人大学院生と行った模様を報告する。ディベートの後、日本人学生と台湾人学生には本ディベートプロジェクトを振り返ってもらい、将来の越境的なディベートプロジェクトに向けた改善点、特に実際のディベートの前とライブディベート中の運営について学生から得られた反省点を共有する。学生の中からはディベートの目的をより明確化することで参加者がライブディベートの場で対話する意志(WTC)を最大限に有効化できる (Wang & Kihara, 2017)のではないかと示唆する意見も上がった。学生は同時に、自身の個人的経験の振り返りも行い、数名の学生が今回の台湾人学生とのディベートプロジェクトを通じて自身の異文化理解能力を段階的に構築していくことができたと感じたことも明らかになった。 -
The transitional challenges and transformational experiences of an aspiring global human resource: A case study of a Japanese exchange student
開催年月日: 2020年2月
Japanese university students choose to study abroad for various reasons. Studying abroad may give them a chance to be immersed in other cultures where linguistic, social, cognitive, and emotional factors impact their willingness to communicate (WTC) (Macintyre & Legatto, 2010). Studying abroad might also encourage them to confront their ingrained beliefs and stereotypes, thereby strengthening their inner core that could transform them into global citizens (Wang, 2017). While abroad, some Japanese students may even transition from being peripheral to legitimate members of global Communities of Practice (Wenger, 2000). This case study investigates the transitional challenges and transformational experiences (Gu, Schweisfurth, & Day, 2010) of an undergraduate Japanese exchange student in the United States over ten months. The student participated in pre- and post-study abroad interviews and also e-mailed fortnightly or monthly journal entries that examined some of the challenges he faced. The pre-study abroad interview demonstrated how the student’s three-year immersion in English learning contexts helped prepare him for his academic year abroad. The journal entries highlighted how he adjusted to social expectations abroad, adopted effective strategies to communicate in English, and raised his awareness of global issues in order to become more politically correct. His study abroad experience confirmed that he wanted to continue along his current path of becoming a global human resource (GHR), who could contribute to Japan and the world.
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Bringing global perspectives into EFL curricula
Marian Wang
JALT2019 第45回年次国際大会教材展示会 (愛知県産業労働センター(ウインクあいち)(Nagoya, Japan)) 全国語学教育学会 (The Japan Association for Language Teaching)
開催年月日: 2019年11月
International students are indispensable human resources who can globalize universities. However, even in education settings where international students abound, Urban and Palmer (2014) claim that despite international students’ strong desire to share their culture and background to domestic students, they are not engaged as cultural ambassadors who can contribute to the internationalization of curricula. This presentation aims to show how EFL teachers can internationalize curricula by inviting international students into their language classrooms. In this qualitative study, Japanese EFL students and international students reflected on a cross-border learning opportunity in which international students observed presentations by Japanese students and answered questions about their country of origin as cultural experts. Although both groups found this activity helpful for their understanding of other cultures and their own culture, they recommended follow-up activities that could create stronger ties between and across Japanese and international students.
海外留学生は、大学の国際化に欠かすことのできない人材である。しかしながら、海外留学生が多数在籍する教育環境においても、UrbanとPalmer(2014)の指摘によれば、留学生は国内の学生たちと自身の文化やバックグラウンドを共有したいという強い希望があるにもかかわらず、授業カリキュラムの国際化に大きく寄与しうる文化大使としては積極的に関与できていない。
本発表では、日本人学生に海外留学生の出身国についてプレゼンテーションを実施させ、学生達に内部者と外部者としてその国についての認識を比較させることによって、日本の大学生と海外留学生との間で異文化に対する意識を育むこという手法を解説する。このアクティビティの目標は、日本人学生及び海外留学生に自身の出身国について批判的な議論を交わし、外国に留学する実感を持ってもらうことである。本プロジェクトについての学生からの感想も取り上げる。 -
Interactive projects for EFL learners
Marian Wang
BELTA-BELTA Pabna Chapter- Teachers Helping Teachers Conference on Language Education 2019: Fostering Student Centric Education and Student Agency in the EFL Classroom (Bangladesh Surgarcrop Research Institute) BELTA, BELTA Pabna Chapter, THT
開催年月日: 2019年9月
In group-oriented and collectivist cultures such as Japan (Davies & Ikeno, 2011), it is important that EFL teachers create a safe learning atmosphere where their students feel encouraged to get to know peers using the target language. Interactive group projects are beneficial in fostering safe and communicative learning environments. In this presentation, the speaker will introduce interactive projects that were assigned to her Japanese university students throughout the semester. The first project was the Talking Cards Project, where students would draw playing cards and answer a particular question or prompt that corresponded to each card. After they finished the Talking Card Project, they wrote down what they learned about their classmates and shared them with the class. Another interactive project was connected to a unit in the course textbook on food and culture. In this project, her students were taken to the convenience store (Family Mart) on campus where students were treated to snacks of their choice. Then, students wrote a food critique on their snacks, conducted research on the company that produced the snack, and prepared a short advertisement to promote their snack. The primary objective of the interactive projects was for her students to feel less inhibited about using English in the classroom—to enjoy using English with their peers for a particular communicative purpose.
EFL学習者のための対話式プロジェクト
日本のような集団志向で集産主義的な文化圏においては(Davies & Ikeno, 2011)、学生同士が目標言語を用いて知り合いたいという意欲を促すような確かな学習環境をEFL教員が創出することが重要である。本プレゼンテーションでは、発表者は学期を通じて日本人学生に割り当てられた対話式プロジェクトの紹介を行う。第一のプロジェクト "Talking Cards Project"においては、学生がトランプを作成し、互いのカードの内容に応じて特定の質問やヒント(プロンプト)に答えていく。"Talking Card Project"を終えた後、学生は他のクラスメイトについて知ったことを記してクラス内でそれらを共有する。他の対話式プロジェクトは、食と文化についてのテキストの中の単元に関わるものである。同プロジェクトでは、発表者の指導する学生たちはキャンパス内のコンビニエンスストア(ファミリーマート)で自分の選んだスナック菓子をふるまわれる。次に学生は自身のスナック菓子についての批評を書き、それを生産した会社について調査を行い、そのスナック菓子の販売を促進する短い広告を作成する。この対話式プロジェクトの主たる目的は、学生が教室内で英語を用いることへの抵抗感を和らげること――すなわち、特定のコミュニケーションの用途のために同級生と英語を用いることを楽しんでもらうことにある。 -
Moving from discussions to mini-debates in the EFL Classroom
Marian Wang
BELTA-United International University (UIU)-Teachers Helping Teachers Conference on Language Education 2019: Fostering Student Centric Education and Student Agency in the EFL Classroom (United International University (Dhaka, Bangladesh)) BELTA, UIU, THT
開催年月日: 2019年9月
Debating can help language learners develop their persuasive and argumentative skills. For Japanese learners of English, moving from discussions to debates may be effective in a culture that emphasizes group harmony and hierarchy (Suzuki, 2008). The aim of this workshop is for participants to witness firsthand how debating can be implemented when they are introduced to students as discussions. First, students participate in active discussions where each student plays a specific role. Students choose the discussion topic, create their own discussion questions, and play the role of leader, data provider, questioner, or summarizer in addition to being an active member of the discussion. After completing several discussions, students move on to participating in critical debates where students choose topics, prompts, and stakeholders who can articulate their own arguments based on research and have anticipated counter arguments by investigating the issue from the perspective of various stakeholders.
ディベートを通じて語学学習者は議論・論証する能力を向上させることができる。日本人英語話者にとって、ディスカッションからディベートへと移行することは、日本が集団の調和と序列を重んじる文化圏であるがゆえに効果的であるように思われる(鈴木, 2008)。本ワークショップの目的は、ディベートを学生に対してディスカッションとして導入する際の実践方法を参加者に対して可視化することである。
まず学生はそれぞれ固有の役割を引き受けて活発なディスカッションに参加する。学生がディスカッションの題材を選択し、問いを設定し、ディスカッションに積極的に参加することに加えてリーダー、ディベータ―、データ提供係、要約係を担当する。数回のディスカッションの後に、学生はトピック、プロンプト、ステークホルダーを選択する批判的ディベートに移行する。ステークホルダーは、調査に基づいた議論を展開し、さまざまなステークホルダーの観点から問題を精査することで予想される反論にも備えることが求められる。 -
Survey projects that incorporate international perspectives
Marian Wang
BELTA-United International University (UIU)-Teachers Helping Teachers Conference on Language Education 2019: Fostering Student Centric Education and Student Agency in the EFL Classroom (United International University (Dhaka, Bangladesh)) BELTA, UIU, THT
開催年月日: 2019年9月
Survey projects give students an opportunity to study English through content (Stoller, 2002). In typical survey projects, students create their own survey, gather primary data from classmates, analyze the data, interpret the results, and share their research results in front of their peers or in formal contexts such as a student-run conference. The purpose of this presentation is to demonstrate how survey projects can be expanded to include international perspectives by having students gather data from international students, their language teachers from various countries, and their friends from around the world. The presenter will demonstrate how Japanese EFL learners in a Global Topics course at a Japanese university worked in small groups to create a questionnaire, collected data from non-Japanese people, and gave a presentation on the various perspectives of foreigners concerning Japanese culture, language, and customs. Taking the survey project one step further by incorporating international viewpoints enabled students to understand how foreigners who were living in Japan or had lived in Japan perceived Japanese culture from various dimensions that were not necessarily shared by the Japanese students.
国際的視点を取り入れた調査学習
調査学習は学生に内容中心で英語を学習する機会を提供する(Stoller, 2002)。典型的な調査学習では、学生は自ら調査表を作成し、クラスメートから一次データの収集・分析を行い、結果を解釈し、同級生の前や学生主催のカンファレンスといったフォーマルな場面でその調査結果を共有する。本プレゼンテーションの目的は、学生に海外の学生や様々な国の語学教員、および世界中の友人たちからデータを収集させることで、どのように調査学習を発展させ国際的視点を加味させることができるかを論証することである。発表者は、日本の大学のGlobal Topicsコースを履修する日本人のEFL学習者が小グループで質問表を作成し、日本人以外からデータを収集し、外国人の日本の文化、言語、慣習に関する多様な観点についてのプレゼンテーションを行った模様を例証する。国際的な視点を加えて調査研究を一段階発展させることによって、日本に居住している、あるいは居住していた外国人がどのように日本の文化を捉えているかについて、日本人学生には必ずしも共有されていない多角的な次元から理解することが可能になる。 -
Interactive projects for EFL learners
Marian Wang
BELTA-United International University (UIU)-Teachers Helping Teachers Conference on Language Education 2019: Fostering Student Centric Education and Student Agency in the EFL Classroom (United International University (Dhaka, Bangladesh)) BELTA, UIU, THT
開催年月日: 2019年9月
In group-oriented and collectivist cultures such as Japan (Davies & Ikeno, 2011), it is important that EFL teachers create a safe learning atmosphere where their students feel encouraged to get to know peers using the target language. Interactive group projects are beneficial in fostering safe and communicative learning environments. In this presentation, the speaker will introduce interactive projects that were assigned to her Japanese university students throughout the semester. The first project was the Talking Cards Project, where students would draw playing cards and answer a particular question or prompt that corresponded to each card. After they finished the Talking Card Project, they wrote down what they learned about their classmates and shared them with the class. Another interactive project was connected to a unit in the course textbook on food and culture. In this project, her students were taken to the convenience store (Family Mart) on campus where students were treated to snacks of their choice. Then, students wrote a food critique on their snacks, conducted research on the company that produced the snack, and prepared a short advertisement to promote their snack. The primary objective of the interactive projects was for her students to feel less inhibited about using English in the classroom—to enjoy using English with their peers for a particular communicative purpose.
EFL学習者のための対話式プロジェクト
日本のような集団志向で集産主義的な文化圏においては(Davies & Ikeno, 2011)、学生同士が目標言語を用いて知り合いたいという意欲を促すような確かな学習環境をEFL教員が創出することが重要である。本プレゼンテーションでは、発表者は学期を通じて日本人学生に割り当てられた対話式プロジェクトの紹介を行う。第一のプロジェクト "Talking Cards Project"においては、学生がトランプを作成し、互いのカードの内容に応じて特定の質問やヒント(プロンプト)に答えていく。"Talking Card Project"を終えた後、学生は他のクラスメイトについて知ったことを記してクラス内でそれらを共有する。他の対話式プロジェクトは、食と文化についてのテキストの中の単元に関わるものである。同プロジェクトでは、発表者の指導する学生たちはキャンパス内のコンビニエンスストア(ファミリーマート)で自分の選んだスナック菓子をふるまわれる。次に学生は自身のスナック菓子についての批評を書き、それを生産した会社について調査を行い、そのスナック菓子の販売を促進する短い広告を作成する。この対話式プロジェクトの主たる目的は、学生が教室内で英語を用いることへの抵抗感を和らげること――すなわち、特定のコミュニケーションの用途のために同級生と英語を用いることを楽しんでもらうことにある。