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KIRK Stanley Arthur (カーク スタンレー) KIRK Stanley Arthur
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甲南大学 ■廃止組織■ 国際言語文化センター 准教授
2013年4月 - 現在
甲南大学 国際言語文化センター 講師
2008年4月 - 2013年3月
甲南大学 EBA高等教育研究所 特定任期教員
2005年3月 - 2008年2月
神戸大学
1999年9月 - 2005年2月
国名：日本国
関西国際大学
1999年9月 - 2005年2月
国名：日本国
摂南大学
1999年9月 - 2005年2月
国名：日本国
追手門大学
1999年9月 - 2005年2月
国名：日本国
神戸YMCA 専門学校
1997年9月 - 1999年9月
国名：日本国
The Izumi Family Revisited: Living as Exiles in Postwar Japan
Stanley KIRK
言語と文化 25 101 - 120 2021年3月
単著
This paper is a life history of the John and May Izumi family who were uprooted from their homes and livelihoods in Vancouver and incarcerated in various internment camps before being deported to Japan. First is summarizes their lives in Canada before deportation, then focuses on their struggles to live as Japanese Canadians in postwar Japan. Finally it discusses how their life history corroborates and compares with the life histories of other Japanese Canadian exiles.
A Japanese Canadian Teenage Exile: The Life History of Takeshi (Tak) Matsuba
Stanley KIRK
A Japanese Canadian Teenage Exile: The Life History of Takeshi (Tak) Matsuba 24 ( 24 ) 3 - 36 2020年3月
単著
出版者・発行元：The Journal for the Institute of Language and Culture
The life history of Tak Matsuba, a Japanese Canadian who was was exiled to Japan at the end of World War II. It describes his life in Canada before exile, then focuses on his life following his arrival in Japan, particularly his employment with the American Occupation Forces, his subsequent career as an international businessman, his role on founding and leading a group of Japanese Canadian exiles in the Kansai area, his sense of cultural and national identity. Finally it discusses how his life history compares with and corroborates the recollections of other Japanese Canadian exiles and how it adds to our knowledge of this aspect of Japanese Canadian history.
DOI： 10.14990/00003601
A Japanese Canadian Teenage Exile: The Life History of Kazuko Makihara
スタン カーク
言語と文化 ( 23 ) 3 - 20 2019年3月
単著
A Japanese Canadian Child-Exile: the Life History of Basil Izumi
KIRK, Stanley Arthur
甲南国際言語文化センター起用：言語と文化 ( 20 ) 1 - 33 2018年4月
単著
A case-study life history of Basil Izumi, a Japanese Canadian who was born in Vancouver, was interned with his family during WW2, and was subsequently deported to Japan where he lived for three years before returning to Canada where he has spent the rest of his life. His role in the Japanese Canadian Anglican Church in Vancouver is also explored.
Life Histories of Japanese Canadian 'Deportees': A Father and Son Case Study
Stanley KIRK
言語と文化 The Journal of the Institute for Language and Culture ( 21 ) 2017年3月
単著
Supporting Families With Small Children In Disaster Situations
Stanley Arthur Kirk（ 担当： 単著）
ａ 1999年12月
A Handbook Based On the Experience of the Hanshin Awaji Earthquake (co-editor and translator)
初期日系カナダ人社会における文化的対立：キリスト教の文化と仏教の文化
カーク スタンレー
第44回言語教授方・カリキュラム開発研究会全体研究会 甲南大学言語文化センター
開催年月日： 2017年11月
戦後間における日系カナダ人
カーク スタンレー
2015年度経済史・政治外交史研究会シンポジウム
開催年月日： 2015年11月
カナダの社会における日系カナダ人
カーク スタンレー
甲南大学夏期社会人講座
開催年月日： 2015年7月
A general overview of Japanese Canadian history, including period of early immigration, period of settlement and community formation, period of WW2 and forced internment, and postwar period.
Ｎａｔｉｏｎａｌ Ｇｒｅｅｋ Ｔｒａｎｓｉａｔｉｏｎ コンテスト4位
1989年11月 カナダ古典協会
Stanley Arthur Kirk
2024年度 Japanese Canadian Migration History
研究費の種類： 教員研究費
2023年度 Japanese Canadian Migration History
研究費の種類： 教員研究費
2021年度 Japanese Canadian Migration History
研究費の種類： 教員研究費
2020年度 Japanese Canadian Migration History
研究費の種類： 教員研究費
Viva! English Communication III (Daiichi Gakushusha)
Viva! English Communication II (Daiichi Gakushusha)
Viva! English Communication I (Daiichi Gakushusha)
Voice Listening Course Vols. 1-5 (Daiichi Gakushusha)
Voyager Course II New Edition (Daiichi Gakushusha)
2019年度
教育の責任（何をやっているか：主たる担当科目）：
College English Speaking, College English Listening, Intermediate English Presentation, English Regions, English for Science (D Course), Science Writing (D Course), 科学英語演習 I, II (理工学部生物科)
教育の理念（なぜやっているか：教育目標）：
In my College English, Intermediate Presentation, and English Regions courses, a basic goal is to help students to increase their speaking output and self-confidence in communication through experiencing success in various tasks and projects. An additional goal is to help them develop healthy basic interpersonal communication skills that will enable them to function well as members of Japanese society, as well as a deeper knowledge of international cultures that will enable them to be productive world citizens. In my English for Science and English For Biology courses, the primary goal is to raise students vocabulary, reading and listening skills in order to give them a strong foundation for conducting research in English in the future.
教育の方法（どのようにやっているか：教育の工夫）：
In most classes, I use textbook materials only to a minimum degree, preferring to utilize authentic materials, mainly from the Internet (often adjusted to student language levels), or self-generated materials. My teaching methods are eclectic and vary according to the context, but are generally based on content-based, task-based, and problem-solving learning. I also emphasize cooperative learning which involves students sharing and comparing answers and ideas through extensive pair-work and small group activities. Many tasks require students to use the Internet, including YouTube videos. In English for Science and English for Biology classes, students spend most in-class time working on reading authentic reading passages and then doing video exercises as homework (somewhat similar to ‘flipped lessons’).
教育方法の評価・学習の成果（どうだったか：結果と評価）：
While there is wide variation in the success and improvement levels of my students, observation and student feedback data suggest that experiencing successful communication in English in the various class activities and tasks does raise self-confidence is speaking English and general social skills. Some students also report deeper understanding of and interest in international society and global issues. A problem is that some students benefit or improve much less than others. Some lower level students in particular tend to show difficulty staying focused during longer tasks and show less improvement over time.
改善点・今後の目標（これからどうするか）：
For lower level students who have difficulty staying focused on tasks, divide the tasks into smaller units, increase the variety and frequency of pair work. For the Science and Biology English classes, try to vary class activities by sometimes getting them to do the video exercises before the reading and see if watching the videos first makes the readings easier rather than vice versa. For students struggling with basic sentence structures, consider ways I can effectively incorporate more focused language structure practice into tasks and projects that will enhance students’ ability to communicate more accurately and at a more sophisticated level (CLIL).
根拠資料（資料の種類などの名称）：
Please refer to the course syllabi on My Konan.
Volunteer English Tutor
役割：講師
神戸 2010年9月 - 2015年1月
対象： 小学生, 高校生
Teaching English to immigrant high school students at Kobe Foreigners' Friendship Center
日本、カナダ会の委員会のメンバー
1995年12月 - 現在
Member of executive committee
