写真a

KIRK Stanley Arthur (カーク スタンレー)

KIRK Stanley Arthur

職名

准教授

学位

TESOL and Applied Linguistics(Leicester University (England)), 修士(Master of Arts Degree: Greek and Latin Literature)(カルガリー大学院(University of Calgary Graduate School))

専門分野

Greek Literature and Mythology,

外部リンク

出身学校 【 表示 / 非表示

  • University of Calgary   Humanities   卒業

    - 2004年4月

出身大学院 【 表示 / 非表示

  • レスター大学 (Leicester university)   TESOL   教育   修士課程   修了

    - 2010年3月

留学歴 【 表示 / 非表示

  • 1995年4月
    -
    1997年3月

    神戸大学院   研究生

学内職務経歴 【 表示 / 非表示

  • 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

学外略歴 【 表示 / 非表示

  • 神戸大学

    1999年9月 - 2005年2月

      詳細を見る

    国名:日本国

  • 関西国際大学

    1999年9月 - 2005年2月

      詳細を見る

    国名:日本国

  • 摂南大学

    1999年9月 - 2005年2月

      詳細を見る

    国名:日本国

  • 追手門大学

    1999年9月 - 2005年2月

      詳細を見る

    国名:日本国

  • 神戸YMCA 専門学校

    1997年9月 - 1999年9月

      詳細を見る

    国名:日本国

所属学協会 【 表示 / 非表示

  • 日本カナダ学会

 

論文 【 表示 / 非表示

  • The Izumi Family Revisited: Living as Exiles in Postwar Japan

    Stanley KIRK

    言語と文化   25   101 - 120   2021年3月

     詳細を見る

    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

     詳細を見る

    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

     詳細を見る

    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

     詳細を見る

    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

     詳細を見る

    単著

全件表示 >>

書籍等出版物 【 表示 / 非表示

  • Supporting Families With Small Children In Disaster Situations

    Stanley Arthur Kirk( 担当: 単著)

    a  1999年12月 

     詳細を見る

    A Handbook Based On the Experience of the Hanshin Awaji Earthquake (co-editor and translator)

講演・口頭発表等 【 表示 / 非表示

  • 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

     詳細を見る

    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 

     詳細を見る

    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 

     詳細を見る

    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.

学術関係受賞 【 表示 / 非表示

  • National Greek Transiation コンテスト4位

    1989年11月   カナダ古典協会  

    Stanley Arthur Kirk

研究費にかかる研究(調査)活動報告書 【 表示 / 非表示

  • 2020年度  Japanese Canadian Migration History

    研究費の種類: 教員研究費

     詳細を見る

    I researched the life histories of Japanese Canadians who had been exiled to Japan after WWII. To gather data I used written questionnaires, video interviews, and follow-up interviews and email. I organized the data and wrote a life history paper entitled "The Izumi Family Revisited: Life in Postwar Japan. This paper was published in the Journal for the Institute of Language and Culture in March 2021.

 

その他教育活動及び特記事項 【 表示 / 非表示

  • 2016年2月
    -
    2017年2月

    Viva! English Communication III (Daiichi Gakushusha)

  • 2015年2月
    -
    2016年2月

    Viva! English Communication II (Daiichi Gakushusha)

  • 2014年2月
    -
    2015年2月

    Viva! English Communication I (Daiichi Gakushusha)

  • 2014年2月
    -
    2015年2月

    Voice Listening Course Vols. 1-5 (Daiichi Gakushusha)

  • 2007年2月
    -
    2008年2月

    Voyager Course II New Edition (Daiichi Gakushusha)

全件表示 >>

ティーチングポートフォリオ 【 表示 / 非表示

  • 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.

 

所属学協会等の委員歴 【 表示 / 非表示

  • 2019年1月 - 現在   日本カナダ会  副会長

社会貢献活動 【 表示 / 非表示

  • Volunteer English Tutor

    役割:講師

    神戸  2010年9月 - 2015年1月

     詳細を見る

    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

     詳細を見る

    Member of executive committee