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Aspects of Interculturality and Transculturality: Four Key Expressions from German-language Scholarship and their Possible Implications for Foreign Language Teaching in Japan
No full textMuch recent research into intercultural communication has been conducted by German-speaking scholars and written in German. Yet, since German is not a widely spoken language in Japan, foreign language teachers in the country – both Japanese and non-Japanese – are probably not familiar with such writings. This article therefore summarizes recent German-language writings about aspects of interculturality and transculturality with the aim of introducing ideas to foreign language teachers in Japan which may be unfamiliar to them. The article draws on an essay by Britta Viebrock, developing its themes by discussing two new expressions and speculating on pedagogical implications for Japan. Four expressions are introduced: regional and cultural studies, narrative understanding, fictions of migration, and discourse awareness. These concepts are explicated using extensive quotations from the original German texts translated into English by the author. The author concludes the article by speculating on some possible implications for foreign language teaching in Japan. Drawing attention to the traditionally conservative approach to interculturality in Japan, the author suggests that, while the concepts of transculturality may have little traction at the present time, they may help mitigate nationalist excesses and offer beneficial insights as Japan changes over time. It is also suggested that a greater use of narrative fiction may be beneficial for intercultural teaching.近年の異文化間コミュニケーションに関する研究の多くは，ドイツ語を母語とする学者により，ドイツ語で執筆されている。しかし，日本におけるドイツ語使用人口はあまり多くなく，日本国内で外国語教育に携わる教員（日本籍・外国籍を問わない）はおそらくそうしたドイツ語で書かれた研究について馴染みがないと考えられる。そこで本稿は，日本の外国語教師にとって馴染みが薄いと思われる概念を紹介することを目的とし，ドイツ語で書かれた間文化性（interculturality）と異文化性（ transculturality） に関する近年の文献を要約する。特に， Britta Viebrock氏の著作を参照し， 上記の2つの新しい用語について論じつつ， 発展的に日本における教育学的示唆についても考察する。また， 地域・文化研究（ regional and cultural studies）， 談話理解（ narrative understanding），移民小説（fictions of migration），談話構造の意識化（discourse awareness）という4つの概念の紹介も行う。その際，著者が英訳した上述のドイツ語文献を幅広く引用しながら，詳細に解説する。最後に，これら4つの概念が日本の外国語教育に与えうる示唆について考察し，本稿を締めくくる。
本論文は，間文化性に対する日本の伝統的・保守的なアプローチに注目する。現時点で異文化性の概念はほとんど着目されていないように思われるが，この概念が時代の流れとともに日本が民族主義の行き過ぎを緩和していく上で，有益な視点を示すであろうことを指摘する。さらに，物語形式のフィクションをより多く活用することが，異文化間教育に有益である可能性を提示する
Learning Terms and Word Parts on a Medical English Course
No full textIn this article, we summarize our work on creating a medical English word list for students at Hiroshima University and its delivery, first via a set of courses and materials, and then through the development of software that includes the list. Through the software, students have the means to consolidate their acquisition of the word list as well as new words that they encounter in their future medical research.
The medical English word list has been developed via vocabulary-rich medical English materials designed by our team through research at the university’s medical school and corpus analysis of key reference books. The materials themselves have been taught through a mixture of a learning management system and in-person classes. We summarize this process and then focus on the development of the medical English word list and a further list of word parts, designed to sensitize students to the meanings contained within complex medical terms.
In the final part of the article, we describe how the new software incorporates the medical English word list, how it can be used to analyze the words in a text, and how the texts themselves can be saved for further study and as aids to the acquisition of medical terms during and beyond the students’ medical English courses.本稿では，広島大学の学生を対象とした医学英単語リストの作成とその提供に関して，コースと教材の作成と，単語リストを含むソフトウェアを開発した過程について報告する。このソフトを通じて，学生は単語リストの習得を定着させるとともに，将来の医学研究で出会うであろう新しい単語も習得することができる。
医学英単語リストは，私たちのチームの医学部での教育研究成果と主要な参考書のコーパス分析を通してデザインした。教材そのものは，学習管理システム (Moodle) と対面授業の両方で使用している。
その過程を簡単に説明したのち，医学英単語リストおよび語源学習法のためのword parts リストに焦点を当てる。これらのリストは学生が複雑な語構成からなる医学用語をパーツに分解し，意味推測を容易にするために設計したものである。
最後に，新しいソフトウェアがどのように医学英単語リストを組み込んでいるか，テキスト中の単語を分析するためにどのように使用できるか，さらに学習するためにテキストそのものをどのように保存できるか，また学生が医学英語コース受講中や受講終了後の医学用語習得の補助としてどのように活用できるかについて述べる
Verwendung von Grammatik-Erklärvideos im Deutschunterricht in Japan
No full textThe study described in this article aims to determine the usefulness of YouTube grammar explanation videos for L2 German learners in Japan. To this end, nine learners (CEFR A2) of an L2 German course at Hiroshima University participated in a written survey in which they rated ten videos on two-sided prepositions and reflexive verbs in terms of their usefulness for studying L2 German grammar. The results of the survey indicate that the respondents would rather use the selected videos to consolidate grammatical topics already covered in class than to acquire grammatical structures with which they are not yet familiar. Regarding the technical and didactic characteristics of the YouTube videos examined in this study, it was considered helpful if the content was presented concisely and the explanations were illustrated with subtitles, markers, or other types of visualisation. On the other hand, it was considered a hindrance if the presenter did not appear visually in the video, if written presentations were difficult to read, and if there were not enough example sentences or exercises. Although it was generally considered stimulating to receive instructions in German from different native speakers, some participants also expressed a desire for explanations in their L1 Japanese. Therefore, the conclusion was that grammar videos with explanations in learners’ L2 should be an optional extra rather than a compulsory element within flipped learning approaches.本稿は，YouTube の文法解説動画が日本人のL2ドイツ語学習者にとってどの程度有用であるかを明らかにすることを目的とする。この目的のため，広島大学のL2ドイツ語コースの学習者9名（CEFR A2）を対象に，3格とも4格とも用いる前置詞と再帰動詞に関する10本の動画の，L2ドイツ語文法の学習における有用性を評価する書面調査を行った。アンケートの結果，回答者は選択したビデオを，まだ馴染みのない文法構造を習得するためよりも，授業ですでに扱った文法トピックを定着させるために使いたいと考えていることがわかった。本研究で調査したYouTube動画の技術的・教育的な特徴については，内容が簡潔に提示され，説明が字幕やマーカーあるいはその他の視覚化手段によりわかりやすく提示されたものであれば役に立つと見なされていた。一方，プレゼンターが動画に視覚的に登場しない場合，文章による説明が読みにくい場合，および例文や練習問題が少ない場合は，妨げになると見なされていた。一般に，母語が異なる話者からドイツ語で説明を受けることは刺激的であると考えられているが，参加者の中には母語である日本語L1での説明を望む声もあった。したがって，反転学習における，学習者の学習言語L2による解説付きの文法ビデオの利用は，強制的なものではなく，オプション的な要素であるべきであると結論づけられた
Death of Vernaculars and Language Hegemony: An ethnography of the higher education sector in 21st century India
No full textThe paper examines how new age pedagogies and neoliberal policies consciously work towards “naturalizing” English language’s hegemony in institutions of Higher Education (IHE) in India. An ethnographic study the paper foregrounds the precarious positioning of non-English Indian languages vis-à-vis the pervading discourses of internationalization and education as job/skill oriented. Hegemony of English in the present is coupled with a restructuring of language departments as well as fleeting market demands for human capital. The paper also brings into question the role of the Internet and related technologies in reorganizing the linguistic dynamics of HE. Instead of democratizing, the Internet produces new monopolies in knowledge production, controls knowledge traffic from global North to South and further legitimizes the language hegemony. The paper argues that, in the last two decades, the neoliberal rupture has been leading HE institutions to a death of vernaculars within their physical, cultural and academic spaces
近代日本における霊性論 : （３）鈴木大拙の霊性
No full textDaisetz Teitaro Suzuki(1870―1966) was a well-known figure associated with the introduction of Buddhism, including Zen, to the West. He arrived in the US at the age of 27 on the recommendation of Zen Old Master Shaku Sōen, engaging in editing work with Paul Carus at the Open Court.
The first work he did was translating Taō Te Ching by Lao Tzu into English, and then he devoted himself to express Zen Buddhism to the West.
His book, Japanese-Spirituality, in which he discussed the differences between “reisei” and “seishin” was published in 1944. In the preface to Japanese-Spirituality disclosed that the latter implies a political duality that divides spirit and material, whereas the former is a nondualistic, religious consciousness or intuition. Intuitive reisei, in his opnion, does not separate material from seishin; hence, the former is more inclusive and acts as the foundation of our innermost consciousness.
In ordinary daily life, most of us vaguely assume that there is a world of sense and intellect and a world of spirit. From a genuinely religious viewpoint, the world of sense is an intellectual or conceptual reconstruction of what is immediately revealed to the spirit. In that sense, the sriritual world, not the sensasuos world, is more real. Alternatively, the spiritual world corresponds to a world of non-distinction and non-discrimination. With this in mind, our search for truth eventually leads us to the spiritual world.
Suzuki made a clear statement on the logic of Soku-hi, that is , “Soku” means identity(oneness) and “hi” means the fundamental contradiction
野生動物の生命はどれほど重要か : 動物権利論の射程とその限界
No full textConventional animal ethics, as represented by Peter Singer and Tom Regan, have argued for ethical concern for animals using criteria derived from specific capacities. However, some individuals find the implications of certain animal ethics troubling, particularly the arguments from marginal cases that could extend moral consideration to vulnerable human populations as well. Additionally, the substantial obligations these frameworks impose on our interactions with wild animals can be overwhelming or unrealistic. Wild animal suffering itself is an accepted fact, but the conclusion that we have the same obligations to wild animals as to domesticated animals is unacceptable. Therefore, I will explain the validity of a relationship-based animal ethic, referring to Claire Palmer's argument, as something that overcomes the competence-based animal ethics. This theory explains how the relationship between humans and animals makes a difference in human obligations. By incorporating this, we can rationally explain the differences in ethical considerations for wild and domestic animals and build an effective animal ethic. While acknowledging the merits of Palmer's theory, this paper identifies certain shortcomings and proposes a refined standard of duty that emphasizes a more specific relationship
図画工作科における生成的な表現の学習構成と授業支援の在り方の研究 : 小学校6年生の「絵に表す」題材での実践から
No full text本論は小学校図画工作6年生の「絵に表す」題材において，生成的に作品が生み出されその過程を通して自分なりの新たな意味や価値が創造されるような授業実践とはいかなる学習構成であり，いかなる教師の指導や援助が必要かを二つの授業実践から考察した。結果として，「1）材料との関わりや表現行為が生み出す変化に柔軟に反応すること」「2）予想したイメージとのズレや偶然の発見，失敗さえも新たなイメージの模索が始まるためのきっかけにしていく」ことによって，未知なる表現活動の生成的な探求の先に新たなイメージをつくりだすことができることが明らかになった。同時に教師は，「造形あそびをする」活動の過程や省察的な鑑賞活動の視点を鑑み「3）柔軟な学習設定を立て『個に応じた指導』によって児童とともに開かれた教師として共に探求する」態度が重要であることがわかった。In this paper, we examine the class structure and kind of guidance and support teachers must provide to their students to create new meanings and values through the generative production of artworks in the subject of “”Representation in Pictures” for 6th grade elementary school students. This study shows that students can create new images beyond the generative exploration of unknown expressive activities by 1) responding flexibly to the changes produced by the relationship with materials and the act of expression and 2) using even deviations from the expected image, accidental discoveries, and failures as triggers to begin the search for a new image. Through the discovery or accidental discovery of an image as well as the failure of an image being a trigger for the search for a new image to begin, it is possible to create a new image beyond the generative exploration of unknown expressive activities. Simultaneously, it was found that it is important for teachers to establish flexible learning settings and explore together with children as an open teacher through 'individualized guidance’ from the viewpoint of the process of “Formative Play” activities and reflective appreciation activities
子育て世代の外国人に寄り添う地域日本語教育の必要性 : 多文化コミュニティの創出を目指した広島県東広島市での実践を通して
No full textThe Agency of Cultural Affairs' Reference Outline for Japanese Language Education states that "learnersof Japanese are social beings". In reality, however, foreigners learning Japanese are not immediately integrated into society. Foreign women with small children find it particularly difficult to attend classes. And even if they have the desire to connect with society, they often do not have the opportunity to do so. The author therefore established the multicultural community 'Tabunka Hiroba pazuru' in Higashihiroshima City, Hiroshima Prefecture, to create a place where Japanese and foreigners can work together. This paper outlines the year-long implementation of this programme and interviews six participants to discuss their motivations for participating and what they learned.
The author therefore established the multicultural community 'Tabunka Hiroba pazuru' in Higashihiroshima City, Hiroshima Prefecture, to create a place where Japanese and foreigners can work together. This paper outlines the year-long implementation of this program and interviews six participants to discuss their motivations for participating and what they learned.
The results showed that (1) both foreigners and Japanese wanted to make friends in the community, but the language barrier was an obstacle to their decision to participate. Various social activities require linguistic considerations to facilitate the participation of non-Japanese speakers. (2) Continuous participation in the activities has changed the attitudes and awareness of the participants. This indicates that such activities have the potential to contribute to the promotion of a multicultural society
