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Development and Evaluation of a Mouth Care Program to Improve Dry Mouth in Hemodialysis Patients
Full text link熊本大学博士（看護学）doctoral thesi
Research on Designing Courses to Facilitate Skill Acquisition in Clinical Practicums of Mental Health Occupational Therapy : Authentic Learning Approach
Full text link熊本大学博士（学術）doctoral thesi
Trends in CLIL Implementation in Elementary Schools : Domestic and International Perspectives
Full text linkThis paper explores CLIL (Content and Language Integrated Learning) in elementary education, focusing on its theoretical foundations, practical forms, and research trends in Japan and abroad. CLIL integrates subject content and second language (L2) learning, with two main types: Hard CLIL, led by subject teachers in L2, and Soft CLIL, involving collaboration between language and subject teachers. Rooted in Krashen’s input theory and Vygotsky’s sociocultural approach, CLIL emphasizes comprehensible input and collaborative learning. In Europe, CLIL has been practiced since the 1990s, especially in secondary education. Ellison (2019) highlights its effectiveness for young learners when L2 is used in meaningful contexts, and stresses the importance of the 4Cs-Content, Communication, Cognition, and Culture-in curriculum design. Spanish studies show that students in high-CLIL programs outperform non-CLIL peers in English proficiency, though 500 extra hours may be insufficient. Chinese research indicates CLIL enhances motivation and cultural interest. In Spain, textbook studies reveal challenges in cultural integration and vocabulary load. In Japan, CLIL requires adaptation through translinguaging, balancing Japanese and English. Project-based CLIL fosters autonomy and intercultural relationships, aligning with national educational goals. However, quantitative evidence of CLIL’s impact on English proficiency in Japan remains limited, highlighting the need for further research.departmental bulletin pape
Lesson development for junior high school Technology and Home Economics（ Home Economics） with a view to obtaining International Baccalaureate（ IB） accreditation : Inheriting local culture through “Sagemon”
Full text linkIn recent years, the number of schools receiving International Baccalaureate （IB） accreditation has been increasing against the backdrop of global education trends. To obtain IB accreditation, Japanese schools must meet both the Japanese curriculum guidelines and the IB standards. This study examines what type of lesson plans are required for Technology and Home Economics （Home Economics） in junior high schools aiming for IB accreditation, by developing lessons based on the Japanese curriculum guidelines and rewriting them into unit plans aligned with IB standards. The results are as follows: 1）Junior high school Technology and Home Economics （Home Economics） were designed to correspond to the IB Middle Years Program （MYP） subject “Design.” This task requires planning to combine key MYP concepts, related concepts of the “Design” subject, and a “global context.” We believe that the learning process of “exploration,” “action,” and “reflection” emphasized in the IB has a high affinity with the learning process of “life issues and practices” in Home Economics. 2）We worked to rewrite a lesson focusing on Yanagawa’s lifestyle and culture, titled “Let’s tackle local issues and practices using Yanagawa’s Sagemon,” into an MYP unit plan. The “key concept” we set was “culture,” and related concepts for the subject of “design” were “shape,” “sustainability,” “function,” and “perspective.” The global contexts were “identity and relationships” and “globalization and sustainability.” 3）Through the work of rewriting into the MYP unit plan, we could reaffirm the significance of Japanese learning materials in a global context.departmental bulletin pape