TRAIL Tsuru Repository of Academic Institutional Library
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4.Educating the Educators of Tomorrow
Get PDFToday’s students and tomorrow’s teachers are facing challenges that without proper preparation and support will face struggles at odds with what is required for teaching and learning English as a foreign language (EFL) in the Japanese context. Our jobs as educators at the University level requires so much more than just the transmission of the English language. As educators and more importantly role models or templates of EFL educators we must model, practice, and transmit to our students the best practices and theoretical basis of how and why we use certain pedological tools/methods in the classroom. These include the ideas of self-motivated learning, content learning methodology, student centered language lessons, assessment methods, and the idea of proximal learning between not only student and teacher, but peer groups as well (Vygotsky, 1978). Included in these ideas is the idea that language and culture are inseparable, constantly evolving and massively varied based on cultural context. Not to be forgotten is the current mandate for English education via English in principle. This has been an almost decade long call (MEXT, 2014) that all current and future teachers must be prepared to act on. The development of methods and tools our students can use to teach varying levels of students from junior high school (JHS) though high school (HS), using English as the primary communicative instrument is vital. As well as, the ability of young teachers to transmit these ideas to the already established teachers can make this idea of English education through English possible. To accomplish this educators and students must work together to produce, practice, and present (PPP) content in the classroom that can be applied directly or could be used to create content and lessons for use in their future careers. Only by learning not only the how, but the why behind these ideas can future educators apply these ideas to educate the next generation of EFL learners.departmental bulletin pape
5.Modern Linguistics, Construction Grammar and our Felt Experience of Language
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8.The Teaching of Advanced Reading and Writing Skills:A Content-Based Approach in a Teachers License Language Program
Get PDFLanguage acquisition, first or second, is a mysterious blend of social and individual processes. But second language acquisition is especially dependent on individual, often lonely, effort. At the same time language is intrinsically social and its effective mastery is highly sensitive to the affective dimension and usually greatly helped by emotional support from teachers, advisors and peers. This is especially true of a group-oriented society like Japan and of a teacher’s license program in a typical Japanese University like Tsuru University. Therefore, in the teaching of Advanced Reading and Writing, a content-based approach based on the Cognitive Academic Language Learning Approach (CALLA) would be very appropriate for students who aim to become teachers in elementary, junior high and high schools in Japan. The Advanced Reading and Writing course we propose to implement in this innovative educational program will begin with a great deal of traditional language instruction in reading and writing, but it will end at the mid and upper levels with a very strong emphasis on content, including simulated academic classes with lectures, note-taking, the writing of papers, and examinations of content. At the same time, there will be a very strong attention not merely to the product of these endeavors (grades and test scores) but the process of understanding what students did well and what they need more work on, including self-awareness or metacognitive awareness in evaluating their own learning. We strongly believe that implementing the teaching of reading and writing through the lens of content-based learning and placing gengogaku or language education at the center of the English language teacher license curriculum would make the students become better and effective teachers themselves.departmental bulletin pape
4.Beyond Words:A Communicative and Intercultural Approach to Language Teaching and Learning with the Use of NLP
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7.Teaching Discussion and Debate:How to Create a Communicative Classroom
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Exploring the Relationship between New Zealand Education Reform and the International Baccalaureate
Get PDFThis paper critically examines the public perception created by local media reports: New Zealand (NZ) school leaders who were dissatisfied with National Certificate of Educational Achievement (NCEA) and/or The New Zealand Curriculum adopted the International Baccalaureate (IB) programmes into their schools. The paper first describes a brief history of the NZ education reform policies focusing on the development of new national qualifications and curriculum frameworks. This provides the historical context, as well as the legal and pedagogical basis, for some NZ schools to adopt alternative curriculum frameworks including the IB programmes. Then, a brief overview of NCEA and The New Zealand Curriculum is provided for readers who may not be familiar with the NZ education system. Finally, the findings of the research study conducted by the author are presented regarding school leadersʼ motives for adopting the IB programmes into their schools. The author argues that the above mentioned perception created by media reports at that time does not describe school leadersʼ intention to use the IB programmes accurately. In fact, contrary to the media reports, most of the IB school leaders who participated in the research project showed their strong support toward NCEA as well as The New Zealand Curriculum . The research findings indicated that the IB school leadersʼ attitudes towards the NZ governmentʼs education policies were very different from those of the school leaders who adopted the Cambridge International Examination (CIE) and criticised the NZ government policies vocally as well as openly in the media from time to time.departmental bulletin pape