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1 Oxford Day 2017 THE POWER OF LANGUAGE Partnership with Keio University, Endorsed by British Council

2 The New Course of Study and University Entrance Exams Kensaku Yoshida

3 3 English Proficiency of the Japanese

4 ibt TOEFL (2016) Asia Results Reading Listening Speaking Writing TOTAL

5 Looking Inward and Lack of Confidence in Using Foreign Languages?

6 Junior High How much English do you want to acquire in the future? Don t think English is necessary Enough to travel and conduct every day conversation Enough to live abroad Enough to use English at work Senior High

7 Speaking English is cool Knowing English will help me to get a job I want to use in my job I want to study abroad 中高生の英語学習に関する実態調査 2014( ベネッセ 2015 )

The 6 th Global Awareness Survey on Newlyhired Workers (Sangyo-Noritsu University) http://www.sanno.ac.

8 The 6 th Global Awareness Survey on Newlyhired Workers (Sangyo-Noritsu University) 日本の企業はグローバル化を進めるべきだと思いますか? Should Japanese companies proceed with globalization?

9 What ability is most needed in working abroad? Language and communication ability

10 Would you like to work abroad? あなたはこれから海外で働きたいと思いますか Yes, regardless of region Yes, depending on region No

11 Reasons for not wanting to work abroad No confidence in language ability

12 How much English have you acquired? Can use Englilsh to negotiate and do business Can t use English at all

13 Goals and Issues

14 Goal set by MEXT Junior High Students Proficiency STEP 3 rd grade Present situation Goal 50%

15 English teachers Proficiency goal STEP Pre 1 st grade Present situation Goal 50%

16 % of teachers teaching their class in English Almost all or over 50% in English Almost all More than 50% Less than 50%

17 Goal set by MEXT Senior High Students Proficiency STEP pre-2 nd grade Present situation GOAL 50%

18 English teachers Proficiency goal STEP Pre 1 st grade Present situation Goal 75%

19 total % of teachers teaching their class in English

Contents of JTEs teaching and student activities (Junior High) Reading aloud Pronunciation Practice Grammar explanations Grammar Practice Listening of text Q&A of text Memorizing and

20 Contents of JTEs teaching and student activities (Junior High) Reading aloud Pronunciation Practice Grammar explanations Grammar Practice Listening of text Q&A of text Memorizing and practicing key sentences Spontaneous use of English to talk about self Listening to authentic English Summary retelling of text Reading authentic texts Writing summary of text Discussion Debate

Contents of JTEs teaching and student activities (Senior High) Reading aloud Pronunciation Practice Grammar explanations Q&A of text Listening of text Grammar Practice Translation of text Memorizing

21 Contents of JTEs teaching and student activities (Senior High) Reading aloud Pronunciation Practice Grammar explanations Q&A of text Listening of text Grammar Practice Translation of text Memorizing & practicing key sentences Summary retelling of text Reading authentic texts Spontaneous use of English to talk about self Writing summary of text Speech, presentation Listening to authentic English Discussion Debate

22 Does Communicative Language Teaching Prepare Students for Entrance Exams?

23 SELHi の英語教育の成果 -Ⅱ 期校の GTEC とセンター試験の結果より - SELHi の英語力伸長度は各成績層とも一般校を上回る SELHi の取り組み指導は入試の結果 ( センター試験英語 ) にもつながるセンター試験自己採点集計と GTEC for STU DENTS の受験データより作成各成績層の SELHi データは Ⅱ 期指定校のうち 20 校 1853 人のデータを使用センター試験自己採点集計 40 万人のデータから GTEC を複数回受検している SELHi 以外の 7 万人を抽出 GTEC Total スコア高校生上位高校生中上位高校生平均 SELHi 上位 SELHi 中上位 SELHi 中下位高校生上位 1 年 2 年 3 年 University Center Test Results センター試験得点

24 Three elements of Active Learning and the Improvement of the Learning Process Knowledge Skills Deep learning Thinking, Decisionmaking and Expressing Interactive learning Autonomous learning Development of Strength and Human Character to

25 Active Learning 教員による一方向的な講義形式の教育とは異なり学修者の能動的な学修への参加を取り入れた教授学習法の総称学修者が能動的に学修することによって認知的倫理的社会的能力教養知識経験を含めた汎用的能力の育成を図る発見学習問題解決学習体験学習調査学習等が含まれるが教室内でのグループディスカッションディベートグループワーク等も有効なアクティブラーニングの方法である Active learning is the overall term used to refer to learning which has as its goal the development of general human capacity which includes cognitive, ethical and social competence, as well as education and knowledge. This can be attained through discovery learning, problem-solving learning, experiential learning, and research. In the classroom, group discussions, debates, group work, etc. are also effective Active Learning procedures.

27 Which should we aim for: Native English Education or Plurilingual Education? What do you teach? I teach Japanese.

28 Kawashima (2013) の研究 The Effects of Exposure to Non-native English on Self-confidence of Japanese High School Students. Unpublished PhD dissertation, Macquarie University. Exposing non-native English to high school students the more non-native varieties of English the students are exposed to in class, the more the students themselves develop positive attitudes towards non-native varieties of English, as well as towards using non-native Japanese English the less exposure to non-native varieties of English and the lower the English proficiency level of the students, the more negative their attitude becomes towards non-native varieties of English, and the stronger their attitude becomes towards the use of native English **Can be said of teachers, too?

29 Characteristics of speaker models for Japanese university students Kenta Yamanouchi students attitudes about what characteristics led students to see someone as a speaker model Results show that although the participants were learning English as a foreign language and their goals for learning English were to achieve nativelike competence, they mainly had Japanese teachers of English in mind as speaker models. Although it is not necessary to have native-like English in order to be seen as a speaker model, it is necessary for students to observe the speaker model using English for communicative purposes. Eurasian Journal of Applied Linguistics 1 (2015) 5 23

30 Ownership of English Whose English is American English? Whose English is British English? THEIR ENGLISH Whose English is Indian English? Whose English is Japanese English? Whose English is English as Lingua Franca? MY ENGLISH OUR ENGLISH The Interaction Hypothesis

31 The Meaning of Can-do as a Goal in English Education Performance more important than form

32 今後の英語教育の改善充実方策について ( 報告 )~ グローバル化に対応した英語教育改革の五つの提言 ~ 小中高の学校種ごとの教育目標を 4 技能ごとに国が示す英語を使って何ができるか (Can-do) の指標を用いて設定するこれにより各学校が具体的な学習到達目標を設定し資質能力に関する達成状況を明確に検証できるようにする Final Goal To develop the ability to accurately understanding speaker s intention and ideas, expressing own idea logically providing evidence and reasons counter-argue and persuade listener (Development of Language Ability) 国際共通語としての英語の最終的到達目標としての Can-do

33 CLIL Importance of Emphasis on Content 小学校児童への指導に当たっては英語教育に関する専門性を前提としながらも児童理解の観点他教科等と連動した学習内容活動を行う観点から学級経営を基盤とした授業の実施等に対応できる指導者が求められる中学校他教科での学習内容学校生活における活動地域行事生徒の体験等と関連付けることで文法訳読に偏ることなく互いの考えや気持ちを英語で伝え合う言語活動を中心とする授業を構成することが可能になる高等学校高等学校では中学校との円滑な接続を図りながら国際社会の多様性に対応した目標内容を設定し幅広い話題について発表討論交渉などを行う言語活動の高度化を図ることが適当である今後の英語教育の改善充実方策について ( 報告 )~ グローバル化に対応した英語教育改革の五つの提言 ~

34 Simply Learning English is not Interesting Where do you want to go? Shibuya Odaiba Asakusa Skytree Tokyo Tower Tsukiji Tokyo Dome Imperial Palace I want to go to Interview classmates Choosing favorite place among students Where do you think foreign tourists want to go? Difference with students choice. Why? Even children with high English proficiency enjoy the class 4 th grade class at an elementary school in Musashi Murayama City

35 Example of CLIL class in junior high school STP Cambodia (Geography) World Heritage Map of the World Mt. Fuji, Statue of Liberty, Great Barrier Reef, the Pyramids, the Eiffel Tower, Angkor Wat Where are they located? Statue of Liberty Mt. Fuji Pyramids Angkor Wat Machu Pichu Great Barrier Reef

36 Entrance Examination

37 New Center test Admission process of individual universities High school basic academic skills test

38 大学入学希望者学力評価テスト ( 仮称 ) New University Center Test 各大学が教育を行う上で基本とすべきはディプロマポリシーカリキュラムポリシーアドミッションポリシーの三つのポリシーとそれらの間の緊密な関係である特に各大学のアドミッションポリシーはディプロマポリシー及びカリキュラムポリシーと一体的であると同時に当該大学の入学者選抜方法に具体化されるものでなければならない三つのポリシーについてその策定を法令上義務付けることとあわせて国において三つのポリシーの策定と運用に関するガイドラインを策定することが効果的と考える以下の学力の3 要素について具体的にどのような能力をどのレベルで求めるのか ( ア ) 知識技能 Knowledge, skills ( イ ) 思考力判断力表現力 Thinking, Judging, Expressing ( ウ ) 主体性を持って多様な人々と協働して学ぶ態度 Working with others 上記の三つの要素を大学入学者選抜において適切に評価するため入学者選抜においてどのような多様な評価方法を組み合わせそれらの方法についてそれぞれどのような水準を要求しどのような比重を置いて評価するか

39 A: Using existing 4-skills tests instead of Center test B: Choice of Retaining Center Reading & Listening tests a/o using 4 Skills until 2023

40 2015 年 9 月 29 日更新 MEXT

41 TEAP CBT Integrated test Writing Speaking speaking Skills cannot be separated

42 References Benesse (2015) 中高生の英語学習に関する実態調査 Benesse (2015) 中高生の英語指導に関する実態調査 CLIL International Research Journal ( Kawashima, T. (2013) The Effects of Exposure to Non-native English on Self-confidence of Japanese High School Students. Unpublished PhD dissertation, Macquarie University. TEAP Test and Score Data Summary for TOEFL Internet-based and Paper-based Tests 国際共通語として英語力向上のための5つの提言と具体的施策 ( 平成 23 年 7 月 13 日 ) 文部科学省 (2016) 平成 27 年度英語教育実施状況調査の結果文部科学省 (2013) 外国語教育における CAN-DOリストの形での学習到達目標設定に関する検討会議 ( 第 7 回 ) 文部科学省 (2014) 今後の英語教育の改善充実方策について報告 ~グローバル化に対応した英語教育改革の5つの提言 ~ 東京都教育委員会 (2016) 東京都英語教育線逆会議最終報告書渡部池田和泉 ( 編著 ) 2011 CLIL 内容言語統合型学習 : 上智大学外国語教育の新たなる挑戦第 1( 原理と方法 ) ( 上智大学出版 ) 渡部池田和泉 ( 編著 ) 2012 CLIL 内容言語統合型学習 : 上智大学外国語教育の新たなる挑戦第 2 巻 ( 実践と応用 ) ( 上智大学出版 ) Yamanouchi, K. (2015) Characteristics of speaker models for Japanese university students. Eurasian Journal of Applied Linguistics 1, pp. 5 23

Sophia University　 4/14/2001

Sophia University　 4/14/2001 Sophia University これからのグローバル人材育成と小学校における英語教育吉田研作 ( 上智大学 ) yosida-k@sophia.ac.jp http://pweb.sophia.ac.jp/1974ky 1 日本人の内向き志向問題英語を使うことへの自信のなさ 2 ゆとり教育アクティブラーニング 3 ibt TOEFL (2014) アジア各国の結果 Reading Listening