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小学校外国語活動における CLIL実践とその展開 CLIL practices in primary school: its future development 笹島茂(埼玉医科大学) 池田真(上智大学) 山野有紀(上智大学:大学院生)
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JACET Kanto 2013 CLIL Presentation 01

Nov 11, 2014

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Education

Richard Pinner

小学校外国語活動における
CLIL実践とその展開
CLIL practices in primary school:
its future development
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Page 1: JACET Kanto 2013 CLIL Presentation 01

小学校外国語活動におけるCLIL実践とその展開CLIL practices in primary school:its future development

笹島茂(埼玉医科大学)池田真(上智大学)山野有紀(上智大学:大学院生)

Page 2: JACET Kanto 2013 CLIL Presentation 01

趣旨• 小学校学習指導要領の外国語活動 … 生徒の体験的理解と年齢

にそった知的好奇心を深めるために他教科学習との連携の示唆

• CLIL … 1990年代より欧州連合(EU)の主導により、欧州委員会(European Commission)による教育プログラムなどをきっかけとして、ヨーロッパで発展

CLILとの共通点

• 「学びながら使い、使いながら学ぶ(learning by doing and doing by learning)」という体験的学習を重視

• 教科科目の学習と言語学習を統合することにより外国語教育の質の向上を目指した学習(渡部, 池田, 和泉, 2011)

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ヨーロッパの CLIL教員研修小学校外国語活動の可能性

笹島茂(埼玉医科大学)

[email protected]

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CLILを推進することのメリット

• 文化間知識理解を深める• 文化間コミュニケーション能力(ICC)を高める• 言語能力とオーラルコミュニケーション技能を向上する• 多言語への興味と態度を育む• 学習者を目標言語により多く触れるようにする• 異なる視点で科目内容を学ぶ機会を与える• 特別な授業時間を要しない• 科目内容と競合するより補完しあう• 授業実践の方法と形態を多様化する

• 科目内容とことばの両面において学習者のモティベーションを高める

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ヨーロッパでの言語教員研修の一端

• 英語を中心としたヨーロッパ言語教員養成

• 背景にあるCEFR– 複言語主義(plurilingualism)– 複文化主義(pluriculturalism)– 学習者の自律(learner autonomy)

• The Bologna Process (1999)– 高等教育(初等中等教員養成)の改革

• CLILは言語政策の一環として推進されている

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The European Portfolio for Student Teachers of Languages (EPOSTL)

• 言語教員養成で利用されるチェックリスト

• 指導計画や内容の項目でCLILに触れている

– 6. I can plan to teach elements of other subjects using the target language (cross- curricular teaching, CLIL etc.).

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The European Framework for CLIL Teacher Education- http://clil-cd.ecml.at/EuropeanFrameworkforCLILTeacherEducation/tabid/2254/language/en-GB/Default.aspx

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Target Professional Competences• These are the target professional competences that the CLIL

teacher is expected to acquire or further develop during the training programme.

1. PERSONAL REFLECTION2. CLIL FUNDAMENTALS3. CONTENT AND LANGUAGE AWARENESS4. METHODOLOGY AND ASSESSMENT5. RESEARCH AND EVALUATION6. LEARNING RESOURCES AND ENVIRONMENTS7. CLASSROOM MANAGEMENT8. CLIL MANAGEMENT

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1. PERSONAL REFLECTION

• Commitment to one’s own cognitive, social and affective development is fundamental to being able to support the cognitive, social and affective development of students.

• CLIL teachers are able:a) to explore, and to articulate their own understanding

of, and attitudes towards, generally accepted principles of teaching and learning

b) …

Page 10: JACET Kanto 2013 CLIL Presentation 01

2. CLIL FUNDAMENTALS• An understanding of the core features of CLIL, and

how these link with best practices in education, is central to the CLIL approach, as are building inclusive and constructive relationships with students and other stakeholders.

• CLIL teachers are able:a) to describe core features of the CLIL approach

(definition, models, planned outcomes, methodology, driving principles)

b) …

Page 11: JACET Kanto 2013 CLIL Presentation 01

3. CONTENT AND LANGUAGE AWARENESS

• In CLIL, successful content learning is particularly dependent on language: enhanced language learning is dependent on content learning. Research-based knowledge of the interdependence of language (L1, L2, L3) and cognitive development facilitates both content and language learning.

• CLIL teachers are able:a) to identify the appropriate content to be taught and

obstacles to content learningb) …

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4. METHODOLOGY AND ASSESSMENT

• In CLIL aspects of good pedagogy are applied in a new manner. Due to the challenges of learning through an additional language, many aspects of good pedagogy require enhanced and detailed scaffolding. A wide range of knowledge and skills relating to methodology and assessment are integrated in order to create meaningful and supportive learning experiences forstudents.

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4. METHODOLOGY AND ASSESSMENT

• Building learner capacity

• CLIL teachers are able:a) to support learners in building their capacity: to self-motivateb) …

• Co-operating with colleagues

• CLIL teachers are able:a) to nurture cooperation with colleagues and have a

repertoire of cooperation strategies and skillsb) …

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4. METHODOLOGY AND ASSESSMENT

• Deploying strategies

• CLIL teachers are able to:a) deploy strategies: for the co-construction of knowledge

with learners and for cooperative learning; for fostering critical thinking

b) …

• Building direction and focus• CLIL teachers are able:

a) to work with learners to jointly identify learners’ needs in CLILb) …

Page 15: JACET Kanto 2013 CLIL Presentation 01

4. METHODOLOGY AND ASSESSMENT

• Building safe and meaningful learning experiences

• CLIL teachers are able:a) to support students in managing the affective side of

learning through an additional languageb) …

• Assessing

• CLIL teachers are able:a) to articulate CLIL-specific assessment needs and goals, and

to develop and implement related assessment toolsb) …

Page 16: JACET Kanto 2013 CLIL Presentation 01

5. RESEARCH AND EVALUATION

• A dynamic CLIL teacher is a learner who follows a personal path of enquiry, reflection, and evaluation. This provides an active model for students to develop the ways and means of learning through their own research and evaluation. These are powerful tools for improving teaching and learning.

• CLIL teachers are able:a) to discuss, in a knowledgeable manner, classroom and

learner research methodology (e.g., action research)b) …

Page 17: JACET Kanto 2013 CLIL Presentation 01

6. LEARNING RESOURCES AND ENVIRONMENTS

• CLIL requires CLIL-specific learning resources, and enriched learning environments. These are highly integrative, multilayered and cognitively demanding, yet are balanced by enhanced scaffolding and other support systems. These help students build a sense of security in experimenting with language, content, and the management of their own learning.

• CLIL teachers are able:a) to maintain a triple focus on content, language and

learning skillsb) …

Page 18: JACET Kanto 2013 CLIL Presentation 01

7. CLASSROOM MANAGEMENT

• CLIL classroom management aims to facilitate the integrated learning of content, language and learning skills. It requires specific knowledge about classroom dynamics and management techniques and about how these affect learning in CLIL. Classroom management also centres on helping students to access intrinsic motivations for learning. This is partly done by enabling them to share responsibility for classroom management and the co-construction of learning.

• CLIL teachers are able:a) to use diverse classroom set-ups to promote student

communication, cooperative learning and leadershipb) …

Page 19: JACET Kanto 2013 CLIL Presentation 01

8. CLIL MANAGEMENT• Developing quality CLIL is a complex undertaking

involving many stakeholders including students, parents, CLIL teachers, non-CLIL teachers and administrators. This calls on stakeholders to build common knowledge about programme management and an understanding of each other’s role in supporting its development.

• CLIL teachers are able:a) to work within change modelsb) …

Page 20: JACET Kanto 2013 CLIL Presentation 01

小学校外国語活動でのCLIL指導に必要な教員研修の要素

• 各科目と関連した英語にかかわる学習者として探究心

• CLIL理論と実践の基礎知識

• 学習する内容と英語(外国語)に対する意識

• 指導と評価にCLILの要素を取り入れる工夫

• 授業研究(「学び」に注目)

• 教材の開発と共有

• 外国語活動での授業運営(英語をどのように使うか?)

• CLIL的要素の扱い方(内容、思考、コミュニケーション、文化(コミュニティ))

• 英語力(CEFRの利用) B1以上

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CLILと外国語活動

Page 22: JACET Kanto 2013 CLIL Presentation 01

学び

• 歌やゲームだけでは発展性がない

• 「聞く、話す」だけではやはり不十分

• 目標は、「〜ができる」だけでは短絡的

• 「分かった!」が最も大切

• 「?」も大切で、考える力、生きる力を生む

• こどもは一人ひとり違うし、考えている

• 意欲を生み出すためには興味関心が必要

Page 23: JACET Kanto 2013 CLIL Presentation 01

CLIL 教員研修事例(フィンランド)

• コアカリキュラムにCLILの考えが導入

–テーマ

–協同

–思考(自律学習)

• 教師の裁量による実践

• いくつかの教員研修校で取り組み

• 数学や理科や芸術などを英語で教える授業

• バイリンガル教育、IB

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CLIL 教員研修事例(スウェーデン)

• 外国語教師の多くが科目を教えられる

• CLILは科目教師が教える

• バイリンガル教育、IB• 生徒が授業で英語を使う

• 大学教育以前に到達する高い英語力

• 学校以外での英語学習

Page 25: JACET Kanto 2013 CLIL Presentation 01

CLIL 教員研修事例(イタリア)

• 政策として小学校の英語教育の充実の試み

• 小学校教員対象英語研修の試み

• 地域や学校によって異なる取り組み

• CLILは初等よりも中等教育

• バイリンガル教育、IB

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CLIL 教員研修事例(スペイン)

• プロジェクトとしてバイリンガル教育(多言語教育)、IB

• 地域によるCLILアプローチの違い

• ウェブでの教材の共有と教員研修

• Valencia International Universityが提供するオンラインCLIL教員研修

• 英国でのCLIL研修

• CLIL教師としてのインセンティブ

Page 27: JACET Kanto 2013 CLIL Presentation 01

CLIL = 言語や文化について体験的に理解

• CLIL的アプローチは言語活動を提供する

• CLIL的アプローチはコミュニケーション活動を提供する

• CLIL的アプローチは英語だけにこだわる必要はない

• CLIL的アプローチは文化理解を促進する

• CLIL的アプローチは「考える力」を支援する

• CLIL的アプローチは「学び」の場を提供する

Page 28: JACET Kanto 2013 CLIL Presentation 01

関連文献

• 渡部良典, 池田真, 和泉伸一. (2011) 『CLIL(クリル) 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巻原理と方法』 東京:ぎょうせい

• Newby, D., Allan, R., Fenner, A-B., Jones, B., Komorowska, H., Soghikyan, K. (2007) European Portfolio for Student Teachers of Languages (EPOSTL). Strasbourg: Council of Europe.

• Marsh, David; Mehisto Peeter; Wolf Dieter; Frigols Martin, Maria, Jesus. (2012) European Framework for CLIL teacher education. ECML. retrieved June, 2013 from http://www.ecml.at/tabid/277/PublicationID/62/Default.aspx

• 笹島茂(編著)他. (2011) 『CLIL 新しい発想の授業』 東京: 三修社