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Language Teacher Education and Related Fields
Language Teacher Education 言語教師教育
【Vol.3 No.1】
JACETSIG-ELE Journal JACET教育問題研究会 会誌
March 2016 JACET SIG on English Language Educa on h p://www.waseda.jp/assoc-jacetenedu/
JACETSIG-ELE Journal Language Teacher Education and Related Fields
Online edition: ISSN 2188-8264Print edition: ISSN 2188-8256
Japanese edition
Online edition: ISSN 2188-8264 Print edition: ISSN 2188-8256
Language Teacher Education
Vol.3 No.1
JACETSIG-ELE Journal
JACET
2016 3 JACET
http://www.waseda.jp/assoc-jacetenedu/
Language Teacher Education Vol.3, No. 1, JACETSIG-ELE Journal Published by the Special Interest Group of the Japan Association of College English Teachers on English Language Education c/o Hisatake Jimbo, School of Commerce, Waseda University 1-6-1 Nishi-Waseda, Shinjuku-ku, Tokyo 169-8050 © JACET SIG on English Language Education 2016 Online edition: ISSN 2188-8264 Print edition: ISSN 2188-8256 No part of this journal may be reproduced in any form without permission in writing from JACET SIG on English Language Education. Printed by Tobunsha for the JACET SIG in Japan.
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CEFR 2015 Barbara Mehlmauer-Larcher,
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EPOSTL J-POSTL 13
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Mehlmauer-Larcher, Barbara
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Barbara Mehlmauer-Larcher
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Place of reflection Stages of learning Best possible representation of learning
complexity
Figure1. A map of learning and the representation of learning and the role of reflection (cf. Moon 1999: 154)
Transformative learning
Working with meaning
Making meaning
Making sense
Noticing
Meaningful, reflective, idiosyncratic orcreative
Meaningful, reflective, well structured
Meaningful, well integrated, ideaslinked
Reproduction of ideas, ideas not wellstructured
Memorized representation
Reflect.
Reflect.
Reflect.
Mediating
cognitivestructure
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Place of reflection Stages of learning
complexity
Figure 2. A map of learning and the EPOSTL (cf. Moon 1999: 154, adapted)
Transformative learning
Working with meaning
Making meaning
Making sense
Noticing
EPOSTL
EPOSTL
EPOSTL
EPOSTL
EPOSTL
Reflect.
Reflect.
Reflect.
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Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices
in L2 teacher education. System 35, 192-207. Borg, S. (2006). Teacher cognition and language education: research and practice.
London: Continuum. Council of Europe (2001). The Common European Framework of Reference for
Languages: Learning, teaching, assessment. Cambridge: CUP. Dewey, J. (1938). Experience and Education. New York: Touchstone. Farrell, T. S. C. (2007). Reflective Language Teaching. London: Continuum. Figueras, N. (2012). The impact of the CEFR. ELTJ 66/4, 477-485. Habermas, J. (1971). Knowledge and Human Interests. London: Heinemann. Hatton, N. & Smith, D. (1995). Reflection in Teacher Education: Towards Definition
and Implementation. Teaching & Teacher Education 11/1, 33-49. Kelly, M. & Grenfell, M. (2004). The European Profile for Language Teacher
Education: A Frame of Reference. Retrieved July 9, 2015, from http://www.lang.soton.ac.uk/profile/index.html Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education:
Towards an integrative view of teacher behaviour and teacher learning. Teaching and Teacher Education 26, 98-106.
Lave, J. & Wenger, E. (1991). Situated learning. Legitimate peripheral participation.
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Cambridge: CUP. Little, D. (2011). The Common European Framework of Reference for Languages: a
research agenda. Language Teaching 44/3, 381-93. Lortie, D. (1975). Schoolteacher: A Sociological Study. London: University of Chicago
Press. Mehlmauer-Larcher, B. (2012a). The EPOSTL (European Portfolio for Student
Teachers of Languages): A tool to Promote Reflection and Learning in Pre-Service Teacher Education. In: J. Huettner et al. (Eds.) Theory and Practice in EFL Teacher Education. Bridging the Gap. Bristol: Multilingual Matters, 186-203.
Mehlmauer-Larcher, B. (2012b). The EPOSTL: Promoting teacher learning in the context of field experiences. In: D. Newby (Ed.) Insights into the European Portfolio for Student Teachers of Languages (EPOSTL). Newcastle: Cambridge Scholars Publishing, 175-194.
Moon, J. A. (1999). Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Press.
Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning. Theory and Practice. London: RoutledgeFalmer.
Newby, D. et al. (2007). The European Portfolio for Student Teachers of Languages: A Reflection Tool for Language Teacher Education. Graz/Strasbourg: Council of Europe Publishing. Retrieved July 9, 2015, from http://www.ecml.at/tabid/277/PublicationID/16/Default.aspx
Newby, D. (2007). The European Portfolio for Student Teachers of Languages. Babylonia 3, 23-26.
Roberts, J. (1998). Language Teacher Education. London: Arnold. Schön, D. A. (1983). The Reflective Practitioner. How Professionals Think in Action.
San Francisco: Jossey-Bass. Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-
Bass. Widdowson, H. G. (2003). Defining Issues in English Language Teaching. Oxford:
OUP. Zeichner, K. M. (2010). Rethinking the Connection between Campus Courses and Field
Experiences in College- and University-Based Teacher Education. Journal of Teacher Education 61/1-2, 89-99.
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EPOSTL EUJ-POSTL EPOSTL
J-POSTL EPOSTL
EPOSTLEU CEFR
10
52
CEFR CEFR-JJ-POSTL
EU
2014 8 11 AILA&
“Improving Teacher Training in Japanese & European Contexts: Meeting Challenges & Creating Opportunities”
JACET 3Peter Broeder
Angela Scarino Kathleen Heugh3
HeughHeugh EU
transportability EPOSTL European Portfolio for Student Teachers of Languages: Newby et al., 2007 J-POSTL Japanese Portfolio for Student Teachers of Languages:
JACET 2014
－ 14 －
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Heugh EUCEFR Council of Europe, 2001 EPOSTL
J-POSTLEU
J-POSTL Vol.1 Vol.2EU
J-POSTL JPOSTL
EPOSTL EUCEFR
10
2 CEFR CEFR-JJ-POSTL EU
2006
2011
－ 15 －
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2011: 5-6
EU3
CEFR
plurilingualism
multilingualism
EU
pluriculturalism
1CEFR 2001:4-5 2010:
22-34 2011: 3-20 CEFR intercultural competence: IC
interculturality
2015: 9
2015: 66-67 EU
intercultural competencenational citizenshipintercultural citizenship
2015: 155EU
－ 16 －
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EPOSTL Newby CEFREPOSTL CEFR Newby, 2012a: 101-130
J-POSTL Newby 2011: 123-130 CEFR
learner-centered
learner independence learner autonomy self-directed learningCEFR 3
(1)
Hymes Halliday AustinCanale and Swain CEFR Threshold Level 1975, 1991 1975
CEFR action-orientedCan-do
6 A1-C2 Newby, 2011: 123; 2012: 9
CEFRThreshold Level
CEFRNewby, 2011: 125-126
CEFR
(CEFR p.141; : 155)CEFR 6
－ 17 －
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1 ‘learning to learn’ 3
Newby, 2011: 127
ELPEPOSTL ELP
learner involvementlearner reflection appropriate target language use Little
et al., 2007: 15 3
discourse ibid.self-assessment EPOSTL
social agent CEFR, p.1
CEFR, p.9.
1Newby, 2011: 129
CEFR, p.4
1997 OECD PISAProgramme for International Student Assessment
The DeSeCo Project: The Definition and Selection of Key Competencies Project
OECD/PISA, 2003: 5
2003
Key Competencies
OECD/PISA (2003)
Use toolsinteractively
(e.g. language,technology)
Interact inheterogeneous
groups
Actautonomously
－ 18 －
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3CEFR
‘interact’ CEFR
reflectivenessreflective thought and action
OECD/PISA, 2003: 9reflectivity CEFR ELP
EPOSTL reflection
Fenner 2012: 291 17
internal sense reflection
2006: 48
EPOSTL 1European Profile for Language Teacher Education: A Frame of Reference
Kelly and Grenfell, 200432
40EU
Newby (2012b: 13-14)EPOSTL
EPOSTL
－ 19 －
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2011
EU
2003
2009 52011 2012a
2014
32 2
1 TOEFL PBT 550 TOEIC730 (2)
2009
－ 20 －
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2011: 1
1CAN-DO
CAN-DO2013 CAN-DO 3
4
2013: 3-4.
2012: 8
－ 21 －
Vol.3 No.1, 2016 3 6
2012: 8-9
2003 2011 20121
22
4
2010 12 2011 1 JACET2011:46-61; 2014: 71-98 CEFR 278
4 1 CEFR 10Can-do 6 A1 C2
ELP, EPOSTL 2011: 50
2 CEFR7 CEFR
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: 59 JACET
CEFR
－ 22 －
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Newby 2011 CEFRA1-C2
CEFR CEFR
CEFR
CEFRCEFR
CEFRCEFR CEFR
CEFRNewby 2011: 130.
CEFR 2004
CAN-DO CEFR-J 2013CEFR-J CEFR
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2015: 14.
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CEFR-J CAN-DOCAN-DO
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CEFR-J CEFR
CEFR-J CEFR-J
－ 23 －
Vol.3 No.1, 2016 3 6
CEFR-J2015: 15.
CEFR2. EU
CEFR-J
CEFR-J CEFR 4CEFR 5
6 7 5
Newby 2011
2015 5 26 3
3 7 480 4
CEFRA1 B2 2015
4
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25CEFR
CEFR learning
%N= 68,854, 69,052, 16,583
CEFR
B B2 0.2 0.3 0 -- B1 2.0 2.0 0.7 1.7
A A2 25.1 21.8 12.8 11.1 A1 72.7 75.9 86.5 87.2
( 2015 )
－ 24 －
Vol.3 No.1, 2016 3 6
teaching assessmentCEFR
TOEFL TOEICCEFR
CEFR global scale 1
p.24
CAN-DOCEFR
EUCEFR ELP
(3) CEFRNewby 2011 CEFR2015
Can-do
CEFR2015: 17.
1. 22. 4 4 2
－ 25 －
Vol.3 No.1, 2016 3 6
CAN-DO
10 11
2012b: 102014: 49
90(1) (2)
2014
8 6
36.7%2
2012b: 919.6%
25 80
2014: 67 16
2 45
2 CEFR pp.14-15 4
CEFR p.14
reception production interaction mediation
EPOSTL speaking/spoken interactionwriting/written interaction
EU CEFR
－ 26 －
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5
CEFR, p.14.
4
2012p.99
2012 103
5
65
(4)
2011: 1. 20111 24
49 2014 0.8 27.952.7 2014
EU Newby 2011: 126A2 B2 C1
C2C1 1
CEFREPOSTL
－ 27 －
Vol.3 No.1, 2016 3 6
33.0% 39.7%28.0
6.9
EU ELP EPOSTL EPOSTL
3 Mehlmauer-Larcher, 2011: 33-35EPOSTL
Ingvarsóttir, 2011: 63-70 J-POSTL
2014
J-POSTL J-POSTL
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2015: 34-36 J-POSTL
J-POSTLCan-do
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41 1411 8 13 5
1 5 35,631
－ 28 －
Vol.3 No.1, 2016 3 6
3.59
, 3.86
3.51
, 3.70
3.36
, 3.52
3.07
, 3.14
3.0
3.2
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2 N=5,631
4
52
2015 2 10
62 EU
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15 2014a: 5-9
2014b: 23-30 2011:8
independent learning learner
autonomy21
J-POSTL
J-POSTL
－ 29 －
Vol.3 No.1, 2016 3 6
2012b 3
2011:195-198 J-POSTLJ-POSTL
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2014: 2014: 60-62 ; Heugh 2014
EPOSTL 2014 2 18ECML
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2014 3 copyright J-POSTL
2015 2015 20152015
Heugh2 900 1,000
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JACET J-POSTL EU
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－ 30 －
Vol.3 No.1, 2016 3 6
EUmobility
EU
2005: 96
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1 2015
EU J-POSTL
EU
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1 EU
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2015CAN-DO
－ 31 －
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EUJ-POSTL 1
(1) CEFR 2004
J-POSTLaction-oriented CEFR-J
(2) 2001
20022002, 30
TOEFL TOEIC
(3) ELP Newby 2011: 131
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Newby, 2011: 131
(4) 2004 (5) 62
http://www.waseda.jp/assoc-jacetenedu/2012_report_j.pdf
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Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Pintrich. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational Psychology, 82, 306-314.
(2015).10:10 10-11.
(2013).8:1 172-180.
(2014).9:2 88-94.
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Processes Harvard University. (1934).
－ 171 －
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－ 182 －
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11 9 11 3Lágymányosi Bárdos Lajos Két Tanítási Nyelv Általános Iskola
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10 50 11 35 4 4 14
Angéla Trescsik ( How to recycle papers 3.1.1 I can (can’t) recycle things made of 3.1.2 Recycle True or False quiz 4 e.g. We can recycle things made of paper. 3.1.3 How to make recycled paper.
recycled paper
1) Tear the paper into small pieces. 2) Pour water into the blender . 3) Put small pieces of paper into blender. 4) Turn on the blender to break up the paper into pulp. 5) Pour the pulp into the bowl and mix it. 6) Place the window screen into the bowl. 7) Slowly lift up the screen from the bowl. 8) Put the screen inside the newspaper to dry. 9) Flip the newspaper. 10) Put the board onto the newspaper and press it. 11) Remove the window screen from the paper. 12) Put the newspaper on the tray.
13) When the paper is dry, carefully peel it away from the newspaper.
3.1.4 To make recycled paper, what do you need?
tool material
tool materialtool material
3.1.5 1 13 9 12
paper. glass. metal. plastic.
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11 2 12
3.1.6 4 1 recycled paper maker
2 CONTENT recycled paper COGNITIVE CULTURE COMMUNICATION
11 10 8 00 -8 45 1 14 Anikó
Ujhelly
4.1.1 PIGS MIGHT FLY. 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6
4.1.7 4.1.8 4.1.9 2
9 50 -10 35 3 Civilization 12
Gabriella Nagy 12
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5.1.1 6 5.1.2 guessing game 5
Tasmania, National symbol, Emu, dunny, Aussie, Aborigine 5.1.3 “Australian States And Territories Word Scramble” www.ActivityVillage.co.uk-Keeping Kids Busy Australia is made up of 6 states and 2 territories. Can you unscramble the clue below to find the names of the state and territories? 1. nqsnaeuedl _ _ _ _ _ _ _ _ _ _ 2. aaisanmt _ _ _ _ _ _ _ _ 3. weh hutso ewlas _ _ _ _ _ _ _ _ _ _ _ _ _ 4. iocavtir _ _ _ _ _ _ _ _ 5. nrnoreth yrrrteit _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 6. ustho srtaliaua _ _ _ _ _ _ _ _ _ _ _ _ _ _ 7. raualisntan cialatp irrytote _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 8. rneeswt altariasu _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5.1.4 A 1) name of the country, 2) population, 3) big cities, 4) capital city 5) the flag B 1) national colour, 2) Commonwealth Star, 3) National flower, 4) coat of arms 5) Australia Dollars
TFA B
5.1.5
11 45 -12 30 5 12 Judit Vari
6.1.1 Color song. What is your favorite color? 6.1.2 4 4
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This is Lee’s pencil case. Its color is blue. Blue is his favorite color. 3 Lee’s = his Mona’s = her
3 3 “Simon says …” “Simon says …”
6.1.3 Find who I am. 1
This is your . Your favorite color is … 6.1.4 Troll Tales.
Trog: This is a great book. (Posie Pag ) Pag: Stop it, Trog. Trog: What? Pag! Pag: Stop that. Stop that. Trog: Hmm. What’s it? Posie: Hi, I’m Posie. Bye. Posie
6.1.5 Listen and Read
6.1.6 3 chairs game guessing game4
6.1.6 Bye bye song.
11 11 10 50 -11 35 4 9
15 8 Mari Bredican 7.1.1 Role call. 15 15 7.1.2 How are you? Fine, thank you.
, I’m here. 7.1.3
:What color is your school bag / pencil case. My school bag is …
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pink, blue, white, black, purple, green, yellow, brown and My school bag
My school bag is … 7.1.4 TPR. Stand up. Stretch. I want you to jump three times / hop five times / stamp / clap / touch your toes / turn around / tiptoe / walk / hop hop / jump jump / now we sit / clap / now sleep / wake up /
stop freeze
7.1.5 “A Big Fat Hen” One, two, buckle my shoe; Three, four, knock the door; Five, six, pick up sticks; Seven, eight, lay them straight: Nine, ten, a big, fat hen. 7.1.6 15 2
“Eight.” “Can I go next?”
7.1.7 “In a circle.” London Bridge
7.1.8 Good bye song
2 1
1 5
8 40
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5 23 2 30 6
J-POSTL J-POSTLJ-POSTL
6 28 45
J-POSTL 7 12 JACET
JACET
8 4 ELEC
8 22 23 41
22
J-POSTL 23
J-POSTL 8 30 31 the JACET 54th International Convention
JACET
30 Paper: Natsue Nakayama & Fumiko Kurihara “Key Concepts for Intercultural
Development and Their Treatment in Junior High School Textbooks in Japan” JACET SIG Poster Presentation Presenter: Hiromi Imamura 31 Paper: Takane Yamaguchi & Shinya Hori “Exploring Influences of Self-efficacy in
English Learning upon Autonomous Learning Skills of and Basic Psychological Needs for the Second Foreign Language”
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9 3 BAAL 2015 Conference BAAL: British Association for Applied Linguistics
Aston University, Birmingham, UK Presenters: Rie Adachi & Shien Sakai Poster Presentation “Which will be more necessary for Japanese university students,
English proficiency or intercultural communicative competence? From a case study at a Japanese technological university” 9 13
:
9 14 17 27th Annual JUSTEC Conference 2015
Japan-U.S. Teacher Education Consortium The University of West Florida
Paper: Hisatake Jimbo, Ken Hisamura, & Hiromi Imamura “J-POSTL: A Reflection Tool for EFL Teacher Education in Japan”
Paper: Shien Sakai “A Study on Enhancing Students’ Autonomy in Asian EFL Areas’ 10 10 29 ( ) 2015 ALT and JTE Skill Development Conference
Ministry of Education, Culture, Sports, Science and Technology (MEXT) Gunma Prefectural Board of Education, CLAIR
Natsue Nakayama“Teaching English in the globalized world: Enhancing
students’ intercultural competence in the Japanese educational context” 11 10 29 30 CULI International Conference 2015
Chulalongkorn University Language Institute Pullman Bangkok King Power
Paper: Akiko Takagi “Encouraging Pre-service Teachers to use the Japanese Portfolio for Student Teachers of Language (J-POSTL) for Reflection”
12 11 30 ( ) 2
. Natsue Nakayama "Teaching English in the globalized world: Issues related
to enhancing students’ intercultural communicative competence in Japan" 13 2 25 A Roundtable on Teaching Intercultural Competence in Practice
JACET 14 604
Jonathan Newton (Victoria University of Wellington) “Practical ways to enhance intercultural learning: lessons from New Zealand classrooms and the role of task-based teaching”
Fumiko Kurihara (Chuo University) “How "culture" and "intercultural learning" are treated in English textbooks in Japan”
Natsue Nakayama (Kyoai Gakuen University) & Yoichi Kiyota (Meisei University) “How to plan an IC lesson by making use of the J-POSTL descriptors”
. 2015
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2016 3 6 11 4 JACET
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14:55- 15:55
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Submission Guidelines
JACET J-POSTL
Contributors and co-authors should be SIG or JACET members. However, contributions from the
users of J-POSTL or researchers/practitioners of language teacher education as well as foreign language education are welcome.
Language Teacher Education, a refereed journal, encourages submission of the following:
(Research Paper)
(J-POSTL)
Full-length academic articles on the transportability or the use of J-POSTL or on language teacher education and relatedfields.
20 Within
8,000 words
(Research Note)
Discussion notes on J-POSTL or on language teacher education and related fields.
15 Within
6,000 words
(Practical Report)
J-POSTL
Reports on classroom application of J-POSTL or on language teacher education and related fields.
15 Within
6,000 words
(Other)
3
Reports of conferences, PD activities, materials, research programs, etc. related to J-POSTL or language teacher education and related fields.
10 Within
4,000 words
(Book Review) Book reviews on language education.
4 Within
2,000 words
No.1No.2 English edition Language Teacher Education invites submissions for both Japanese and English editions.
Data Entry : 11
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The data with the name(s), affiliation(s), e-mail address(es), and abstract should be sent to the e-mail address below no later than November 31 for Japanese edition and April 30 for English edition.
No.1 3 1 10 No.2 (English edition)7 5 31
The complete manuscript for publication in March issue (Japanese edition) should be sent to the email address below no later than January 10, and that for publication in July issue (English edition) no later than June 15.
Email to: YAMAGUCHI Takane [email protected]
No. 1 A4 20 30mm 1
MS 10.5 × 40×40 MS 14 MS10.5 MS 10.5 2 400
5 MS 12 MS10.5 HP
No. 2 (English edition): Full-length manuscripts in MS W, conforming to APA 6 edition style, should not exceed 8,000 words on A4 paper (Leave margins of 30mm on all sides of every page / Use 12-point Times New Roman, 80 letters×40 lines), including title (14-point Times New Roman), headings (12-point Times New Roman in bold type), abstract (200-300 words), key words (no more than 5 words), references, figures, tables , and appendix. (See, template on the SIG website)
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10 3(J-POSTL) Vol.3
No.1 No.1 No.2 1J-POSTL 2 3 2 2
1 1 3 1 J-POSTL
(Jimbo)
Language Teacher Education 2016
Vol.3 No.1 Online edition: ISSN 2188-8264 Print edition: ISSN 2188-8256
28 2016 3 6 JACET
JACET SIG on English Language Education http://www.waseda.jp/assoc-jacetenedu/
169-8050 1 6 1
03 5286 2081
142-0053 6 2 22 1
03 3781 4010
JACETSIG-ELE Journal
JACET SIG on English Language Educationhttp://www.waseda.jp/assoc jacetenedu/
Can-Do 180
Language Teacher Education and Related Fields
<http://www.waseda.jp/assoc-jacetenedu/>
JACET SIG on English Language Educa onh p://www.waseda.jp/assoc-jacetenedu/