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こども教育宝仙大学の英語教育の特有な展開可能性を十分生かす対策
https://hosen.repo.nii.ac.jp/records/256
https://hosen.repo.nii.ac.jp/records/2562954e3fb-e3c5-4d75-ac6d-9eb61b674de7
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Kiyou1113 (544.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2020-03-09 | |||||
| タイトル | ||||||
| タイトル | こども教育宝仙大学の英語教育の特有な展開可能性を十分生かす対策 | |||||
| タイトル | ||||||
| タイトル | Fulfilling the Unique Possibilities in the Hosen College of Childhood Education English Programs | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 保育士英語 ｜教科書評価 ｜指導対策 | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Preschool ESP 9 Strategies Evaluated | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
中野, メグ
× 中野, メグ× NAKANO, Meg |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Here we will describe the advantages and disadvantages of 4 textbooks considered or used in the English Communications and Practical English classrooms, and 9 strategies developed or considered for the Communications and Practical English classes to foster the needs outlined below. Finally, we will touch briefly on reference books in English for those who wish to learn more about the cultural, pedagogical, and operational differences between Japanese and overseas preschool programs. The Hosen College of Childhood Education English Communications and Practical English programs offer the possibilities for unique competence development where students can become English-competent preschool teachers. The first and most immediate need is to learn all the special-purpose preschool vocabulary, for facilities, equipment, and activities. The vocabulary and the ability to handle situational needs will enable the students to meet the future needs in the international and multi-cultural needs that are emerging in childcare. The world is changing and the emerging need for preschool English as even a supplemental means of communication will necessitate the students challenge to some pre-existing attitudes toward English study and accept the need to be competent in the use of English in their workplace and with parents. The second area for transformation is a change in attitude away from passive academic learning for paper test examination English with its “correct” answers, as well as away from using rough student slang to students, parents, or colleagues in professional situations. To achieve this both methods of evaluation and classroom activities need to change. Third and finally, the students need to have self-awareness as childcare educators, to understand aims of the programs, not just understanding the children’s speech but also the aim of helping the children develop the ability to express themselves. They also need to be able to help parents understand the preschool programs which may differ from programs in other countries, as well as work with foreign preschool “helper” colleagues (who may also have different understanding of preschool programs). These factors are not addressed by general English Conversation classes, and without establishing basic professional language skills, even study trips to overseas English-speaking countries will not devote sufficient time to develop the necessary skills. At the same time, native English speakers need to have better understanding of Japanese preschools. | |||||
| 書誌情報 |
こども教育宝仙大学紀要 en : Bulletin of Hosen College Childhood Education 巻 11, p. 115-120, 発行日 2020-03-04 |
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| 出版者 | ||||||
| 出版者 | こども教育宝仙大学 | |||||
