GISDepartment of Global and Interdisciplinary Studies
EDU400ZA（教育学 / Education 400）Seminar: Language Teaching and Learning ISeminar: Language Teaching and Learning I
Machiko Kobori
授業コードなどClass code etc
| 学部・研究科Faculty/Graduate school | GISDepartment of Global and Interdisciplinary Studies |
| 添付ファイル名Attached documents | |
| 年度Year | 2024 |
| 授業コードClass code | A6406 |
| 旧授業コードPrevious Class code | |
| 旧科目名Previous Class title | |
| 開講時期Term | 春学期授業/Spring |
| 曜日・時限Day/Period | 金5/Fri.5 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 / Ichigaya |
| 教室名称Classroom name | 市BT‐0509 |
| 配当年次Grade | 3～4 |
| 単位数Credit(s) | 2 |
| 備考（履修条件等）Notes | Not Available for ESOP Students. |
| 他学部公開科目Open Program | |
| 他学部公開（履修条件等）Open Program (Notes) | |
| グローバル・オープン科目Global Open Program | |
| 成績優秀者の他学部科目履修制度対象Interdepartmental class taking system for Academic Achievers | ○ |
| 成績優秀者の他学部科目履修（履修条件等）Interdepartmental class taking system for Academic Achievers (Notes) | 制度ウェブサイトの3．科目別の注意事項(1)GIS主催科目の履修上の注意を参照すること。 |
| 実務経験のある教員による授業科目Class taught by instructors with practical experience | |
| SDGsCPSDGs CP | |
| アーバンデザインCPUrban Design CP | |
| ダイバーシティCPDiversity CP | |
| 未来教室CPLearning for the Future CP | |
| カーボンニュートラルCPCarbon Neutral CP | |
| 千代田コンソ単位互換提供（他大学向け）Chiyoda Campus Consortium | |
| 旧科目との重複履修Duplicate Subjects Taken Under Previous Class Title | |
| カテゴリー（2024年度以降入学者）Category (commenced 2024 onwards) | 400-level Seminar Courses（演習） |
| カテゴリー（2020～2023年度入学者）Category (commenced 2020-2023) | 400-level Seminar Courses（演習） |
| カテゴリー（2016～2019年度入学者）Category (commenced 2016-2019) | 400-level Seminar Courses |
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授業の概要と目的（何を学ぶか）Outline and objectives
This course is designed for students interested in exploring second language (L2) education from a global perspective. It delves into both the theoretical and practical aspects of second language learning (SLL) and L2 teacher education. The course investigates effective strategies for teaching and learning languages applicable to both in-person and online environments. It caters to a diverse range of L2 learners within and outside traditional classroom settings. A key focus of the course is on the core issues impacting L2 education, such as exploring L2 motivational issues that foster successful L2 learning within the framework of second language learning (SLL). Students are expected to develop, discuss and examine approaches to put theories into practice in dealing with various L2 learning situations. This course also addresses educational inequality through language education on a global scale. Students are encouraged to consider their potential contributions to L2 learner achievement and to carve out their career paths in related educational fields within a global context.
到達目標Goal
The course provides opportunities to:
1. Learn challenging global issues of L2 education.
2. Examine how L2 education is implemented effectively with the expertise of SLL.
3. Acquire theoretical knowledge of L2 motivation in L2 education.
4. Discuss the connection between theoretical aspects of SLL and various L2 education pedagogy.
5. Practice basic ideas for effective L2 education within the global context.
この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか（該当授業科目と学位授与方針に明示された学習成果との関連）Which item of the diploma policy will be obtained by taking this class?
Will be able to gain “DP 1”, “DP 2”, and “DP 4”.
授業で使用する言語Default language used in class
英語 / English
授業の進め方と方法Method(s)（学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. ）
Presentations, the related tasks and activities, and fieldwork are required for the completion of this course; students are required to choose one of the course topics, make a presentation, and complete a seminar paper on it. Submission of the final requirements and feedback will be dealt with in seminar class and on the learning management systems (HOPPII, etc.).
アクティブラーニング（グループディスカッション、ディベート等）の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク（学外での実習等）の実施Fieldwork in class
あり / Yes
授業計画Schedule
授業形態/methods of teaching：対面/face to face
※各回の授業形態は予定です。教員の指示に従ってください。
1[対面/face to face]：Introduction
Introduction
2[対面/face to face]：Reading, presentation & discussion: Studies of SLA (1)
Issues in SLA and Bilingualism (1)
3[対面/face to face]：Reading, presentation & discussion: Studies of SLA (2)
Issues in SLA and Bilingualism (2)
4[対面/face to face]：Reading, presentation & discussion: Studies of SLA (3)
Issues in SLA and Bilingualism (3)
5[対面/face to face]：Reading, presentation & discussion: Studies of Effective Teaching (1)
Issues in the theory of teaching conditions (1)
6[対面/face to face]：Reading, presentation & discussion: Studies of Effective Teaching (2)
Issues in the theory of teaching conditions (2)
7[対面/face to face]：Reading, presentation & discussion: Studies of Effective Teaching (3)
Issues in the theory of motivational factors.
8[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (1)
Issues in the practice of L2 teaching methods and approaches (1)
9[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (2)
Issues in the practice of L2 teaching methods and approaches (2)
10[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (3)
Issues in the practice of creating teaching materials (1)
11[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (4)
Issues in the practice of creating teaching materials (2)
12[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (5)
Issues in the practice of planning lessons (1)
13[対面/face to face]：Reading, presentation & discussion: Studies of L2 Motivational Strategies (6)
Issues in the practice of planning lessons (2)
14[対面/face to face]：Consolidation of SeminarⅠ
Reviews and discussion
授業時間外の学習（準備学習・復習・宿題等）Work to be done outside of class (preparation, etc.)
1. Every week before class, students are required to comprehend the assigned readings and be ready for making presentations and group discussions on related topics in class.
2. Preparatory study and review time for this class are 4 hours each.
テキスト（教科書）Textbooks
1. Baker, C. (2021). Foundation of Bilingual Education and Bilingualism. Multilingual Matters.
2. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge UP.
3. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning (1st ed.). Cambridge University Press
4. Kyriacou, C. (2009). Effective teaching in schools: Theory and practice. Oxford UP.
5. Mitchell, R., Myles, F., & Marsden, E. (2019). Second language learning theories. Hodder Education.
参考書References
1. Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters.
2. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Cambridge UP.
3. Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
4. Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in language teaching. Oxford UP.
5. VanPatten, B., Smith, M., & Benati, A. (2020). Key questions in second language acquisition. Cambridge UP.
6. Walker, R. & Adelman, C. (1992). A guide to classroom observation. Routledge.
7. Schunk, D. H. (2016). Handbook of self-regulation of learning and performance. (2nd ed.). Routledge.
成績評価の方法と基準Grading criteria
Evaluation will be based on:
1. Class participation (10%)
2. Presentation (20%)
3. Writing assignment (40%)
4. Educational practices & field work (30%)
学生の意見等からの気づきChanges following student comments
More frequent and detailed notifications regarding class activities and tasks will be given to:
1) avoid causing any difficulties in getting access to important information about the course
2) allow students to prepare for class discussions, final requirements, etc.
学生が準備すべき機器他Equipment student needs to prepare
Use a laptop in class, get lecture materials, etc. in HOPPII.
その他の重要事項Others
1. Students are expected to be actively involved in different types of seminar activities, including fieldwork targeting different types of L2 learners in ages and proficiency levels to ensure the related studies examined in the seminar.
2. Information about schedules of the seminar activities is provided and discussed in class.
Prerequisites
Required to complete at least one of the courses presented below (priorities on courses taught by the seminar instructor):
1. TESOL Ⅰ, Ⅱ, Ⅲ, or IV
2. Comparative Education
3. English Teaching in Primary School & its advanced course
4. Second Language Acquisition