ロス先生の研究グローバル時代の英語教育

グローバル時代の英語教育
English Education in Globalized Age



国際言語文化センター
中村耕二
Koji Nakamura
[email protected]
http://www.kilc.konan-u.ac.jp/~koji/
Ross’s Five Suggestion
We
need to make a commitment to
achieving a better balance in the
coverage of the local and the global
in our classrooms.
 授業でのローカルとグローバルな内容の取
り扱いにおいては、より良いバランスを持
つように努力する必要がある。
2015/9/30
2
1. Explore the complexities of key concepts in global
issues.
Our global issues classes must deal with the fact that
different cultures and different countries occupy radically
different positions in the ‘global community’ and
‘interconnections’ in our world need to be explored so we
can arrive at a more realistic conception of the various
economic, political, and social inequalities that run
through our ‘connected’ world.
 （グローバル化し、相互関係のある世界にも経済的、政治的、
社会的不平等が存在することの現実的な理解が必要）
Another way in which we need to make our global issues
classes more realistic and better-balanced is to guard
against overly simple and stereotypical presentations of
both Japanese and non-a Japanese cultural practices.
(Ross, 2000, p.161)
（日本と日本以外の文化的慣習が単純化されたり、固定観念
的に表象されることへの警告）
2015/9/30
3

2 Emphasize Processプロセス重視で参加型
We would do well to keep in mind how the Global
Education Group in Nara puts it when it states that
global issues education should be “a participative
form of learning. It does not take the form of one
sided listening to things whose conclusion is
already known, but rather the participants
themselves think out solutions as each situation
arises.”
(Ross, 2000, p.162)
 GEP教育は参加型の学びであるべき。
 学習者がすでに結論のあることを一方的に聞くの
ではなく、自らが状況に応じて解決策を考え出す

2015/9/30
4
3 Leave the ‘deficit theory’ behind

In order to do our jobs appropriately and efficiently,
we need to have a better understanding of how global
issues are covered in Japanese junior and senior high
schools.
(日本の中学校、高等学校でグローバルな問題がいかに教
えられているかを理解する必要がある。）

We may find that they are not covered as much as we would like
or with the approaches that we ourselves are comfortable with,
but getting a better idea of how much and what kind of
exposure students have gotten to global issues before we meet
them is essential if we are to improve our teaching. (Ross, 2000,
p.163)

GIEを扱う英語の授業を改善するには、日本の学生のグ
ローバル問題に関する背景知識を確認する必要性がある。
2015/9/30
5
4 Take issues of (national ) identity seriously
There is little doubt that most of us are living in
increasingly globalized world. However, for most
of us, our sense of identity is till strongly tied up
with the source of the prime locality: our
nationality.（我々がグローバル化した世界に生きて
いることは否定できないが、我々のアイデンティ
ティはローカルな自分や国籍に深く拘束されてい
る。）
 学習者の自文化への誇りやアイデンティティと異文化
を尊重する態度との心理的バランスを保つことが必要
である。
 As Bennet says, we need to be sure our learners can
“achieve a psychological balance between cultural
pride and identity on the one hand, and appreciation
of cultures very different from their own on the other”
(Bennet, 1991, p. 183)

2015/9/30
6
5 Turn over the floor to Japanese Voices

Exposing students to Japanese ‘voices’
speaking about the issues covered in class is
essential. グローバルな問題についての日本人の声を
聞く機会も大切
The above five ‘suggestions’ are meant to be the starting
point in a reconceptualization of how we practice global
issues education in Japan, and they are certainly not
going to solve all the problems by themselves (Ross,
2000, p. 164).
以上の５つの提案は日本でのGIE教育をいかに実践す
るかを再考する出発点である。
2015/9/30
7
グローバル時代における外国語教育の意義
グローバル時代に外国語を学ぶことは、異文化を
学びながらも、自国の言語文化を再確認して世界
に発信するという相互作用でなければならない。
 多言語・多文化に対する開かれた態度は世界の
人々との共生をもたらし、同じ種としての人類の
連帯感を育む。
 日本文化の心を表象し、世界と対話する能力を育
むことこそ、国際化の波に翻弄され、顔なき
economic giant（経済巨人）と言われる日本に必
要なことではなかろうか。(中村、2007)

2015/9/30
8
国際理解教育としての外国語教育




学習者が異文化、異民族を理解しようとする開かれた態度を
育み、グローバルな問題や平和・人権問題に対する意識を高
揚すること。
学習者は進んで異文化を尊重する態度と共に現在世界で起
こっていることを自分達の問題として捉え、地球市民として
考える態度を育むこと。
この異文化に対する態度はより有効な異文化間コミュニケー
ション能力を育む出発点である。つまり、21世紀の人類共存
に必要とされる国際対話能力 (global literacy)と自文化や国家
を超える視野 (transcultural and transnational
perspectives) を育むのである。 (中村 2007)
The present-day world is inescapably multicultural and
multinational. Many of our most pressing problems require
for their intelligent, cooperative solution a dialogue that
brings together people from many different national and
cultural and religious backgrounds (Nussbaum, 2003).
(Cultivating Humanity: A Classical Defense of Reform in Liberal Education)
2015/9/30
9
グローバル時代の英語教育

As language and culture are symbiotic, cultivating global
literacy for a peaceful world is one of the most urgent
tasks for educators and researchers. For multicultural
citizens of the world, in a more sustainable global village
where borders play such a minor role, global awareness,
respect for other cultures and communication skills,
especially communicative competence in English as an
International Language (EIL) will be more vital (Nakamura,
2002).
外国語教育は他者を理解し、自己や自文化を説明できる能力を
開発し、異文化間コミュニケーションや国際理解に至る言語
文化教育である。広義には、外国語教育は人類の共存のため
のコミュニケーション能力を育む人間教育である。 ( 中村
2007 ）
2015/9/30
10
グローバル時代の英語教育
第一に、人間社会やグローバルな問題に関する資料
や論文を多読し、自分の意見を、一貫性があり、ま
とまりのある英語で表現し、問題解決の方向で、
エッセイにまとめること。
 第二に、その書かれた英語を要約し、聴衆に説明し
たり、説得したりするためのパブリック・スピーチ
としてまとめあげ、目標言語で自己表現する能力を
育むこと。
 最後に、英語運用能力を伸長するために、発表内容
に関して学習者同士が質問し、議論するコミュニカ
テイブな学習環境を学習者と教師が共に創造するこ
と。教師は常に学習者の援助者、観察者、指導者と
して意識しなければならない。このプロセスで教師
自らが変革し、授業が変化し、学習者も変容する。
（中村2007)

2015/9/30
11
Integrated Current Communicative Approaches
Communicative Language Teaching
Cooperative Language Learning
The Natural Approach
Content-Based
Instruction
Task-Based
Language Teaching
Collaborative
Language Learning
Humanistic
Community Language
Approach Global Issues Education Learning
EIL Education
2015/9/30
12
A learner-centered Communicative and
Interactive Language Classroom
Language Home
Low Affective Filter
低い情意フィルター
Communicative Tasks
コミュニカテイブなタスク
Integrated Current Communicative Approaches
統合されたコミュニカテイブ・アプローチ
2015/9/30
13
Teacher Roles 教師の役割
Facilitator
Cultural Informant進行役
文化提供者
Diagnostician
診断者
Observer
観察者
Supervisor
監督
Co-Communicator
共通の伝達者
Learner
Action Researcher
学習者授業改善の研究者
Participant
参加者
2015/9/30
14
Global Literacy: A New Paradigm for
Global Issues Education (GIE)

Global literacy includes cross-cultural competence
and sensitivity with multicultural, transcultural and
transnational perspectives.

多文化、超国家的な視野を有する異文化間調整能力
It also requires communicative competence in
English as an International Language (EIL) for global
dialogue in order to solve common human problems .
国際英語による国際対話能力
 Also it develops cognitive, affective, social skills to
reconcile from mutual strength and integrate
seemingly opposing values on a higher level for the
purpose of equitable coexistence.
 互いの文化を尊敬し、和解する能力

2015/9/30
15
The Voice from Edward Said
at University of Cairo in 2003
サイードの平和へのメッセージ







You cannot deal with others without profound
knowledge of his or her culture, society and history.
他者や他民族の文化・社会・歴史への深い理解
Force never works, because you can never destroys the
will of people and the power of people.
力や軍事力で人民の意志や力を破壊できない。
Idea is equality, coexistence and sustainable life.
真の思想は平等・共存・何世代も続く未来の生活への保障
The present is our battle ground and knowledge is our
main weapons.現在こそ戦場であり、知識こそ武器
(Edward Said:2003) (VTR)
2015/9/30
16
Perspectives on Orientalism by Edward Said in EFL
Education in Japan. サイードのオリエンタリズム

Orientalism is Western centered-conceptions of
the Orient. Occidentalism is Eastern-centered
views of the West and Europe. Said (1976) defines
Orientalism as a Western style for dominating,
restructuring, and having authority over the Orient.

Said criticized this Western-centered assumption which he
named Orientalism. His contention in Orientalism is that the
Western-centered concept of the Orient and the inalienable
sense of Western superiority over it which are logically tied up
with Darwinian or Hegelian progressivism, colonialism, Eurocentered orientation and ethnocentrism, have been manifestly
and subconsciously represented in all the texts on the Orient
and Africa by Western intellectuals (Nakamura 2003).
2015/9/30
17
Global literacy: The component of global literacy
１ Cultural literacy (basic cultural competence
and skills to live in one’s home culture)
自文化で生きる知識・能力
 ２ Cross-cultural literacy (competence and
skills to adjust between one’s home culture and a
target culture) 異文化調整能力
 ３ Multi-cultural literacy (cultural sensitivity
and skills to live responsibly in cultural diversity,
reconciling cultural differences and integrating
opposing cultural values in a multicultural and
interdependent world)多文化共存社会や相互依存の

世界において、お互いの文化の差異を乗り越え、和
解できる能力
2015/9/30
18
Cultural literacy
Japanese Habits of the Hearts
日本人の心の習慣
1 集団の和と家族主義の労働倫理（Consistency)
和を以て貴しと為す（聖徳太子憲法17条第1条）

Group Harmony and Family-oriented Work Ethic
2 和魂洋才Wa Kon You Sai
（Consistency)
3 本音と建前 Formality (Word) and Actual Intension
4 もののあわれ・無常観
（Consistency)
View of life as something transient and empty
5 仏教と神道の共存
（Consistency)
The coexistence of Buddhism and Shintoism
6 武士道 Japanese Chivalry (Bushido) （Consistency)
7 平和主義 Japanese Pacifism except (1894-1945)
（Changes）
2015/9/30
19
Japanese Cultural literacy
自文化の真髄、心、基本的知識
もののあはれ Mono no Aware
 人生の機微やはかなさなどに触れたときに感じる
しみじみとした情趣
無常観
(Mujoukan )ともののあはれ
 A view of life as something transient and
empty. The idea that everything is uncertain,
transient and mortal makes us more sensitive
to the wonder of life and beauty of nature in
each moment.
2015/9/30
20
武士道 Japanese Chivalry (Bushido)
The seven Moral Code

Bushido is based on the harmony of Zen Buddhism and Shintoism, which
emphasizes loyalty, respect for ancestor, filial piety and 惻隠の情
(Consideration for enemies and the weak).
 Rectitude 義
 Respect 尊敬
 Courage 勇
 Benevolence仁
 Honor
名誉
 Honesty
誠
 Loyalty
忠




Sword and Chrysanthemum 1946 by Ruth Benedict
Bushido, The Soul of Japan 1900 by Inazo Nitobe
2015/9/30
21
Hiroshima: August 6, 1945, am. 7:31
Most large cities in Japan were devastated
by the US’s carpet bombing in 1945.
アジア・太平洋戦争(1931-45)、日本の敗戦、占領軍、サンフランシス
コ講和条約、日本の独立と日米安保体制と基地
What has made Japan what she is?
日本の近代化と戦後復興の因果関係
Global literacy
The component of global literacy
Delicate balance of one’s personal,
cultural, national and global identifications
and roles
 (competence to accept and balance
pluralistic/multiple identities)個人的、文化的、
国民的、地球市民的アイデンテイテイの調和
 ５ Communicative competence in EIL for
global communication (communication skills
to create a peaceful and equitable symbiosis)
 平和で平等な共生社会を実現するための国際対
話能力
４
2015/9/30
28
The three important factors of national Identities
British Students of Leeds University, Yorkshire, UK (46) 英国の大学生

1. English language (52.2%) (n=24)
英語

2. Cultural heritage (39.1%) (n=18)
文化遺産

3. History
(37.0%) (n=17)
歴史

4. Liberal democracy (32.6%) (n=15)
自由な民主主義

5. Ethnic diversity (28.3%) (n=13)
多文化主義
German Students of Bochum University, Germany (46) ドイツの大学生

1. History
(61.2%) (n=30)
歴史

2. Liberal democracy (51.0%) (n=25)
自由な民主主義

3. Human rights
(44.9%) (n=22)
人権

4. German language (40.8%) (n=20)
ドイツ語

5. Cultural heritage (30.6%) (n=15)
American Students of University of Hawaii (30)
アメリカの大学生
1 American English (80.0%)(n=16)
英語
2 Cultural Heritage (55.0%)(n=11)
文化遺産
3 History
(30.0%)(n=6)
歴史
4 Citizenship
(30.0%)(n=6)
市民権
Japanese Students of Konan University in Kobe, Japan (216)日本の大学生

1. Japanese Language (66.2%)(n=143
日本語

2. Human Rights
(43.5%)(n=94)
人権

3.National Pride
(31%)(n=31)
国民的誇り

4. Cultural Heritage
(37.0%)(n=80)
文化遺産

5. History
(27%)(n=27)
歴史
Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40)

1. Thai Language
(70%)(n=27)
タイ語

2. Cultural Heritage (70%)(n=27)
文化遺産

3. King
(62.5%)(n=25)
王様

4. History
(22.5%)(n=9)
歴史
2015/9/30
タイの大学院生
29
Factors of national pride among students in five nations
British students of University of Leeds, UK

multiculturalism
(76.09%) (n=35)
多文化主義

liberal democracy
(47.83%) (n=22)
自由な民主主義

English pound
(32.61%) (n=15)
英国通貨ポンド

Social Welfare
(23.9%) (n=11)
社会保障
German students of Bochum University, Germany

Social Welfare
(67.47%) (n=33) 社会福祉

Liberal Democracy
(61.22%) (n=30) 自由な民主主義

Multiculturalism
(55.1%) (n=27)
多文化主義
American Students of University of Hawaii, USA

Multiculturalism
(65.0%)(n=13)
多文化主義

Political Influence
(55.0%)(n=11)
国際政治の影響

Liberal Democracy
(40.0%)(n= 8)
自由な民主主義
Japanese Students of Konan University, Kobe Japan

Science and technology (62.0%)(n=134)
科学技術

Ｂｕｓｉｎｅｓｓ Companies
(50.9%)(n=110)
日本企業

Economic performance
(42.6%) (n=92)
経済力

Liberal Democracy
(37.3%)(n=80)
自由な民主主義
Thai graduate students of Srinakharinwirot University, Bangkok Thailand

King and Royal Family
(87.5%)(n=35)
王様と皇室

Religion (Buddhism)
(52.5%)(n=21)
宗教（仏教）

Multiculturalism
(38%)(n=17)
多文化主義

Love for others
(38%)(n=17)
他人への愛
2015/9/30
30
War in Iraq, Middle East, Civil Wars in Africa
2015/9/30
31
Debate; Resolved that Japan should (not)
dispatch SFD to Iraq.
Oral Presentation in Speech Communication class
Student’s Lecture on Hiroshima, a point
of departure for Peace
日本の大学生と留学生が、国際英語をツールとして、
グローバルな問題をアカデミックに学習する環境
Multicultural Context
Japanese
Students
Asian/African
Students
North/South
American
Students
2015/9/30
VTR ２００７年１０月
European
Students
Teachers
35
The component of global literacy
６
Awareness as a global citizen to
participate in solving global and human
problems
(awareness of global village concern for
equitable participation and problem-solving
competence as a new reframing global
concept) 、人類共通・地球規模の問題に関し
て、その解決のプロセスに共同参加する地球
市民としての意識
 ７ A Strong desire to create a peaceful
and sustainable society for the purpose of
well-being. 平和で持続可能な社会を形成し
たいと願う強い信念と渇望
2015/9/30
36
Child Labor and Global Disparity
2015/9/30
37
地域紛争・飢餓・難民・貧困・児童労働・ＡＩＤＳの連鎖
Civil Wars, Refugees, Poverty, Hunger, Child Labor and
AIDS are all linked with each other.
2015/9/30
38
Our Fragile Earth
devastated by Nuclear Tests and Wars
2015/9/30
39
ISSUES OF CULTURES IN GLOBALISATION
The process of globaliｚation needs to carefully
respond to the issue of culture for the purpose of
a multicultural and equitable coexistence. In many
multinational companies, understanding culture is
more important than understanding technology.
Being ahead of the competitor in terms of cultural
understanding is increasingly more important
(Nakamura , 2002).
Culture is the way people approach and resolve
dilemmas. Culture is a dynamic process of solving
human problems, and these problems come to us
as dilemmas. "Dilemma" comes from the Greek
word meaning "two propositions" (Trompenaars,
1998).
2015/9/30
40
GLOBAL LITERACY: A NEW PARADIGM FOR EIL EDUCATION
Multicultural and trans-cultural perspectives, respecting each cultural identity
would be more vital in a true sense of globalization, which should be primarily
cultivated as a kernel of global literacy through language and culture education.
There must be several basic attitudes to be cultivated as a new paradigm of EIL
educators.
First of all, EIL educators should be very aware of the historical background of
how English has become a lingua franca in many parts of the world.
Secondly, we should clarify the true meaning of globalization in intercultural
and multicultural context with clear understanding of the causes and effects of
Orientalism and Occidentalism.
Thirdly we should plant seeds of global literacy deep in students’ habits of their
hearts and behaviors. Global literacy includes cross-cultural
competence/sensitivity with multicultural, trans-cultural and transnational
perspectives. It also develops cognitive, affective and social skills to reconcile
from one’s own strength and integrate seemingly opposing values on a higher
level for the purpose of equitable coexistence on this fragile earth. Also, it
requires communicative competence in EIL for global and peaceful dialogue in
order to share and solve human problems with people of the world.
2015/9/30
41
Five rationales why EIL instructors should include global education in
the syllabus.
First, world problems, especially global issues affect every
member of the human family on this planet. Second, globalisation
has created a more interdependent context on the earth, namely
what happens in one place affects others in different parts of the
world. Third, the attitude of many young people in the "North" is
that they need little knowledge about other cultures. Fourth, in the
"South" young people tend to copy their peers in the North without
giving a critical thought of the effects such a life style has on their
families, communities and the earth. Fifth, teaching of intercultural
tolerance towards diversity and respect of nature and human
rights must start as early as possible at school. With these five
rationales in the midst of today’s confused world, it seems selfevident that EFL instructors should be encouraged to play key
roles in integrating controversial global issues into the EIL class as
a part of global education (Nakamura, 2002).
2015/9/30
42
まとめ大学教育としての外国語教育

大学教育には多くの目的がある。豊かな時代に
育った日本の学生に対して、南北格差をはじめ
とするグローバルな問題に向き合うことも必要
である。このような問題を学び、各自の考えを
論理的に小論文にまとめ上げ、目標言語で発表
する能力を養うことも大学教育の一部である。
人類共通のグローバルな問題を学ぶことで眠っ
ていた意識を覚醒し、問題の因果関係を分析す
る。そして、可能な解決策を考え、自分自身の
意見を形成し、目標言語で自己表現する。これ
ら一連のプロセスを通して、学習者が達成感を
感じる外国語の授業の実践することが必要であ
る。
（中村2007)
2015/9/30
43
Conclusion
The results from the students’ responses to the questionnaires and their
speeches on global issues reveal considerable satisfaction with the integration of
global human issues with oral presentation in a learner-centered classroom.
The remarkable development of student’s skills in making persuasive public
speeches with valid evidence and sharing their ideas with each other gave
students enjoyment and confidence in self-expression and self-representation
in the target language, especially English as an international language.
Also, students have developed and sharpened their own academic approaches
and problem-solving expertise through the process of web research and sharing
necessary information and resources.
Consequently, as a result of this integrated EIL speech communication class,
students Could cultivate their global literacy, creating a warm classroom
atmosphere, closer in atmosphere to a target language home rather than a
traditional teacher-directed language classroom in Japan.
We have reviewed a practical college-based experiment conducted to enhance
the awareness of global citizenship and human solidarity, and have argued that
self-expression with global perspectives in English as an international language
is a goal that should not be overlooked by EFL language educators.
The integration of global human issues into EFL speech communication class is
an invitation to be challenged and enlightened for all EFL instructors and their
students (Nakamura, 2002).
2015/9/30
44
Reference
Banks,J. (2001). Cultural Diversity and Education: Foundation , Curriculum, and
Teaching. Boston: Allyn and Bacon.
Nunan, David. (1991). Communicative Tasks and the Language Curriculum.
TESOL Quarterly, 25 (2), 279-295.
Nunan David (1989) Designing Communicative Classroom. Cambridge:
University of Cambridge.
Nussbaum, Martha. (200). Cultivating Humanity: A Classical Defense of Reform in
Liberal Education. Harvard University Press, Cambridge
Richards, J. C., and T. Rogers. (2001). Approaches and Methods in Language
Teaching. Cambridge, Cambridge University Press.
Ross, Paul (2006). Learning Vocabulary for University Entrance Exams: A Word
Frequency Study. JILC. Vol.10, pp.41-54.
Ross, Paul (2005). L1 Writing Experiences and L2 Writing Instructions:
University Entrance Examination in Japan. JILC. Vol.9, pp.41-56.
Ross, Paul (2004). The Language-Culture Connection in ELT: Theory and
Practice (2004). JILC. Vol.8, pp.57-72.
2015/9/30
45
Ross, Paul (2003). Learning from Our Students’ Previous L2 Writing
Experiences: The English Composition Question on University
Entrance Exams. JILC. Vol.7, pp.69-86.
Ross, Paul (2002). L1 Influences on Japanese Students’ L2 Writing. JILC.
Vol. 6, pp.33-47 Ross, Paul (2001). Dictionaries and the Language
Learner: An Action Research Project (2001). JILC. Vol.5, pp 51-65.
Ross, Paul (2000). Towards Improving our Understanding of
Stereotyping. JILC. Vol.4, pp.57-6
Ross, Paul. (2000). Stereotypes: Letting Students Speak of and for
Themselves KELT. Vol. 15, pp167-180.
Ross, Paul. (2000). Local Perspectives in Global Issues Education. KELT.
Vol. 15, pp151-166.
Ross, Paul (1999).‘Literary Language’ and the Language Classroom. JILC.
Vol.3, pp.64-84.
Ross, Paul (1998). Communicative Language Teaching: A Reappraisal.
JILC. Vol.2, pp.35-47.
2015/9/30
46
Reference
Nakamura, Koji (2008). International Education for Peace for Student
Teachers in Japan: Promoting Cultures of Peace, Transforming
Education for Peace, Information Age Publishing, New York. pp 113128.
Nakamura, Koji (2008). International Education for Integrated Studies
Course as a New Curriculum for Teaching Profession in a Japanese
University The Journal of the Institute for Language and Culture,
Konan University. Vol.12. pp. 1-21
Nakamura, Koji (2008). Incorporating Communicative Task-based
Instruction into a Student Teacher Training Program at a Japanese
University, The Journal of the Center for Teaching Profession, Konan
University. Vol. 2. pp.1-17. (In Print)
Nakamura, Koji (2007). English Education in Globalized Age- Contentbased Process Writing for Oral Presentation, Eihosha. Tokyo.
Nakamura, Koji (2006). The compatibility of British Identities with
European Citizenship: Qualitative and Quantitative Research.
Identity, Education and Citizenship-Multiple Interrelations. (Ed) by
Jonas Sprogoe & Thyge Winther-Jensen. Frankfurt: Peter Lang. pp.
65-90
Reference
Nakamura, Koji (2006). International Education for Peace in Higher
Education – Promoting Culture of Peace in Japan. The Journal of the
Institute for Language and Culture, 2006, Vol.10. pp. 1-27.
Nakamura. (2005) Creating a Learner-centered Communicative
Classroom for Student Teachers, The Journal of the Institute for
Language and Culture, Vol. 9. pp. 1-20
Nakamura, K. (2004). Fostering Global Literacy among Japanese
University Students through Global Citizenship Education. The
Journal of the Institute for Language and Culture, Konan University.
8, 1-29.
Nakamura, K. (2002). Developing Global Literacy through English as an
International Language (EIL) Education in Japan. International
Education Journal Vol.3, No.5, 2002. WCCES Commission 6 pp.6374.

Download Report