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カナダのイマージョン教育の成功を支えた教授学的要因に関する研究
https://doi.org/10.24727/00027666
https://doi.org/10.24727/000276663b49e546-57a8-4fab-9c23-ef385740f7b0
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004517998.pdf (1.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2018-09-03 | |||||||||||
| タイトル | ||||||||||||
| タイトル | カナダのイマージョン教育の成功を支えた教授学的要因に関する研究 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | An Analysis of Pedagogical Factors Contributing to the Success of Canadian Immersion Education | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | カナダの教育 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | イマージョン教育 | |||||||||||
| キーワード | ||||||||||||
| 言語 | ja | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | 成功要因 | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Canadian education | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | immersion education | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | success factors | |||||||||||
| 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 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24727/00027666 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
伊東, 治己
× 伊東, 治己
× ITO, Harumi
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| 所属 | ||||||||||||
| 値 | 鳴門教育大学言語系(英語)教育講座 | |||||||||||
| 所属（英） | ||||||||||||
| 言語 | en | |||||||||||
| 値 | Naruto University of Education | |||||||||||
| 抄録（英） | ||||||||||||
| 内容記述タイプ | Other | |||||||||||
| 内容記述 | This paper tries to answer why Canadian French immersion education, in which Anglophone students study all or some of their school subjects in French, has been so successful in developing high-level French proficiency among Anglophone students without concomitant negative effects on the development of their first language proficiency and scholastic abilities. In order to achieve this goal, it is necessary to identify pedagogical, institutional and societal factors that have contributed to the success of immersion education, because immersion education itself is a multi-faceted educational enterprise. Among those three types of factorsfor success, this paper focuses on pedagogical factors, which are then divided into three subgroups; methodology factors, teacher factors, and learner factors. First of all, as methodology factors, this paper first identifies two subcategories; language learning factors and content learning factors. For the language learning factors, three sub-factors are identified; provision ofample and varied comprehensible input, integration of four language skills, and respect of learners' mother tongue. For the content learning factors, we specify two sub-factors; child-centred or learner-centred approach and integrated experiential approach. It is further postulated that the synthesis of language learning and content learning in immersion has also contributed substantially to the success of immersion education. Secondly, as teacher factors, two factors are identified; bilingual competence of immersion teachers and a sense of professionalism of immersion teachers. Finally, as learner factors, two factors are identified; homogeneity of learners and their high motivation for studying in immersion. This analysis is expected to help us to have a better understanding of why French immersion education has succeeded in Canada and how feasible it will be for us to start immersion education at Japanese schools. The paper concludes that this kind of improved understanding of Canadian immersion education should be essential and enlightening especially for those who are planning to transplant immersion education into their own schools as a way to update their practice of English language education. | |||||||||||
| 言語 | en | |||||||||||
| 書誌情報 |
ja : 鳴門教育大学研究紀要 en : Research bulletin of Naruto University of Education 巻 22, p. 138-160, 発行日 2007-03-05 |
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| 出版者 | ||||||||||||
| 出版者 | 鳴門教育大学 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者(別表記) | ||||||||||||
| 出版者 | Naruto University of Education | |||||||||||
| 言語 | en | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | EISSN | |||||||||||
| 収録物識別子 | 1880-7194 | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA12124651 | |||||||||||
| 著者版フラグ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 出版物サブタイトル | ||||||||||||
| 値 | 教育科学編 | |||||||||||
| 出版物サブタイトル(別表記) | ||||||||||||
| 値 | Educational Sciences | |||||||||||
| 本文の有無 | ||||||||||||
| 値 | 本文あり | |||||||||||
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Cite as
伊東, 治己, ITO, Harumi, 2007, カナダのイマージョン教育の成功を支えた教授学的要因に関する研究: 鳴門教育大学, 138–160 p.
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