早稲田こども日本語研究会

ボランティアサークル「わにっ子クラブ」主催

わにっ子クラブホームーページ2003年1月に早稲田大学大学院日本語教育研究科と新宿区教育委員会の間で日本語教育ボランティアに関する協定が結ばれました。

この協定に基づいた教育委員会からのボランティア要請を受け,新宿区内の幼稚園,小学校,中学校に在籍する日本語指導や教科指導を必要とする園児・児童・生徒のために,同研究科から院生をボランティアとして派遣し,それぞれの子どもに応じて,「入り込み指導」「取り出し指導」「家庭学習指導」などの形で,日本語の学習支援,教科学習支援などを行っています。

公開研究会「早稲田こども日本語研究会」

早稲田こども日本語研究会は,川上研究室・わにっ子クラブが主催する「年少者日本語教育」を基本テーマとした研究会です。

研究会は年に2回,公開で行われます。また,発表者は早稲田大学出身者に限定されませんので,どなたでも参加できます。「年少者日本語教育」に関心のある方で発表希望者は,メールにてkawakami@waseda.jpまでお申し込みください。

最新情報
【参加者募集:7月11日】第25回
Content-integrated approaches to Languages teaching and learning: Is this a really ‘new’ direction in Australian languages education?

標記の研究会を以下の日程で行ないます。ぜひご参加ください。(参加費,無料)

講演:Content-integrated approaches to Languages teaching and learning: Is this a really ‘new’ direction in Australian languages education?
  • 講演者: Russell Cross 氏(メルボルン大学)

The current Victorian Languages Education Strategy has identified Content and Language Integrated Learning, or CLIL, as having significant potential for reshaping its Languages agenda (Cross 2013; DEECD 2014), building on CLIL’s impact on the teaching of languages since its initial development in Europe some twenty years ago (Coyle, 2008; Marsh, 2002). These Victorian developments have also begun to have further impact on provision in Australian states and sectors of the education system, and a re-thinking for how Languages might be approached differently through a focus on its integration with content drawn from other areas across the curriculum (Cross, 2015; lls.edu.au).

Yet the idea of combining languages and content seems hardly new in the field of languages education. Former (and many still current) labels for describing ways to teach language include content-based, topic-based, immersion, and thematic language teaching approaches, and of course many school-based TESOL educators have long focused on the idea of teaching ‘language across the curriculum’ (Cross, 2011a/b, 2012a; Lu & Cross, 2014; Turner & Cross, 2015).

This seminar will examine the core building blocks of CLIL to identify where similarities are evident with previous and existing approaches, while also highlighting how and in what ways CLIL is genuinely different. It then focuses on the implications of this for being able to advance language teaching further still, and how it might enable a rethinking of what constitutes new possibilities for ‘good teaching’.