４月２０日

***********

４月２７日（月）までに次のことをそれぞれやっておいてください。

**********
1時間目　 教育学部１年生

1 dyslexiaについて学んだことを英語でまとめておきましょう。また、調べたことや読んだことをまとめておきましょう。

What is dyslexia?

British Dyslexia Association

2 dyslexiaの特徴をチェックしておく（自分にあてはめて）

Dyslexia checklist
All ages
Are they bright in some ways with a 'block' in others?
Is there anyone else in the family with similar difficulties?
Do they have difficulty carrying out three instructions in sequence?
Were they late in learning to talk, or with speaking clearly?

Ages 7-11
Do they have particular difficulty with reading or spelling?
Do they put figures or letters the wrong way e.g. 15 for 51, 6 for 9, b for d, was for saw?
Do they read a word then fail to recognise it further down the page?
Do they spell a word several different ways without recognising the correct version?
Do they have a poor concentration span for reading and writing?
Do they have difficulty understanding time and tense?
Do they confuse left and right?
Do they answer questions orally but have difficulty writing the answer?
Are they unusually clumsy?
Do they have trouble with sounds in words, e.g. poor sense of rhyme?

Ages 12 - adult
Are they sometimes inaccurate in reading?
Is spelling poor?
Do they have difficulty taking notes or copying?
Do they have difficulty with planning and writing essays, letters or reports?

Some common problems

You may think that they are not listening, but….
they may have difficulty in remembering a list of instructions
they may have problems getting thoughts together coherently for stories, essay writing or report writing
they may have sequencing problems and may need to be taught strategies to cope/alternative ways of remembering.

You may think that they are lazy, but…
they may have difficulty in organising work and need specific teaching to help them
they may be able to answer the questions orally but can't write them down
they may have found that the less they write, the less trouble they get into for making mistakes

You may think that they are not concentrating, but…
they may have difficulty in copying accurately. This is often because they cannot remember chunks but need to look at each letter, write it, then look at the word again, find the place, and so on...

You may think that they are careless, but…
they may have very poor handwriting as they haven’t sufficient hand skills to control the pencil.

You may think that they are not checking work, but…
they may spell the same word several different ways if they don't have the visual memory to know what is right or the kinaesthetic memory for it to feel right as they are writing.

You may think that they don't look carefully, but…
they may have a visual memory deficiency and therefore experience difficulty when interpreting symbols.

You may think that they are being awkward / impossible on purpose, but…
they may be able to produce very good work one day and the next ‘trip up over every word’. ‘Off days’ are quite common and require extra encouragement and understanding.

Some common strengths
You may be surprised that:
they have a good visual eye
they may be able to arrange the furniture very effectively
they are very imaginative and skilful with their hands
they may be able to make the best models
they are practical
they may be able to work the computer before the others - even perhaps repair it.
They may be able to start the car when others have failed
they are mad on sport and may excel at individual sports
they have a fantastic imagination
they may be able to tell wonderful stories if their long-term memory is good.

General comments
The main problems are:
poor sequencing skills
poor auditory discrimination and memory
poor visual discrimination and memory
poor short term memory
poor self-confidence

Summary
There are many types of learning disability of which dyslexia is only one. In some cases of disability, diagnosis can be difficult. Only a full diagnostic assessment will determine if any child or adult is dyslexic - but there are pointers.


2時間目 　英語演習I

1 第１章の内容をまとめておきましょう。

The Common European Framework of Reference for Languages
PDF text

2 What is ‘plurilingualism’?

In recent years, the concept of plurilingualism has grown in importance in the Council of Europe’s approach to language learning. Plurilingualism differs from multilingualism, which is the knowledge of a number of languages, or the co-existence of different languages in a given society. Multilingualism may be attained by simply diversifying the languages on offer in a particular school or educational system, or by encouraging pupils to learn more than one foreign language, or reducing the dominant position of English in international communication. Beyond this, the plurilingual approach emphasises the fact that as an individual person’s experience of language in its cultural contexts expands, from the language of the home to that of society at large and then to the languages of other peoples (whether learnt at school or college, or by direct experience), he
or she does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact. In different situations, a person can call flexibly upon different parts of this competence to achieve effective communication with a particular interlocutor. For instance, partners may switch from one language or dialect to another, exploiting the ability of each to express themselves in one language and to understand the other; or a person may call upon the knowledge of a number of languages to make sense of a text, written or even spoken, in a previously ‘unknown’ language, recognising words from a common international store in a new guise. Those with some knowledge, even slight, may use it to help those with none to communicate by mediating between individuals with no common language. In the absence of a mediator, such individuals may nevertheless achieve some degree of communication by bringing the whole of their linguistic equipment into play, experimenting with alternative forms of expression in different languages or dialects, exploiting paralinguistics (mime, gesture, facial expression, etc.) and radically simplifying their use of language.

From this perspective, the aim of language education is profoundly modified. It is no longer seen as simply to achieve ‘mastery’ of one or two, or even three languages, each taken in isolation, with the ‘ideal native speaker’ as the ultimate model. Instead, the aim is to develop a linguistic repertory, in which all linguistic abilities have a place. This implies, of course, that the languages offered in educational institutions should be diversified and students given the opportunity to develop a plurilingual competence. Furthermore, once it is recognised that language learning is a lifelong task, the development of a young person’s motivation, skill and confidence in facing new language experience out of school comes to be of central importance. The responsibilities of educational authorities, qualifying examining bodies and teachers cannot simply be confined to the attainment of a given level of proficiency in a particular language at a particular moment in time, important though that undoubtedly is.

The full implications of such a paradigm shift have yet to be worked out and translated into action. The recent developments in the Council of Europe’s language programme have been designed to produce tools for use by all members of the language teaching profession in the promotion of plurilingualism. In particular, The European Language Portfolio (ELP) provides a format in which language learning and intercultural experiences of the most diverse kinds can be recorded and formally recognised. For this purpose, CEF not only provides a scaling of overall language proficiency in a given language, but also a breakdown of language use and language competences which will make it easier for practitioners to specify objectives and describe achievements of the most diverse kinds in accordance with the varying needs, characteristics and resources of learners.

3 授業では、これらをもとに、6 levels　について考えましょう。

CEFR日本語訳

3 英語教育学I

1 下記の学習指導要領（外国語）についてきちんと読んで理解するように努めましょう。現行からすべて新しく変わります。どこがどう変わるのかをきちんと理解しておく必要があります。ノートにまとめておいてください。

学習指導要領

小学校学習指導要領

小学校外国語活動

中学校学習指導要領

外国語

外国語

高等学校学習指導要領

２ 英語教育の目的とは？　テキスト９−１０ページの研究課題をもとに、自分のノートに学んだことをまとめておきましょう。

１）英語は国際語？
２）英語だけ学習すればよいか？
３）英語は実用か教養か？
４）国際理解教育？

この授業の学習のしかたは、最初の授業で述べた通り、autonomy です。これを忘れないでください。