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Organizing an online study group for Japanese language teachers in the world: From the perspectives of the organizer

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SEO, Masaki (Hong Kong Polytechnic University)

SEO, Masaki (Hong Kong Polytechnic University)

http://citers2012.cite.hku.hk/en/paper_538.htm

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Organizing an online study group for Japanese language teachers in the world: From the perspectives of the organizer Organizing an online study group for Japanese language teachers in the world: From the perspectives of the organizer Presentation Transcript

  • ORGANIZING AN ONLINE STUDY GROUP FOR JAPANESE LANGUAGE TEACHERS IN THE WORLD: FROM THE PERSPECTIVES OF THE ORGANIZERMasaki Seo (maseo@inet.polyu.edu.hk)Hong Kong Polytechnic University June 15, 2012 CITE Research Symposium 2012
  • Japanese Language Education around the World•133 countries/area•49,803 teachers • 35,781 non-native Japanese teachers (71.8%) • 14,022 native Japanese teachers (28.2%)•3,651,232 learners (Japan Foundations, 2011)Various types of Japanese language education areavailable. ⇒ standardized education system cannot accommodate 2
  • Japanese Language Educationaround the World Individual Factors  Leaners’ Needs  Learners’ Mother language  Leaners’ Age Social Factors  Local Educational Policy  Distance from Japan  Availability of Resources Shape of Japanese Language Education differs based on these 3
  • 平畑( 2008 )Hirahata Japanese native speakers who work in abroad need to have  Teaching skill  Technical knowledge  Understandingof significance and direction of Japanese language education at the local Skill & Knowledge + α 4
  • But, REALITY is… Teachers are looking for specific “techniques” of teaching certain items. “Powerful” teachers in the local or from Japan “tell” the techniques of teaching 5
  • Paradigm Shift in Teachers’ Education 自己研修型教師 Self-Directed Teachers ( 岡崎・岡崎 , 1997; 横溝 , 2002) Okazaki & Okazaki Yokomizo 6
  • 自己研修型教師 (Self-Directed Teachers)is… Teachers who can reflect critically on their teaching philosophy and practice and adapt teaching materials and practices to suit the needs of their own students. In order to become self-directed teachers,  Teachers need to select their own professional development that matches their needs (Hayashi, 2006)  Teachers need to have colleagues with whom they can share ideas and practices 7
  • But, REALITY is… Teachers who work in the areas where Japanese is less commonly taught have few opportunities for the professional development, network building, and information exchange. Lack of Network ⇒ Lack of Discussion on the significance and direction of Japanese language education at the local 8
  • In order to overcome this situation We started to organize an online study group for Japanese language teachers in the world where teachers discuss their concerns and give advice. Using online technologies, teachers from Canada, Egypt, France, Korea, Hong Kong, Malaysia, Poland, and the United States were connected. 9
  • This study… Investigates a self-narrative of a teacher who organizes an online study group for Japanese language teachers in the world with the ethnographic approach in a scope. 10
  • E-mail Exchange regularly Sharing Students’ work, lesson plans, projects, etc. Comments on activities of the group A participant from Canada mentioned…  Allthe members could actively comment on each activity and be part of the members of planning and organizing the activities. This surely made us feel the ownership toward the activities and we could build “teachers’ autonomy.” 11
  • Lecture Series Held Every TwoMonth in Hong Kong Broadcasted through internet since summer 2011 12
  • Lecture Series Held Every TwoMonth in Hong Kong Google + 13
  • Lecture Series Held Every TwoMonth in Hong Kong USTREAM 14
  • Lecture Series Held Every Two Month in Hong Kong Date Topic Location of the Facilitator2011/10/16 How to teach Hong Kong hiragana/katakana2011/11/27 How to teach honorific Hong Kong form2012/2/19 Connecting to the Social U.S.A2012/4/29 Networking students and Canada teachers2012/6/24 Practitioner Research Japan 15
  • Lecture Series Held Every TwoMonth in Hong Kong Survey from Participants  It is a great idea using IT technology for connecting Japanese practitioners in the world (online participant)  I truly appreciate for the broadcasting the lecture since I cannot go to the site (online participant) Positive Comments on broadcasting the lectures 16
  • Lecture Series Held Every TwoMonth in Hong Kong Survey from Participants  It is great to know about the world. When I think about Hong Kong, it is from very narrow perspective. But, by looking around the world, I can see the Japanese language education from the global perspective (on-site participant) Gaining global perspectives 17
  • Lecture Series Held Every TwoMonth in Hong Kong Survey from Participants I was thinking the Japanese language education should be the same around the world, but by listening to voices from other locations, I discovered many different things (online participant)  By talking to other people, I have to think critically why I chose the way I have been teaching Gaining critical thinking ability 18
  • Web Round-table talk To overcome time-differences To maximize the discussion around the world 19
  • Lecture Series Held Every TwoMonth in Hong Kong Survey from Participants  Itwas great to reflectively share our teaching philosophy in the world.  Other teachers in the local could gather together and discuss for this purpose Network Building 20
  • Difficulties Some teachers have difficulties of IT skills Gap between online participants and local participants  Local participants ⇒ looking for more “techniques” for teaching  Participants in the world ⇒ looking for more philosophical issues Online Participants 2.Closed Discussion 21 3.Variation of local contexts
  • Conclusion By using internet, we could provide space for dialogues among teachers in the world. With the spread of this activity, many teachers started to participate. We would provide more active participation and discussion among teachers in the world. 22
  • References岡崎敏雄・岡崎眸( 1997 )『日本語教育の実習-理論と実践』アルク林さと子 (2006) 「教師研修モデルの変遷-自己研修型教師像を探る-」春原憲一郎・横溝紳一郎編著『日本語教師の成長と自己研修-新たな教師研修とストラテジーの可能性をめざして』凡人社 pp.10-25国際交流基金 (2011) 『海外の日本語教育の現状 日本語教育機関調査・2009 年 概要』 <http://www.jpf.go.jp/j/japanese/survey/result/index.html>   (2012 年 6月9日)平畑奈美( 2008 )「アジアにおける母語話者日本語教師の新たな役割-母語話者性と日本人性の視点から」『世界の日本語教育』 18 号 , 1-19春原憲一郎・横溝紳一郎編著 (2006) 『日本語教師の成長と自己研修-新たな教師研修とストラテジーの可能性をめざして』凡人社横溝紳一郎 (2006) 「教師の成長を支援するということ-自己教育力とアクション・リサーチ」春原憲一郎・横溝紳一郎編著『日本語教師の成長と自己研修-新たな教師研修とストラテジーの可能性をめざして』凡人社pp.10-25 23