〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓 2009.11. 13.No9 （毎週金曜日発行）〓〓〓〓〓〓〓〓〓〓〓〓
株式会社 セイガンスピーク メールマガジン
Sagan Speak Co.,
Ltd English Educational Newsletter
〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓
このメールは、これまでの弊社とお名刺を交換させて戴いた学校関係者様にお送りしています。
〓〓〓〓〓〓〓〓〓〓〓〓〓〓 今 週 の Ｉ Ｎ Ｄ Ｅ Ｘ 〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓〓
１．気になる最近のニュース
２．英語教育の現場と外国人講師について(その４)
３．弊社所属の外国人派遣講師による日本の英語教育への提言(その２)
４．スティーブン自叙伝(第８話“You cannot jugde a book by its cover.”)
５．編集後記
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〓 １．気になる最近のニュース 〓
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●大宮中央高で答案３２人分紛失 ／埼玉
http://mainichi.jp/area/saitama/news/20091111ddlk11040276000c.html
●新型インフル 授業時間やりくり確保
http://mytown.asahi.com/tokyo/news.php?k_id=13000000911120001
●私立高の無償化、年収５００万円以下
http://www.yomiuri.co.jp/kyoiku/news/20091112-OYT8T00240.htm
●１１年度入試から都立高の推薦枠が大幅減
http://www.yomiuri.co.jp/kyoiku/news/20091108-OYT8T00336.htm
●＜新聞から学びました＞情報のシャワー 取捨選択を 明治大付属明治高３年 川添 太嗣
http://www.tokyo-np.co.jp/article/living/word/CK2009111002000143.html
●高校進学の奨学金制度 経済的理由で困難な生徒に
http://www.tokyo-np.co.jp/article/gunma/20091113/CK2009111302000114.html
●英語教育特区：寝屋川の全小中学校、公開授業・研究発表会 全国から視察に
http://mainichi.jp/area/osaka/news/20091112ddlk27100344000c.html
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〓 ２．英語教育の現場と外国人講師について(その４)〓
━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━
■弊社はこれまで、外国人英語講師の派遣業を通して、英語教育現場における外国人講師に
関する諸問題を目にしてきました。その中でも「ありがちな」事例とその対処法について解説
しております。先週までネイティブ講師による「レッスンプランの作成」について述べてきま
した。そこで、今回は、通常の５０分授業における実例を取り上げてご紹介します。
例えば、ある私学中高一貫校の中学校クラスでは、ホームルームクラスを分割して、日本
人教師と外国人講師がTTで行っております。但し、ここでは、教室の中は、完全なsolo teach
で、初めの２５分間は日本人教師が行い、その後、２５分は外国人講師が担当します。生徒は
そのままで，教師だけが移動します。初めの２５分間で、日本人講師が教えた後に、外国人講
師は、文法事項などの内容を会話練習や発音またはリスニング等で繰り返し使えるようにし、
生徒へ指導してゆきます。この方法を実際に行うためには、クラス配置と教室や外国人講師を
含めた人事配置などが関係してきます。（現実には、クリアしなければならないことがありま
すが・・・・。）
上記の方法は、二つのことを教えてくれます。一つは時間の使い方です。通常のティーム
ティーチング（５０分クラスに日本人教師と外国人講師が同時に教える場合）に比べて、より
効率の良い時間の使い方が可能となります。というのも、通常のティームティーチングでは、
必ずレッスン毎の打ち合わせが発生します。もっとも、日本人教師が、教室で生徒の態度を監
視しているだけの役割であれば不要ですが。現況の学校教師が置かれている状況を考えれば、
かなり時間を割かれることは避けられません。仮に、学校に常駐している外国人講師ならば、
まだ時間が取れますが、パートタイム勤務の外国人講師となると打ち合わせの機会自体が非常
に取りづらく、学校としては、結局のところ理想的なティームティーチングを準備するところ
まで至らない事が多いのではないでしょうか。
既に実践している先生方にはおわかりいただけると思いますが、５０分授業の分割による
２５分授業では、数分間の使い方が、クラス指導にリズムを持たせることができるかの大きな
ポイントになっております。たとえ授業時間が短いからといって、端折って進行スピードをあ
げて教えるのではなく、生徒が理解をできるようにじっくりと取り組むことが肝要です。生徒
の集中度合いも５０分と２５分では全く違います。もしも、生徒が興味・関心を引く教材やテ
ーマさえ準備しておけば、必ず生徒はついてくるものです。
しかし、こうしたスタイルで授業をするためには、年間・学期・週間ごとのシラバスができ
ていないと成立しませんし、レッスンスケジュールを完璧に作成する必要があります。その上
で、授業進度の調整を必要に応じてすることになります。
私の知っている限り、日本の事情を熟知している外国人講師は、この場合、かなりの時間を
かけてレッスンプランを作成しているようです。
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〓３．弊社所属の外国人派遣講師による日本の英語教育への提言(その２) 〓
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前回に引きづき、弊社の派遣講師Sean Green(ショーン・グリーン) とAngela Stark
(アンジェラ・ストーク)の両名による、彼らの経験を通した日本の英語教育への提言です。
■ショーン・グリーンは米国人であり、長年、日本に住み、常に日本語の勉強をしています。
(逆の意味で、英語学習者である日本人の学生の立場と似ています。)
彼の場合、机上で学習していた「ある日本語の言葉」が、日本での生活の中で実際に使われ
ていることを体験・実践することで、「なるほど！」と納得し、その言葉を自分のものとし
て理解していくそうで、そうやって日本語をモノにしてきたそうです。そんな彼にとって、
「単に学習したこと」と「本当に理解したこと」とは、全く別の概念であり、英語教師はこの
２つの概念をリンクさせる「架け橋」になるべきであるとの主張をしています。
“Studying versus Understanding”
I try to study Japanese, but the language is still mainly a confusing maze of kanji
to me. There are a lot of times when my answer to a question in Japanese is,
“Huh?” (Come to think of it, that happens a lot when I’m speaking English,
as well, but that’s another story.)
Yet every so often, there is a moment when a word or sentence structure or a
kanji I’ve studied is suddenly used in a real life situation, at the post office
or the supermarket. Suddenly, this abstract idea is associated with a real
situation. In my mind, I think, “Oh! So that’s how it works!” After the
“aha” moment, I know I probably won’t forget the word, and in a way, will
feel like I own it.
One of the things I enjoy most about teaching is when students really “get”
something in the same way. Teachers, especially native teachers, can play a
very important role in creating the right environment for students to have
these moments themselves. To do this, however, we need to create a bridge
between studying English as a subject, on one side, and understanding English
as a living, breathing language they can feel, hear, speak, use and enjoy,
on the other side.
It is not easy, but if we can build this bridge and help our students
“get” English, they’ll study it, they’ll use it, and finally, if we’ve
done our job right, they will understand it. And we can be there, on the
other side, to celebrate that “aha” moment with them.
■アンジェラ・ストークも同じく米国人であり、派遣英語講師としての職務の他に、
弊社にて、英語教材・テキスト等の作成も担当しております。例えば、和製英語が原因
となっている誤った英単語、最近多くなってきたパソコン等でのローマ字入力が原因の
スペル間違い、彼女がテキスト作成の際に参考しているものは、教室という現場を通じ
て実際に体験してきたものであり、さらにその作成作業自体が彼女のティーチングに良
い影響をあたえているようです。
“Textbook and classroom integration”
When asked what they did the previous weekend, my students have occasionally
responded, “I went to Disneyland and rode the jet coaster.”
Jet
coaster is wasei-eigo (literally "English made in Japan”) for the
English term roller coaster, and it is one of the
many learner errors I come
across in the classroom. It also serves well as a metaphor for
teaching –
a roller coaster of ups and downs, sometimes stressful, but always exciting.
As I ride this crazy roller coaster, classroom experiences such as the
above
build a foundation
of knowledge about students’ strengths and weaknesses that
I bring to the
office every Friday and use as a backdrop for creating textbooks.
For instance, I have noticed that many
of my first year junior high students
render romaji
non-phonetically – such
as writing “Tiaki” for “Chiaki,” or
“susi” instead of “sushi.” I am now
working on a writing book lesson that
addresses this
mistake while hopefully augmenting students’ overall
understanding of English sounds.
My aim is
to produce educational materials that not only correct common
mistakes, but also
facilitate interactive and successful lesson plans and
encourage students
to use English for expressing themselves.
I am fortunate
to be involved in
education from more than one angle; not only does my
experience as a teacher
contribute to the production of textbook materials,
but my work in the
office also broadens my perspective in a way that
positively impacts my teaching.
This roller coaster ride just keeps getting better.
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〓 ４．スティーブン自叙伝(第８話“You can not
jugde a book by its cover.”) 〓
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■本メルマガに連載形式にて好評掲載中の弊社 スティーブン・オーストウィック
の前半生です。第８話である今回のタイトルは、“You can not jugde a book by its cover.”
です。
“You cannot judge a book by its cover.” and “Beauty is only skin deep.”
are a couple of very popular sayings that often get used by people, not just by
English speaking people, but by people all over the world, the way to say them
may differ a bit, but they all boil down into meaning the same thing. Anyway,
my first introduction to fully understanding the meaning of these sayings
happened when I was about 7 years old.
I was in first grade of primary school and Christmas day was about 3 weeks away.
My first school Christmas party was quickly approaching and my teacher had just
finished showing my classmates and I pictures from previous Christmas parties; kids
wearing party hats, kids playing games and kids receiving prizes for winning party
games, all the usual stuff, including tables laden with good looking party food.
All that stood out in my mind from the pictures was the food on the tables and
how good it looked, this is when I started to worry. The teacher told my
classmates and I that our parents were responsible for providing the food and
duly gave us an information paper to take home to give to our parents to read so
they could prepare accordingly. I started to worry, not because my mum was a bad
cook or bad at making cakes, quite the contrary, but because my mum only made
plain things, and the food I saw in the pictures all looked beautiful – at 7 years
old I was very impressionable and very sensitive, I managed to lose the
impressionable side a long time ago, but the sensitive side still remains, which
in my case, is one of my positive attributes, or so my wife tells me.
Anyhow, I can remember going home from school on that day and all the way home
worrying about taking my mum’s cakes and buns to school for the party. So much so
that I even contemplated feigning sickness on the day just so I did not have to go to
the party. When I got home I gave my mum the Christmas party information paper and
she asked me what type of food I wanted her to make. I can remember not saying very
much, I tried to avoid the question, I think I said something like “ Anything is okay,
it does not really matter” – I was still busy in my mind thinking how to get out of
not presenting my mum’s food at the party – sounds terrible I know, but it is all true.
My mum asked if I wanted to take some buns with icing on and a big Victoria sponge with
some jam in the middle and icing sugar dusted over the top. I then asked my mum if she
could make something more attractive than what she had just offered to make, to which
she replied, “It is not what something looks like, it is what it tastes like!”.
This is very true most of the time, but I had pictures of attractive looking cakes
going through my mind and images of my classmates taking such good looking items of
food with my mum’s plain looking cakes and buns next to them and this made my feeling
worse. In the end I asked my mum if she could buy some cakes from a shop which upset
my mum a lot and she told me to make my own cakes and buns if hers were not good
enough. When my father got home from work my mum told him about my attitude and the
conversation we had had about the school Christmas party.
As always my father would sit me down and ask me what the problem was and then use
some story from his childhood to try to put things into a perspective that could easily
be understood by a 7 year old boy – my father was great at doing that. On this occasion
my father repeated what my mum had said about not judging the taste of something by
the way it looks. My father then asked me if I liked my mum’s cooking and baking to
which I replied “Of course I do”. He then asked me if I would like them better if
my mum started to make them with a food mixer and not by hand, and also put fancy
decorations on them, to which I replied “No, I like them the way they are”. He
then said that if I liked them that way then my friends would also like them, so
don’t worry, just take your mum’s cakes and buns to the school party and be proud
that your mum has made them herself. He also told me that most families bought cakes
and sweets things from shops because it was to much trouble for most mothers to cook
and bake at home. My mum was different, she liked baking and strangely enough according
to my father, she had a reputation amongst family members for making excellent sponges.
My father reassured me that once I put my mum’s Christmas party food offerings on
the table they would quickly be eaten up – I felt a bit better, I always did after
talking with my father, but I was still skeptical and also still very worried and
nervous about the party. My father suggested that I help my mum make the buns and
cakes on the night before the party and I told him I was intersted and I would ask
mum if it was okay. I did ask my mum if I could help her bake and she gave me a
cuddle and said “Of course you can love”. I then apologized about what I had
said about asking her to buy cakes and buns from a shop, she gave me another
cuddle and said “Don’t worry, everything will turn out okay, just wait and see.
As it turned out I did help my mum make the buns and cakes and surprisingly my mum
made something a little fancier for a change, still the same plain homemade taste,
but this time she made butterfly buns. Butterfly buns are basically plain buns
with the tops sliced off, the middles filled with a mocha cream and then the slices
from the top of the buns cut in half to resemble wings and then arranged on the
top of the buns to look like a butterfly. I can clearly remember creaming the
fats and cutting the tops to make the butterfly wings and then fitting the wings
on top of the buns. I have to say I was beginning to feel a bit more confident
about going to the party now, at least the thought of feigning sickness was now
out of my mind, and I had learned how to make buns and a cake in the process.
The day of the party came. My mum had packed all the buns and the cake into a
box and after getting a kiss and a cuddle goodbye off her I was ready to start
off for school, “Enjoy the party” my mum shouted as I rode off on my bicycle.
As soon as I got to school the feeling of worry came back over me because I
saw some of my classmates carrying beautiful looking food boxes and of course
my cake and buns were just in an ordinary food box. The first thing in the
morning we all had to take our party food to the main school cafeteria, so some
of the teachers could put it out on the tables ready for the party which was
scheduled to start from 13:30. When I look back now it all seems rather silly,
but I could not relax at all and several times during the morning lessons I
can remember the teacher scolding me for not paying attention in class – all
I could think about during the morning lessons was my mum’s cakes and buns
and the feeling of shame and embarrassment I would feel if my classmates
ignored them and left them on the plate because they did not look good enough
to eat.
Finally it was party time. My classmates and I made our way to the cafeteria
and sat down according to the teacher’s instructions. There were about 10
tables in all and about 70 kids waiting to get stuck into the food. All the
food was covered up, it suddenly occurred to me that there was always a
possibility that my mums cakes and buns were not on our table, but on another
table, after all there were 10 tables and my mum had only made 24 buns and 1 cake.
The teacher came over to our table and uncovered the food and low and
behold there were 8 of my mums buns on one of the plates, but no cake, I noticed
the cake was on another table. To my surprise my mum’s buns looked good,
they looked better than I had imagined, I felt proud and what my father had
told me was now coming true, my mum’s buns were being eaten, everyone around
the table was making a bee line for my mum’s buns and they were actually
the first to be eaten. I glanced over to the table with my mum’s cake on
it and I saw a teacher eating a piece of it with a very satisfied look on
her face, the next time I looked over the cake had all been eaten.
When I got home from school after the party my mum asked me if I had enjoyed
myself, and also if her buns and cake had been eaten, to which I replied a
resounding “Yes” to both questions. To which my mum then replied,
“We told you so”. From then on I was able to better understand that what
we imagine is very often different from reality. We can never just judge
something by the way it looks or in this case the way it looks and tastes,
we have to dig deep to find out what is underneath or inside it, that way
we can better understand things and we can be objective and judge things
in a more balanced way. I have a similar story to tell about my wife, my
daughter and a certain bento box, but I will leave that for another time.
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〓 ５．編集後記 〓
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■ 先日のテレビで、言語教育を低年齢から始めるべく、ある幼稚園による漢字教育プログラ
ムを見ました。なんでも象形文字を使って、漢字の成り立ちを教えていくもので、視覚的な
興味もあって園児たちには好評のようでした。そこで、アルファベット文字でも同じことが
可能か考えみると、そもそもアルファベットという文字自体には特別な意味を有せず、いわ
ゆる「表音的な文字」であるため、どうやらこれは無理なようですね・・・。その意味で、
もしも、日本の幼稚園でのアルファベット文字の教育をする場合は、発音の方が重要である
かもしれません。
かつて、私が中学生の英語教員をしていた時、小学生の時から英語を習っていたという生
徒がいまして、その割には、発音が不正確で癖があり、彼にちょっとしたプライドもあって
その指導に苦労させられました。そんなことを思い出していると、新学習指導要綱の下、
小学校からスタートする英語授業に対する中学校の現場の困惑やトラブルにちょっとした
不安を感じております。英語の授業に自信がある小学校の教員がどれだけいるか存じません
が、文法はともかく、せめて発音だけでもキチンとした成果を上げてほしいものです。
■外国人教師派遣には“２つの契約形式”があることはご存じのことと思います。つまり、
「人材派遣の契約」と「業務委託の契約」です。これらの違いは極めて単純で、派遣の
内容がもしも単なる外国人英語教師という人材だけの依頼であれば「派遣契約」、もし
も人材を含んだ業務の委託であれば「委託契約」になります。後者の委託契約の場合は、
学校が業者に人材を含めて業務の実施を委託するものですから、業務実施の運営は、学
校と連携し業者がサポートする形で行ないます。ちなみに、弊社は、派遣契約はもちろ
んのこと、弊社独自の事業経験による英語教育プログラムというノウハウを提供するこ
とでの委託契約も可能です。来たる１２月７日(月)と１４日(月)の午前に、弊社英語教
育システム「リンクインシステム」を導入している世田谷区の日本学園中学校高等学校で、
リンクインシステム英語授業を実際に見学できます。この機会を是非、お見逃しなく。
■理想を実現するものは何か。絶えざる挑戦と負けない心を持つこと、そうありたい
と願います。
■「リンクインシステムとは、一体何なのか？」という質問をこれまで多くの英語教師
様から頂いております。それに対してこのようにお答えしております。
「従来の英語授業では、ネイティブの英語授業は日本人教師の授業の補足的又は番外
編的に挟み込まれておりましたが、これら双方の授業を統合・一体化する手法がリンク
インシステムなります。具体的には、まず日本人英語教師が文法などを日本語で教え、
続いてネイティブ講師が英語だけを使って復習し、掘り下げていくというスタイルに
なります。」すると、ある先生から、「最初に日本人教師が下地を作るので、生徒にと
っても全編英語の授業であっても、理解が容易で負担が軽くなる訳ですね。」
との一言・・・・。システムの理念のご理解だけででも、弊社にとって何よりも有難い
ことです。
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