論文作成テンプレート 1

Introuction Of Global Education to English Teaching By Mitsumasa Matsumoto

(- Brief edition -)

Preface

Dear Teacher,

I am a survivor of a concentration camp. My eyes saw what no man should witness:

Gas Chambers built by learned engineers.

Children poisoned by educated physicians.

Infants killed by trained nurses.

Women and babies shot and burned by high school and college graduates.

So I am suspicious of education.

My request is:

Help your students become human. Your efforts must never produce learned monsters,

Skilled psychopaths, educated Eichmanns.

Reading, writing, arithmetic are important only if they serve to make our children more human.

Whatever subject we teachers may teach to students, the backbone of the subject should be “GlobalHumane Eeducation”, I insist.

I hope toward the 21^st century ‘Comprehensive school hoursGeneral united subject’ will be prevailed where “Global Eeducation” should be taught.

This thesis aims at the introduction of “Global Eeducation” to English, and telling the easiest way to do that. In other words I want to change “English as subject” into “English for life”.

The essence of this thesis

Basic concept of the introduction of “Global Education”

This ‘Web model’ thinking is indispensable for ‘English for life’.

Today the shrinking world has been promoted, then everything has been correlated with each other. English is not the exception, it must be correlated between subjects. Moreover different English abilities are also correlated. It’s summarized in figure 1-“Web model”.

“The transformation of the world from a collection to a system of lands and peoples can be represented symbolically as a transformation from a ‘billiard ball’ to a ‘web’ global model. On the billiard table, only the outer surface of the balls (states) are in contact. There is surface interaction, even occasional collision, but the structure / relationships within each ball (state) are not significantly affected. In the modern world, the ‘billiard ball’ model has given way to a far more complex and tangled web of global relationships so that states are closely interwoven.”

(Graham Pike & David Selby, 1988 : p.5)

“Today issues are so interconnected that two states may be allies in one issue area and antagonists in another, trading concessions in the latter for continued support in the former. Today situations are so complex that bureaucrats in several countries may form a coalition to oppose convergence among their respective chiefs of state.”

(James Rosenau, 1983 : p.30)

Thus our world toward the 21^st century is so interconnected, complex and tangled that we have to change our way of thinking into a ‘systemic’, ‘holistic’ and correlated one like the ‘web’ global model.

Talking of English competence, all competence is correlated with each other. Even if a ‘Critical period’ actually exists, what we English teachers aim, should be unchanged; we should aim at ‘total English competence’ eventually.

Global Education is divided into “four dimensions” and “five concepts”(Chapter 6) in terms of the way of thinking, four dimensions; special dimension, issues dimension, temporal dimension, and inner dimension. (See figure 2.)

Special dimension

Today the world has systematically been interconnected, ’interdependent’ and ‘holistic’. This concept is just a ‘Web model’ . And it’s the core of Global Education.

Issues dimension

It is the “Areas of Global Education”, such as, ‘Development Education’, ‘Environmental Education’, ‘Human Rights Education’, ‘Peace Education’, ‘Health Eeducation’, ‘Education for Race and Gender Equity’, and ‘Intercultural education’. Those kinds of Issues have to be presented by the authentic materials or media. I think the textbook topics should also have such kinds of Issues.

Temporal dimension

Now most of the aims of education areis focused on ‘present matter’ or ‘past matter’. But toward the 21^st century we have to think much of the ‘future’. It means a ‘preferred’ , ‘Possible’ and ‘Probable’ one. The more chaotic the world will be the more we have to create or think about our future, I am sure.

Inner dimension

This dimension is the most important concept for the students to learn ‘globalization’. Because today at school we teachers give them only a knowledge based cross culture lesson. Of course it lacks their ‘action’ and ‘experience’. (See chapter 5)

And this dimension leads to students’ ‘Perspective consciousness’ (Hanvey, R.G., 1982). Hanvey said in the book that ‘awareness of differences’ of global perspective is the most important, and that it’s very hard for us to learn in the school curriculum. It’s true global perspective cannot be learned at school perfectly, but if we don’t students’ way of thinking will never been changed, and their ‘globalization’ will never occur.

　

Topic centered teaching method as ‘English for life’

A ‘tTopic centered teaching method’ is composed of two categories; English needs and Task.

English needs lead to ‘English for life’ and refers to students’ motivation for English learning, the textbook topics, and Global Education.

And ‘Task’ is almost equal to ‘Action’ in Global Education, it refers to the classroom learning styles.

Classroom learning style: ( See chapter 5,6 )

CLIMATE --- ENQUIRY--- PRINCIPLES--- ACTION

Long (1985:89) defined ‘task’ as “ the hundred and one things people do in everyday life, at work, at play, and in between”.

Task itself is very complicated, but generally it is defined into two categories; ‘real-world task’ and ‘pedagogical task’. The ‘real world task’ requires ‘product’ as ‘target task’, but the latter one doesn’t. And ‘real world task’ can make learners more active and motivated.

( Nishimura, 1994: pp.11-13 )

I’ve fully recognized ‘Global Education’ has to be introduced as not only a subject but other subjects or even the school curriculum, community level’s education. And I’ve also recognized it results from ‘Life Skill Education’ for developing countries. Selby( 1997 ) said recently the situation has been changing into ‘Life Skill Education’ for developed countries.

‘Life Skill Education’ itself has to be taught as community level’s education.

But when I introduce Global Education to English, I mean only ‘real world task’. When the learners can concentrate on ‘real world task’, English will function as a ‘communicative tool’. Furthermore when ‘real world task’ is related to ‘Areas of Global Education’ we can expect learners to produce and create the bright future. The productions through ‘real world task’ have to be significant in terms of Global Education, and they will work and continue into the next stage significant action.

To do so we need systemic topics which are introduced to learners as English lesson.

Topic centered teaching method is summarized in figure3.

English needs analysis toward the 21^st century

First of all, we need to know the changing needs which result from learners and other factors with the times. I wonder if today’s EFL situation in Japan really has English needs for functional, practical use for the learners.

W.Rivers( 1968 ) said “The English for specific purpose movement likewise begins not from a structural theory of language but from a functional account of learner needs (Robinson 1980)

Strevens attributes the recent expansion of LSP(Language specific purpose)courses to the "global trend towards ‘learner-centered education’" , with its emphasis on learners needs and interest. It may also be seen as a product of the rapid technological and societal changes and the increased mobility of populations which are features of our age....... EST(English for science and technology) has come to the fore because English is considered the major international language in these areas......nearly two-thirds of engineering literature appeared in English .With the development of LOP(Language for occupational purposes),teachers have gone beyond the traditional reading approach of LST/EST........ EEP(English for educational purposes),for which Robinson proposes EAP(English for Academic purposes),prepares students to study other subjects in English as an Auxiliary Language(EAL), or to undertake specialized courses in English-speaking universities. EAP goes beyond language study to training in study skills: listening to lectures and taking notes on these and on reading in the field ;writing reports and papers; answering questions on specialized material orally............. EOP applies less to the requirements of highly educated professionals and more to the everyday needs of working people. This area, as LOP, is important for languages other than English, since our epoch is witnessing a substantial migration of workers from less industrialized countries to areas of high production. These workers need to communicate in work situations with foremen and fellow workers................the need for LSP in second language and bilingual situations, even at the ELL stage, needs to be stressed, Children must be prepared, not only for everyday communication in the language, but also for integration into an ongoing school program in that language. This means acquaintance with the concepts and terminology their future classmates will have acquired in their earlier classes, as well as facility in performing arithmetic operations in the second language, and familiarity with mathematical formulas, and grammatical categories.,...........