ある日本人教師とアメリカ人教師による授業の比較(ティーム・ティーチング)

概要

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Non-native language teachers, especially when the teacher's native language and the students' are the same, often fall into a dilemma concerning students' mother tongue (L1) and target language (L2) use in the classroom. They try to give ample exercises in L2 because they know giving input to students in L2 is desirable but they naturally use L1 in the class as a convenient and sometimes even useful tool to communicate with students. This is the situation of Japanese teachers of English in Japan. In this context, the following questions arose: How do Japanese teachers actually use L1 and L2 in language classrooms? And how do students feel about the usage of those languages? This paper investigates the use of L1 and L2 ethonographically. The result shows that if teachers and students want communication-centered classes, one way to realize this is to use abundant L2 for framework goals and social goals.
全国英語教育学会の論文