Tutorials, Panel Discussion and Round Table Panels

You can enroll for the tutorials here

Tutorial 1

[1st session] – August 9, 2015  13:00-14:30

Training for speaking Japanese

Lecturer: Chieko Nakagawa ( Waseda univerisity, Japão)

nakagawa

聞き手にとって聞きやすく分かりやすく、話し手にとって言いやすい話し方についてトレーニング方法を考えたいと思います。話すときは、発音だけでなく、声や態度が大事なポイントとなります。 ま ず、発音学習では、学習者も教師も続けることが重要です。これは、発音学習だけでなく全ての学びに共通することではないでしょうか。学習者自身が自分の発 音に気付くこと、そして意識し続けることが大切です。「できること」を続けること、学習者自身が自律的に学習を進められるようにすることがポイントです。 また、教師が難しいと感じていては、なかなか発音指導に取り組むことができません。そこで、学習者にとっても「できること(学習可能)」教師にとっても 「できること(指導可能)」である必要があります。また「運用できること」が肝心です。こうした点を考慮した、入門・初級レベルからできる学習・指導方法 の1つを紹介します。この学習・指導法では、意味的な句切りと日本語の特徴である「へ」の字型イントネーションに焦点を置きます。具体的な指導例と、オン ライン日本語アクセント辞書(OJAD)内の活用例を挙げて紹介し、実際に練習します。また、参加者のみなさんの学習者に合った指導・学習方法を、いっ しょに考えたいと思います。

Breve currículo Doutora em 2011 pela Universidade Ochanomizu, docente em tempo parcial na Faculdade de Humanidades da Universidade de Waseda, na Universidade Gakushuin e na Universidade Daitoubunka, lecionando disciplinas como Língua Japonesa, Fonética da Língua Japonesa e  Treinamento Prático. Realiza atividades de orientação e treinamento sobre as formas de aprendizagem de entonação, considerando as possibilidades do aprendiz, do professor e de sua aplicabilidade no cotidiano.

[2nd session] – August 9, 2015   14:45-18:00

OJAD  Online Japanese Accent Dictionary

Palestrante: Nobuaki Minematsu (University of Tokyo, Japan)

gzy

「日 本語らしく自然に聞こえる発音を身に付けたい」と考える学習者は多いですが,音声・韻律教育が十分に行われてきたとは言えない状況にあります。教師からは 「イントネーションの効果的な指導方法がわからない」「アクセントは文脈で変わるし,共通語アクセントを教える自信がない」という声を聞きます。このよう な現状を鑑み,アクセント・イントネーション教育を支援する web インフラである,オンラインアクセント辞書(OJAD)を開発しました。 活用後の用言や名詞のアクセントが簡単に調べられる「単語検索」や,タイプした任意の文に対してアクセント,イントネーションを可視化し,その通りに読み上げてくれる「スズキクン」など,4つの機能を提供しています。本チュートリアルでは, 1)日本語のアクセント・イントネーションに関する基礎知識を整理した上で, 2)OJADの4機能を紹介し,演習形式で実際に体験していただきます。更には, 3)OJADを使った具体的な授業,特にスピーチ指導の方法を提案します。 簡単な紹介ビデオもございます。なお,本チュートリアルでは実際にOJADを使いますので,Laptop PC あるいは,Tablet PC を持参されることを強く勧めます。

Breve currículo Doutor em 1995 pela Escola de Engenharia da Universidade de Tóquio. Professor associado em 2000 e professor titular em 2012 na mesma instituição. Engajamento em pesquisas relacionadas à comunicação e voz em uma ampla perspectiva que contempla a ciência e a engenharia. Possui experiência prática e conhecimento em especial no que se refere à tecnologia de voz aplicada ao ensino de língua estrangeira.


Tutorial 2

August 11, 2015   9:00-10:50

Assessing Extensive Reading in Japanese

Lecturer: Tomoko Watanabe ( Hiroshima university, Japan)

IMG_0748

Abstract Extensive Reading (ER) is a method to second language reading. When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examining texts by studying the vocabulary, grammar and phrases. It is instructive to compare Intensive Reading (IR) with ER. This tutorial will center on the theory and practice of assessment for ER in Japanese. We will begin with an overview of what ER in Japanese is and provide an overview of the issues involved in researching ER. A particular focus will be placed on the current issues in assessment of ER. A perusal of the ER literature shows that assessment has played a minor role that has been confined to the presentation of lower-order factual questions (Beglar , 2013: 3) . ER assessment is not about ‘testing’ because it is helping learners to build their reading speed, fluency and become more confident readers in Japanese. However, teachers often need numerical data to assign to grades in their classrooms. As each student will be reading self-selected books, it’s hard to get a test for each person each week. We will look at how to promote ER assessment for teachers. Topics to be covered include: ER in practice; the writing and grading of ER materials ; validity issues in ER assessment; developing assessment tasks; automated generation of test items; rater training; the rating process; formal and informal ER assessments for CLD children (culturally, linguistically diverse children) and adults ; the social and cultural context of ER assessment. Participants will then work together to discuss how they can fit an ER program into their situation and come up with ideas to share with others. By the end of the seminar, participants will have developed the skills to design, try out, evaluate and revise ER in classrooms and ER assessments for contexts in which they are interested.

近 年、日本国内外において日本語の多読が注目を浴びており、多読教材や多読を扱う研究論文が増えています。多読ということばを聞いて、皆さんは何を連想する でしょうか。「とにかく、たくさんの本を読むこと」「少し難しい本に何度も挑戦すること」「語彙数を増やすために本を読むこと」「教室で自由に本を読ま せ、教師が楽をしていること」? 実は、これらは全て多読とはいえません。多読(Extensive Reading、 Pleasure Reading)とは、「辞書無しでも十分に理解できる易しい本を楽しく、はやく読むこと」と定義されています。 本チュートリアルでは、 (1)これまでの日本語教育における多読研究の動向を概観し、中でも、多読のアセスメント(教育現場における多読の記録、多読研究における効果測定)に焦点をあて、その課題と展望について論じます。 (2)日本語多読アセスメントのツールを紹介します。 ・教育現場における多読の記録を支援するためのクイズ自動生成システム ・多読研究における効果測定のためのマテリアル・テストアイテム開発プロセス (3)参加者のみなさんと日本語多読アセスメントのツールを作成します。 ご参加にあたっては、下記のURLにアクセスできるノートパソコンをご持参ください。 多読クイズ作成支援ツール β版 http://assess.jp 日本語テキスト語彙・漢字分析器 J-LEX http://www17408ui.sakura.ne.jp/index.html 学習項目解析システム http://lias.intersc.tsukuba.ac.jp/ Breve currículo Doutora em 2005 pela Faculdade de Educação da Universidade de Hiroshima. Foi professora assistente na Universidade de Hiroshima, atuou no Centro de Ensino de Línguas da Universidade de Okayama, e atualmente é professora associada do Departamento de Ensino de Língua Japonesa como Segunda Língua da Faculdade de Educação, da Universidade de Hiroshima. Sua área de especialização é avaliação linguística e está engajada no desenvolvimento de um sistema que auxilia a implementação de avaliação do professor de língua japonesa, bem como a investigação de formas de avaliação no campo do ensino, excetuando os exames de proficiência de grande porte tal como o JLPT (Japanese Language Proficiency Test).


Tutorial 3

August 12, 2015  9:00-12:40

Dialogic Language Assessment (DLA) for Culturally Linguistically Diverse Children Learning Japanese as a Second Language (JSL).

Lecturer: Chiho Sakurai (The University of Osaka, Research Fellow for the Japan Society of the Promotion of Science)

IMG_0845

The Dialogic Language Assessment (DLA) for Culturally and Linguistically Diverse Children Learning Japanese as a Second Language is an assessment instrument that measures the Japanese language ability (based on 4 skills) of culturally and linguistically diverse children. This assessment instrument was developed as part of the 2010-2012 Ministry of Education, Culture, Sports, Science & Technology’s (MEXT) Integrated Learning Support Project for Culturally and Linguistically Diverse Children. This assessment instrument differs from written tests and group tests in that it is a one-on-one, dialogue-based assessment instrument that has been designed to allow each child to receive support based on his/her individual strengths. This instrument was not created for the purposes of ranking each child’s result, but rather, is characterised by its focus on using the process of DLA as an opportunity for learning as well as for getting information necessary for the child’s guidance and support in the future. In addition, the structure of the DLA aids the measurement of linguistic ability in the children’s native language and will be able to provide a comprehensive understanding of their competency in these two languages. At this seminar, I will give an overview of this research and present some findings from the DLA experience and its implementation process. Breve currículo Doutora em 2013 pela Faculdade de Língua e Cultura da Universidade de Osaka. Uma das desenvolvedoras do Dialogic Language Assessment – DLA. Atualmente, como pesquisadora da Japan Society for the Promotion of Science, junto à Universidade de Osaka, está engajada em pesquisas relacionadas ao ensino de língua para crianças com background linguístico e cultural diversos.


Panel Discussion and Round Table Panel

Debates Panel 1 – Children who migrate and heritage language issues – J

Mediator Sachie Miyazaki (Sophia University Junior College Division)

Eunice Ishikawa University of Art and Culture Shizuoka

Kyoko Nakagawa – Design Kaeru

Sachie Miyazaki -Sophia University Junior College Division

Debate Panel 2 -Contact Languages and Language Policy -J

Mediator Hiroki Okada (Kobe University)

Seiichi Nakai University of Toyama

Hiroyuki Honda – Japan of Advanced Institute of Technology and Science

Uichi Kamiyoshi Nagasaki University of Foreign Studies

Roundtable 1 Japanese Literature and Translation J Mediator  Neide Hissae Nagae University of São Paulo Kin’ya Sugiyama Kanazawa University Shirlei Lica Ichisato Hashimoto University of São Paulo Oscar Nakasato Federal Technological University of Paraná Michiyo Nakata Nikkei Literature

Round Table 2 Beliefs and Language Teaching as Heritage Language J Mediator Mayumi Edna Iko Yoshikawa Yuki Mukai University of Brasilia Makiko Matsuda Kanazawa University Mayumi Edna Iko Yoshikawa Japan Foundation

Debates Panel 3-100-year history of Japanese School in Brazilian society – P

Mediator Leiko Matsubara Morales University of São Paulo

Zeila Demartini Fabri de Brito University of São Paulo

Hiromi Shibata Universidade Paulista

Tizuko Morchida Kishimoto University of São Paulo

Yoshikazu Niwa- Brazilian Center for Japanese Language

Roundtable 3 – Contact Languages and Japanese Language Education – P

Mediator Laura Tey Iwakami (State University of Ceará)

Yuko Takano University of Brasilia Tereza Maher University of Campinas State

Leiko Matsubara Morales University of São Paulo

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: