日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション研究科/Graduate School of Intercultural CommunicationGraduate School of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
VV208/VV208VV208 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Early English Education |
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
対面 |
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水3/Wed.3 Wed.3 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
ICC6140 |
| 使用言語/ LanguageLanguage |
日本語/JapaneseJapanese |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system for cancellation) |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
In this course, students will explore the latest theories on early English education and examine children's second language acquisition from a global perspective, engaging in discussions around the question, "Is earlier always better for English education?" Additionally, they will study specific instructional methods based on these theories, aiming to understand effective approaches to education in the contexts of both second language and foreign language environments.
Students will first learn about language policy, age-related factors, and the motivation of young English learners to gain a comprehensive understanding of early English education. Next, they will study instructional approaches for the four skills, grammar teaching, vocabulary teaching, and methods such as CLIL, as well as syllabus design, materials, and assessment, to acquire the fundamentals of teaching second languages to children. Furthermore, students will examine recent research, early English education in East Asia, and the role of English education in Japanese elementary schools.
| 1 | Language policy and English for young learners in early education |
| 2 | The age debate: a critical overview |
| 3 | Young learners' motivation for learning English |
| 4 | Fostering young learners' listening and speaking skills |
| 5 | Teaching reading and writing to young learners |
| 6 | Teaching grammar to young learners |
| 7 | Vocabulary teaching for young learners |
| 8 | CLIL in the primary school context |
| 9 | Gaming and young learners |
| 10 | Syllabus development in early English language teaching |
| 11 | Materials for early language learning |
| 12 | Assessment of young English language learners |
| 13 | Research issues with young learners |
| 14 | Early English language learning in East Asia |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Students are required to read the assigned section in the textbook, make a session note, preparing for discussions in class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
セッションノート (Session notes)(30%) プレゼンテーション (Presentations)(30%) リアクションペーパー(Reaction paper)(20%) 最終レポート(Final Report)(20%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Sue Garton and Fiona Copland | The Routledge Handbook of Teaching English to Young Learners | Routledge | 2022 | 9781032338972 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Annamaria Pinter | Teaching Young Language Learners | Oxford | 2017 | |
| 2 | David Nunan | Teaching English to Young Learners | Anaheim University Press | 2010 | |
| 3 | Janice Bland | Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds | Bloomsbury | 2015 |
このコースでは、早期英語教育の最新の理論を学び、グローバルな視点からこどもの第二言語習得について考察し、「英語教育は早ければよいのか」という問いについて議論していきます。また理論に基づいた具体的な指導法を学び、第二言語の環境、外国語の環境それぞれのコンテクストに於ける教育の在り方について学ぶことを目標とします。
In this course, students will explore the latest theories on early English education and examine children's second language acquisition from a global perspective, engaging in discussions around the question, "Is earlier always better for English education?" Additionally, they will study specific instructional methods based on these theories, aiming to understand effective approaches to education in the contexts of both second language and foreign language environments.
この授業では、まず言語政策、年齢的要因、早期英語学習者の動機付けについて学び、早期英語教育の全体像を学びます。次に4技能の指導、文法指導、語彙指導、CLIL等の指導法や、シラバス、教材、アセスメントについてふれ、こどもの第二言語教授法の基本をつかみます。さらに最近の研究や、東アジア地域に於ける早期英語教育について、そして日本に於ける小学校英語教育の在り方について考察します。
Students will first learn about language policy, age-related factors, and the motivation of young English learners to gain a comprehensive understanding of early English education. Next, they will study instructional approaches for the four skills, grammar teaching, vocabulary teaching, and methods such as CLIL, as well as syllabus design, materials, and assessment, to acquire the fundamentals of teaching second languages to children. Furthermore, students will examine recent research, early English education in East Asia, and the role of English education in Japanese elementary schools.
| 1 | Language policy and English for young learners in early education |
| 2 | The age debate: a critical overview |
| 3 | Young learners' motivation for learning English |
| 4 | Fostering young learners' listening and speaking skills |
| 5 | Teaching reading and writing to young learners |
| 6 | Teaching grammar to young learners |
| 7 | Vocabulary teaching for young learners |
| 8 | CLIL in the primary school context |
| 9 | Gaming and young learners |
| 10 | Syllabus development in early English language teaching |
| 11 | Materials for early language learning |
| 12 | Assessment of young English language learners |
| 13 | Research issues with young learners |
| 14 | Early English language learning in East Asia |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit. Please prepare for classes and review the materials accordingly.
Students are required to read the assigned section in the textbook, make a session note, preparing for discussions in class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
セッションノート (Session notes)(30%) プレゼンテーション (Presentations)(30%) リアクションペーパー(Reaction paper)(20%) 最終レポート(Final Report)(20%) |
| 備考 (Notes) | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Sue Garton and Fiona Copland | The Routledge Handbook of Teaching English to Young Learners | Routledge | 2022 | 9781032338972 |
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Annamaria Pinter | Teaching Young Language Learners | Oxford | 2017 | |
| 2 | David Nunan | Teaching English to Young Learners | Anaheim University Press | 2010 | |
| 3 | Janice Bland | Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds | Bloomsbury | 2015 |