グローバル時代の英語教育

1. グローバル時代の英語教育 Today’s Key Concepts • Cultivating Global Literacy • Fostering Cultural Identity • Developing Communicative Competence in English as an International Language (EIL) Koji Nakamura koji@konan-u.ac.jp http://www.kilc.konan-u.ac.jp/~koji/

2. Koji Nakamura Online Desk http://www.kilc.konan-u.ac.jp/~koji/ *PROFILE   *Books and Papers *Global Education *Integrated Studies *TEFL Education *Global Topics I, II *EBA Pre-Workshop *Cross-Cultural Communication *Japan Studies (Exchange Students) JICA Japan Studies  *Japan Studies (JICA Students) Website for Konan Univ. Website for KILC

3. グローバル時代の英語教育 • 外国語教育は他者を理解し、自己や自文化を説明できる能力を開発し、異文化間コミュニケーションや国際理解に至る言語文化教育である。広義には、外国語教育は人類の共存のためのコミュニケーション能力を育む人間教育である。 ( 中村2007 ） 　　　　　　　　　 As language and culture are symbiotic, cultivating global literacy for a peaceful world is oneof the most urgent tasks for educators and researchers. For multicultural citizens of the world, in a more sustainable global village where borders play such a minor role, global awareness, respect for other cultures and communication skills, especially communicative competence in English as an International Language (EIL) will be more vital (Nakamura, 2002).

4. グローバル時代の英語教育グローバル時代に外国語を学ぶ意義グローバル時代の英語教育グローバル時代に外国語を学ぶ意義 • グローバル時代に外国語を学ぶことは、異文化を学びながらも、自国の言語文化を再確認して世界に発信するという相互作用でなければならない。 • 多言語・多文化に対する開かれた態度は世界の人々との共生をもたらし、同じ種としての人類の連帯感を育む。 • 日本文化の心を表象し、世界と対話する能力を育むことこそ、国際化の波に翻弄され、顔なきeconomic giant（経済巨人）と言われる日本に必要なことではなかろうか。(中村、2007)

5. Losing Japanese Culture 日本語日本文学科１年　山本真未奈 第１パラグラフ Imitation of a foreign culture is a suicide. Japanese people should respect themselves without copying North American values. We establish good relationships with people from different cultures of the world. Japanese young people tend to pretend to be someone else due to a sense of inferiority complex and an adoration for Western cultures. In the age of globalization, we need to be proud of being ourselves and contribute to the world, representing Japanese culture and traditional values.

6. 第２パラグラフ The Second Paragraph First, Japanese people tend to copy North American values as if they were carbon copies. Many young Japanese try to be a person who looks like an North American. For example, some of them dye their hair brown or fair. Others like Western food better than Japanese ones. As a result, we have forgotten traditional Japanese values which have been fitted in Japanese way of thinking. Even if we tried to be a North American, we could not become like them, culturally and linguistically. What Japanese people need today is to restore Japanese cultural identity and independence in order to become a world citizen with a clear cultural identity.

7. 第 5 & 第6パラグラフ(Concluding Paragraph) • History shows us that civilization has been born where many cultures encountered, learned and accepted with each other. Based on this perspective, we need to learn Japanese cultures and traditional values as well as the culture of the world. As the first step, young Japanese need to succeed to these traditions and pass them on to the future generations. • In conclusion, the real global citizen is a person who has his/her own cultural identity and pride, while respecting other people and their cultures. Don’t let ourselves be overwhelmed by just superficial trends in westernization and globalization. Be yourself and identify what you are by learning from other cultures and their wisdom.

8. Writer-Reader-Speaker Connection • A good writer is a good reader and speaker. • Recent research has demonstrated the cognitive links between writing and reading (Blanton, 1992; Carrell, 1987). • Reading provides students with stimuli for topics, activates the schema (that is, the background knowledge) of the students about a topic, and shows them the value of the audience in writing and speaking. • The writing-reading-speaking connection is essential to a successful writing and speech communication. • The more writers read, the more successful their writing and speaking will be.

10. Real World Context 現実世界に近い言語環境 • Classroom activities should parallel the ‘real world’ as closely as possible (Widdowson 1987) .授業での活動が現実世界に近いこと • Situationaly Realistic現実的・臨場感 • Contextually Rich　　　文脈が豊か • Meaningful Content意味のある内容 • Classroom activities should parallel the ‘real world’ as closely as possible (Widdowson 1987)

11. 学習者中心の授業の基本哲学

12. A learner-centered Communicative and Interactive Language Classroom

13. 外国語の授業における４ＥＮの力励まし、知識、技能、感動を共有外国語の授業における４ＥＮの力励まし、知識、技能、感動を共有

14. EFL Ｔｅａｃｈｅｒ’s Ｒｏｌｅｓ:A World Watcher who can link their students to the World and Global Issues

15. Current Integrated Communicative Approaches

16. Academic Approach教室内と外で学習者が主体的に参加 • １　　gathering information • （情報収集） Internet, Resource Center • ２　　sharing information and facts • （情報と事実を共有） • ３　 processing the necessary information • （必要な情報の選択と処理） • ４　 organizing and constructing their own ideas • （自分自身の考えや意見の構築） • ５　 presenting their own ideas in written and • oral forms （リサーチペーパーや口頭発表）

17. Debate; Resolved that Japan should (not) dispatch SFD to Iraq. How to persuade the audience with logical reasoning , valid evidence and good rapport with the audience (VTR)

18. Oral Presentation in EIL

19. A student’s Lecture on Hiroshima; a point of departure for Peace

20. 　日本の大学生と留学生が、国際英語をツールとして、　　　日本文化やグローバルトピックスをアカデミックに学習Multicultural ContextVTR　２００７年１０月

21. 　　　日本の大学生と留学生が、国際英語をツールとして、　　　日本文化・グローバルトピックスをアカデミックに学習　　　する環境　Multicultural ContextVTR　２００７年１０月

22. JICA Lecture in EIL for Adults Students from South East Asia and Middle East at JICA Osaka International Center in 2008

23. JICA Students from Africa, East Europe and Middle East in 2008. VTR

24. The Awareness of Globalization as EFL/EIL teachers（ＥＦＬ教師の問題意識） Globalization means global and transnational interactions of people, shared cultures, information and technology, education, economy, ecological management and value systems beyond the cultural divide between East and West, North and South and Orientalism and Occidentalism (Nakamura, 2002.)

25. Globalization and multicultural identifications for human solidarity • Globalization has brought about a dramatic increase in multicultural, bicultural, transcultural and transnational people who have several layers of personal, cultural, ethnic, national and global identifications. The EU will be another arena of economic, multi-cultural and educational experiments unlike diversified multicultural societies in North America.

26. An English owner of the B&B in Pateley Bridge, North Yorkshire, German staff (Graduate student of University of Leeds, UK) and French Chef from France are communicating in EIL. August 8, 2008

28. What is localization? Localization means sustaining personal, local, republican, cultural, national identities, by raising the awareness of global interdependence. Boulding (2000, p.272) emphasizes that with the new localism, children were more integrated into the life of the community than they had been in the previous century, and the peace education, training, and service programs that had begun early in the twenty-first century helped make schools major focal points of each community.

29. Positive Effects of Globalization 1 Cross-border interactions and interdependence between and among people and countries (internationalization) 2 Democratization and liberalization through the borderless interaction of people and information (Democratization and Liberalization) 3 Sharing supra-national and universal values, such as liberal democracy, fundamental human rights, sustainable development, human solidarity, charity, philanthropy and citizenship in a democratic civil society (Universalization)

30. Awareness of Orientalism in Global Citizenship Education • Said (1978) argued that European culture gained in strength and identity by setting itself of against the Orient as a sort of surrogate and even underground self, defining Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. • (Said, 1978)

31. Global Literacy: A New Paradigm for Global Issues Education (GIE)= (EIL) Global literacyincludes cross-cultural competence and sensitivity with multicultural, transcultural and transnational perspectives. 多文化、超国家的な視野を有する異文化間調整能力 It also requires communicative competence in English as an International Language (EIL) for global dialogue in order to solve common human problems . 国際英語による国際対話能力 Also it develops cognitive, affective, social skills to reconcile from mutual strength and integrate seemingly opposing valueson a higher level for the purpose of equitable coexistence. 互いの文化を尊敬し、和解する能力　(Reconciliation)

32. The Voice from Edward Said at University of Cairo in 2003サイードの平和へのメッセージ You cannot deal with others without profound knowledge of his or her culture, society and history. 他者や他民族の文化・社会・歴史への深い理解 Force never works, because you can never destroys the will of people and the power of people. 　力や軍事力で人民の意志や力を破壊できない。 Idea is equality, coexistence and sustainable life. 真の思想は平等・共存・何世代も続く未来の生活への保障 The present is our battle ground and knowledge is our main weapon.現在こそ戦場であり、知識こそ武器　 (Edward Said:2003) (VTR)

33. Perspectives on Orientalism by Edward Saidサイードのオリエンタリズム • Orientalism is Western centered-conceptions of the Orient. Occidentalism is Eastern-centered views of the West and Europe. Said (1976) defines Orientalism as a Western style for dominating, restructuring, and having authority over the Orient. • Said criticized this Western-centered assumption which he named Orientalism. His contention in Orientalism is that the Western-centered concept of the Orient and the inalienable sense of Western superiority over it which are logically tied up with Darwinian or Hegelian progressivism, colonialism, Euro-centered orientation and ethnocentrism, have been manifestly and subconsciously represented in all the texts on the Orient and Africa by Western intellectuals (Nakamura 2003).

34. Global literacy:The component of global literacy １　Cultural literacy (basic cultural competence and skills to live in one’s home culture) 自文化で生きる知識・能力 ２　Cross-cultural literacy (competence and skills to adjust between one’s home culture and a target culture)異文化調整能力 ３Multi-cultural literacy (cultural sensitivity and skills to live responsibly in cultural diversity, reconciling cultural differences and integrating opposing cultural values in a multicultural and interdependent world)多文化共存社会や相互依存の世界において、お互いの文化の差異を乗り越え、和解できる能力

35. Cultural literacyJapanese Habits of the Hearts 日本人の心の習慣 1 集団の和と家族主義の労働倫理 　（Consistency) 　　和を以て貴しと為す（聖徳太子　憲法17条第1条） Group Harmony and Family-oriented Work Ethic 2 和魂洋才Wa Kon You Sai （Consistency) 3 本音と建前Formality (Word) and Actual Intension 4 もののあわれ・無常観（Consistency) View of life as something transient and empty 5仏教と神道の共存（Consistency) The coexistence of Buddhism and Shintoism 6武士道　Japanese Chivalry (Bushido) （Consistency) 7 平和主義 Japanese Pacifism except (1894-1945) （Changes）

36. Japanese Cultural literacy自文化の心俳句の心 Haiku Momentもののあはれ Mono no Aware 人生の機微やはかなさなどに触れたときに感じるしみじみとした情趣 無常観　(Mujoukan ) A view of life as something transient and empty. The idea that everything is uncertain, transient and mortal makes us more sensitive to the wonder of life and beauty of nature in each moment.

37. 武士道 Japanese Chivalry (Bushido) The seven Moral Code Bushido is based on the harmony of Zen Buddhism and Shintoism, which emphasizes loyalty, respect for ancestor, filial piety and 惻隠の情(Consideration for enemies and the weak). Rectitude 　　　義 Respect　　　 　尊敬 Courage　 勇　 Benevolence 仁 Honor　　　 名誉 Honesty　　 誠 Loyalty　　 忠 Sword and Chrysanthemum 1946 by Ruth Benedict Bushido, The Soul of Japan 1900 by Inazo Nitobe

39. Hiroshima: August 6, 1945, am. 7:31

40. Most large cities in Japan were devastated by the US’s carpet bombing in 1945.

41. アジア・太平洋戦争(1931-45)、日本の敗戦、占領軍、サンフランシスコ講和条約、日本の独立と日米安保体制と基地アジア・太平洋戦争(1931-45)、日本の敗戦、占領軍、サンフランシスコ講和条約、日本の独立と日米安保体制と基地

42. What has made Japan what she is?日本の近代化と戦後復興の因果関係

43. Global literacyThe component of global literacy ４　Delicate balance of one’s personal, cultural, national and global identifications and roles (competence to accept and balance pluralistic/multiple identities)個人的、文化的、国民的、地球市民的アイデンテイテイの調和 ５　Communicative competence in EIL for global communication (communication skills to create a peaceful and equitable symbiosis) 平和で平等な共生社会を実現するための国際対話能力

44. Factors of national pride among students in five nations British students of University of Leeds, UK multiculturalism(76.09%) (n=35)多文化主義 liberal democracy(47.83%) (n=22)自由な民主主義 English pound(32.61%) (n=15)英国通貨ポンド Social Welfare(23.9%) (n=11)社会保障 German students of Bochum University, Germany Social Welfare(67.47%) (n=33) 社会福祉 Liberal Democracy(61.22%) (n=30)自由な民主主義 Multiculturalism (55.1%) (n=27)多文化主義 American Students of University of Hawaii, USA Multiculturalism (65.0%)(n=13) 多文化主義 Political Influence (55.0%)(n=11) 国際政治の影響 Liberal Democracy (40.0%)(n= 8)自由な民主主義 Japanese Students of Konan University, Kobe Japan Science and technology (62.0%)(n=134)科学技術 　　　　　　Ｂｕｓｉｎｅｓｓ Companies(50.9%)(n=110) 日本企業 Economic performance(42.6%) (n=92)経済力 Liberal Democracy(37.3%)(n=80)　　 自由な民主主義 Thai graduate students of Srinakharinwirot University, Bangkok Thailand King and Royal Family (87.5%)(n=35) 王様と皇室 Religion (Buddhism) (52.5%)(n=21)宗教（仏教） Multiculturalism (38%)(n=17)多文化主義　 Love for others (38%)(n=17)他人への愛

45. The three important factors of national Identities British Students of Leeds University, Yorkshire, UK (46) 英国の大学生 1. English language (52.2%) (n=24)　　　　 　 　英語 2. Cultural heritage (39.1%) (n=18)　　　　　 　文化遺産 3. History (37.0%) (n=17) 歴史 4.Liberal democracy (32.6%) (n=15)　　　　 　 自由な民主主義 5. Ethnic diversity (28.3%) (n=13)　　　　　　　　多文化主義 German Students of Bochum University, Germany (46) ドイツの大学生 1. History (61.2%) (n=30)　　　　　　　 歴史 2.Liberal democracy (51.0%) (n=25)　　　 　　　 自由な民主主義 3. Human rights (44.9%) (n=22)　　　　　 　 人権 4. German language (40.8%) (n=20) ドイツ語 5. Cultural heritage (30.6%) (n=15) American Students of University of Hawaii (30)　　アメリカの大学生 1 American English (80.0%)(n=16) 　　　　英語　 2 Cultural Heritage (55.0%)(n=11)　　　　　　　　文化遺産 3 History (30.0%)(n=6) 　　　 　　歴史 4 Citizenship (30.0%)(n=6) 　　　 　　 市民権 Japanese Students of Konan University in Kobe, Japan (216)日本の大学生 1. Japanese Language (66.2%)(n=143日本語 2. Human Rights (43.5%)(n=94)　　　　 人権 3.National Pride (31%)(n=31) 国民的誇り 4. Cultural Heritage(37.0%)(n=80)　　　　　 　文化遺産 5. History (27%)(n=27)　　　　　　 　 歴史 Thai graduate students of Srinakharinwirot Univ. in Bangkok, Thailand (40)　タイの大学院生 1. Thai Language (70%)(n=27) 　　　 　タイ語 2. Cultural Heritage (70%)(n=27)　　　　　　 　 文化遺産 3. King (62.5%)(n=25)　　　　 　 　 王様　 4. History (22.5%)(n=9)　　　　　　 　歴史

46. The component ofglobal literacy ６　Awareness as a global citizen to participate in solving global and human problems (awareness of global village concern for equitable participation and problem-solving competence as a new reframing global concept) 、人類共通・地球規模の問題に関して、その解決のプロセスに共同参加する地球市民としての意識 ７　A Strong desire to create a peaceful and sustainable society for the purpose of well-being.平和で持続可能な社会を形成したいと願う強い信念と渇望

47. Child Labor and Global Disparity

48. 地域紛争・飢餓・難民・貧困・児童労働・ＡＩＤＳの連鎖Civil Wars, Refugees, Poverty, Hunger, Child Labor and AIDS are all linked with each other.

49. Our Fragile Earth devastated by Nuclear Tests

50. War in Iraq, Middle East, Civil Wars in Africa