Communicative Language Teaching for Young Learners of English : A Critical Perspective

It is generally believed that the goal of English language learning is to develop communication skills, and to accomplish this communicative approaches to language teaching are widely advocated. However, it is not clear whether approaches to communicative language teaching (CLT) used for adult learners are suitable for younger learners of English. Therefore, this paper seeks to critically examine communicative language teaching with the intent to identify appropriate classroom practice for young learners. CLT aims to develop communicative competence by extensive use and practice of the target language in the learning process, frequently in situational contexts. A major criticism of such an approach is that the communicative competence attained can, by the very nature of the classroom, be described as decontextualized and fixed in nature. Furthermore, a social constructivist perspective informs that for truly effective communicative competence to be achieved the learning process needs to incorporate social and cultural aspects of interaction. The social and cultural world of the young learner is a very different one from that of the adolescent and adult learner, a difference with important implications. For children play occupies a pivotal role in the learning process and language development. Consequently, our perceptions of the learning process and what is an appropriate methodology for the young learner may need to be re-examined. Caution is required in the adoption of tasks and activities as notions of communication and principles of CLT such as authenticity and functional use of English may require re-conceptualization for young learners. The paper concludes that in order to build a model of child foreign language communication and appropriate approaches to learning/teaching, it is required to provide descriptions of language use in both the classroom and outside the classroom that reflect the realities of the child’s world and language learning

Japanese Primary Teachers' Awareness of Interactive Teaching in the English Classroom: An Initial Survey

This paper is one part of a KAKENHI (grand-in-aid research) study of English language classroom discourse at the primary and secondary levels of education in Japan. Following a survey of junior and senior high school teachers’awareness of interactive teaching (Hosokawa, 2016), this article reports the findings of a survey of Japanese primary teachers’ awareness of interactive teaching in English. The total sample involved 44 teachers. The data obtained provides insight into teachers’ backgrounds, teaching methodology, classroom activities, and actions adopted to implement interactive teaching in English language learning at the primary level. The study reveals a number of problems and challenges confronting primary English as schools seek to introduce interactive teaching. Additionally, the study also indicates the need and a direction for future research into the discourse of the primary English classroom

Classroom Interactional Competence in a Japanese Elementary English Classroom

The study examined classroom interactional competence in an elementary English classroom in Japan, seeking to illuminate the nature of interactions between pupils and instructors, a Japanese homeroom teacher (HRT) and a native-speaker assistant language teacher (ALT). Six classroom hours at a state elementary school were videotaped and audiotaped, with conversation analysis adopted for data analysis. Analysis revealed that the HRT and the ALT used a wide range of skills for shaping learner contributions such as repeating, clarifying, extending, elaborating, modelling, and translating. The study also revealed that while the HRT and ALT had a number of interactional features in common, they also called upon distinctively different types of interactional resources that in turn contributed in different ways to pupil learning. Whereas the HRT’s use of interactional resources mainly served to assist the ALT’s teaching, the ALT’s interaction was more focused upon the scaffolding of pupil learning

Innovation and the Assessment of Elementary School English in Japan : Issues and Concerns

This study seeks to illuminate issues and concerns affecting language teaching and the assessment of English as Japan moves towards the introduction of a new English curriculum in its elementary schools.Reflecting the new curriculum goals of developing usage-based English abilities and a proactive attitude to learning, it is intended that assessment be performance-based making use of ‘can do’ descriptors. Additionally, it is required that innovative techniques are developed in order to assess pupils’ approaches to learning. These new assessment requirements pose challenges of interpretation, development and implementation

Construction of Linguistic Repertoire and Identity of a Japanese Child in Multilingual Luxembourg through Lived Experience

The study investigates how a multilingual Japanese child resident overseas exercises, interprets and represents heteroglossic practices, repertoires and identity. Based on a poststructuralist approach which posits that identity is shaped by historically determined power relations and the subject, the study investigates how a Japanese child living in a multilingual environment brings together personal history, experience, values and practices to form linguistic repertoires and identity. In addition to interviews, use is made of a language portrait as a research tool in order to visualise linguistic repertoire. The result is a detailed analysis of a 10year old Japanese girl living in multilingual Luxembourg revealing the child’s multilingual repertoire, complex emotions and positioning formed through lived experiences in a multilingual environment. Of particular note is the use of translanguaging to represent the child’s heteroglossic repertoire. Analysis also reveals that, for the child, language is experienced primarily as capital for socialisation. However, the existence of a fixed elite multilingualism made it difficult for the child to develop proficiency and to increase social participation

Involvement of endothelins in neuroprotection of valosin-containing protein modulators against retinal ganglion cell damage

We have previously shown that Kyoto University Substances (KUSs), valosin-containing protein (VCP) modulators, suppress cell death in retinal ganglion cells of glaucoma mouse models through alterations of various genes expressions. In this study, among the genes whose expression in retinal ganglion cells was altered by KUS treatment in the N-methyl-D-aspartic acid (NMDA) injury model, we focused on two genes, endothelin-1 (Edn1) and endothelin receptor type B (Ednrb), whose expression was up-regulated by NMDA and down-regulated by KUS treatment. First, we confirmed that the expression of Edn1 and Ednrb was upregulated by NMDA and suppressed by KUS administration in mice retinae. Next, to clarify the influence of KUSs on cell viability in relation to the endothelin signaling, cell viability was examined with or without antagonists or agonists of endothelin and with or without KUS in 661W retinal cells under stress conditions. KUS showed a significant protective effect under glucose-free conditions and tunicamycin-induced stress. This protective effect was partially attenuated in the presence of an endothelin antagonist or agonist under glucose-free conditions. These results suggest that KUSs protect cells partially by suppressing the upregulated endothelin signaling under stress conditions

Genetic association of glutathione peroxidase-1 with coronary artery calcification in type 2 diabetes: a case control study with multi-slice computed tomography

<p>Abstract</p> <p>Background</p> <p>Although oxidative stress by accumulation of reactive oxygen species (ROS) in diabetes has become evident, it remains unclear what genes, involved in redox balance, would determine susceptibility for development of atherosclerosis in diabetes. This study evaluated the effect of genetic polymorphism of enzymes producing or responsible for reducing ROS on coronary artery calcification in type 2 diabetes (T2D).</p> <p>Methods</p> <p>An index for coronary-arteriosclerosis, coronary artery calcium score (CACS) was evaluated in 91 T2D patients using a multi-slice computed tomography. Patients were genotyped for ROS-scavenging enzymes, <it>Glutathione peroxidase-1 (GPx-1)</it>, <it>Catalase, Mn-SOD</it>, <it>Cu/Zn-SOD</it>, as well as SNPs of <it>NADPH oxidase </it>as ROS-promoting elements, genes related to onset of T2D (<it>CAPN10, ADRB3, PPAR gamma, FATP4</it>). Age, blood pressure, BMI, HbA_1c, lipid and duration of diabetes were evaluated for a multivariate regression analysis.</p> <p>Results</p> <p>CACS with Pro/Leu genotype of the <it>GPx-1 </it>gene was significantly higher than in those with Pro/Pro (744 ± 1,291 vs. 245 ± 399, respectively, <it>p </it>= 0.006). In addition, genotype frequency of Pro/Leu in those with CACS ≥ 1000 was significantly higher than in those with CACS < 1000 (45.5% vs. 18.8%; <it>OR </it>= 3.61, <it>CI </it>= 0.97–13.42; <it>p </it>= 0.045) when tested for deviation from Hardy-Weinberg's equilibrium. Multivariate regression analyses revealed that CACS significantly correlated with <it>GPx-1 </it>genotypes and age.</p> <p>Conclusion</p> <p>The presence of Pro197Leu substitution of the <it>GPx-1 </it>gene may play a crucial role in determining genetic susceptibility to coronary-arteriosclerosis in T2D. The mechanism may be associated with a decreased ability to scavenge ROS with the variant <it>GPx-1</it>.</p

Functional analysis of HOXD9 in human gliomas and glioma cancer stem cells

<p>Abstract</p> <p>Background</p> <p><it>HOX </it>genes encode a family of homeodomain-containing transcription factors involved in the determination of cell fate and identity during embryonic development. They also behave as oncogenes in some malignancies.</p> <p>Results</p> <p>In this study, we found high expression of the <it>HOXD9 </it>gene transcript in glioma cell lines and human glioma tissues by quantitative real-time PCR. Using immunohistochemistry, we observed HOXD9 protein expression in human brain tumor tissues, including astrocytomas and glioblastomas. To investigate the role of <it>HOXD9 </it>in gliomas, we silenced its expression in the glioma cell line U87 using <it>HOXD9</it>-specific siRNA, and observed decreased cell proliferation, cell cycle arrest, and induction of apoptosis. It was suggested that <it>HOXD9 </it>contributes to both cell proliferation and/or cell survival. The <it>HOXD9 </it>gene was highly expressed in a side population (SP) of SK-MG-1 cells that was previously identified as an enriched-cell fraction of glioma cancer stem-like cells. <it>HOXD9 </it>siRNA treatment of SK-MG-1 SP cells resulted in reduced cell proliferation. Finally, we cultured human glioma cancer stem cells (GCSCs) from patient specimens found with high expression of <it>HOXD9 </it>in GCSCs compared with normal astrocyte cells and neural stem/progenitor cells (NSPCs).</p> <p>Conclusions</p> <p>Our results suggest that <it>HOXD9 </it>may be a novel marker of GCSCs and cell proliferation and/or survival factor in gliomas and glioma cancer stem-like cells, and a potential therapeutic target.</p

キョジュウ チイキ ニ オケル モウヒトツ ノ イバショ ノ ケイセイ - ジタク カイホウ ジレイ ニ ミル ウンエイ ツカワレカタ ジッタイ チョウサ カラ -

近年、家族機能の弱体化、家族関係の変化とともに、地域の社会的サポートネットワークが崩壊してきている。そのような状況の中で、住宅の一部を地域の人へ開放したり、空き住居や店舗などのストックを利活用した、地域の中での居場所づくりやネットワーク再生の取り組みがなされ、一部では成果が認められている。本論では、「まちの縁側クニハウス」を対象事例としてヒアリング及び使われ方調査を行った。子供～高齢者、障害者など日に平均10 人程度の利用がみられ、お茶を飲んだり、遊びや勉強などの多様な行為がみられ元看護師の経験を活かして、育児などの相談や障害者家族の交流会などが行われていた。設立目的である気軽に立ち寄れるもうひとつの居場所になっていることを確認した。In recent years, with weakening of family functions and changes of family relations, social support networksin communities are breaking down. Thereupon, this study examines the creation of a third place where anyone,from a child to an elderly person, can feel free to drop by and which is neither a home, workplace, nor a school

Teaching and learning through interaction : a case study of Japanese children learning English as a foreign language

This thesis presents an analysis of interaction within an EFL classroom in a Japanese primary school. Adopting a sociocultural perspective of learning, the study explores the applicability of "guided participation" (Rogoff, 1990) as an approach to understanding the process of classroom language learning. It is a concept in which learning is Viewed as increased "participation" ("Participation metaphor" Sfard, 1998) in the activities of a community, achieved by mediation through language use and structuring. Drawing on sociocultural theory, a method of discourse analysis was developed to reveal the educational processes involved in discourse. Data obtained from eight lessons was transcribed and coded for discourse actions, actions whose pedagogic functions are realised through the mediational use of language. Seven discourse patterns emerged, among them capturing the major characteristics of participation. One pattern in particular involving teacher assistance emerges as having the potential to promote a transformation of pupil language use and participation. Discourse patterns were further examined to identify how opportunities / "affordances" (Gibson,1979) for participation emerge. Drawing on an ecological perspective, a method of analysis for "affordances" in the EFL classroom was developed. Six dimensions of affordances were identified and an examination of the interplay of these dimensions in each discourse pattern carried out. As a result, four types of affordance were identified, two of which, "Strong affordance" and "Contingent affordance", emerge as the most effective for enhancing pupil participation. Analysis further revealed (1) the existence of multiple affordances within a task or an activity, (2) the importance of the teacher's role in the facilitation of affordances, (3) the importance of the active agency of a learner and (4) the complex interplay between learner and environment, the ecology of the classroom. The research also analysed a problematic class to identify causes of negative participation. The thesis concludes that the process of "guided participation" is observable in classroom discourse as pupils make use of affordances available in the environment,, suggesting that a sociocultural method of discourse analysis along with the concept of affordances and an ecological method of analysis for affordances is a valuable means of illummating the complex, social and interactional nature of language learning in the primary EFL classroom. Finally, the findings of the study imply that a greater focus by teachers upon "guided participation" has the potential to enhance the learning process in the formal world of the primary classroom