Japanese Language Program Workshops

USC Japanese Language Program has hosted "USC Workshops on Current Topics in Japanese Education" inviting the experts of the field as our trainers. The workshops are open to K-16 instructors and attracts participants from various states and Canada.

  • USC Workshop on Current Topics in Japanese Language Education

  • May 14-15, 2011 | Taper Hall

    The establishment of the National Standards in the 1990s and the subsequent implementation of Japanese AP, along with the introduction of various technologies into classrooms, have resulted in considerable innovation in theories and methodologies in Japanese language education.  Federal and local governments and more and more academic institutions are now requesting educators to clearly indicate how student proficiency has improved and in what respects.  Keeping these developments in mind, this workshop offers a forum for exploring the meaning and practice of the assessment of students' skills from various different perspectives.

    This workshop was supported by the following grants:
    • The U.S. Department of Education Title VI National Resource Center (NRC) grant which was awarded to the East Asian Studies Center of the University of Southern California
    • The Japan Foundation Sakura Core Project Grant
  • First Day Session: Assessment: What, How and Why?

  • Morning Session
    Click here for workshop materials

     

    Dr. Yasuhiko Tosaku (University of California, San Diego)

    “Assessment in Foreign Language Education in the 21st Century”

    A paradigm shift took place in the field of foreign language education since the announcement of the “Standards for Japanese Language Learning” in the 1990s.  Due to this change, concepts such as learner-oriented instruction, collaboration, independent learning, high-level thinking ability, cultural literacy, and content-based instruction have become widespread among Japanese teachers as well.  In terms of assessment, so–called “alternative assessment methods” have begun to be utilized in addition to traditional evaluation methods.  One might suggest, in retrospect, that this kind of shift has anticipated the social changes in the 21st century in which global communication and interaction of people and goods take place on a massive and unprecedented scale.  In order to meet the challenge of living in the 21st century, we must acquire the types of knowledge, skills, and qualities that were unthinkable in the 20th century, and as much of them as we can.  Foreign language courses are also required not only to develop communication skills using mere grammar and vocabulary, but also to nurture necessary abilities in learners in order for them to survive in the 21st century, which has been causing drastic changes in what is taught in classroom as well as in learning objectives.  In accordance with these developments, there have been considerable modifications in purposes and methods of assessment, and uses of the assessment results.  This talk addresses what kind of assessment is desirable and expected of foreign language education in the 21st century, as well as what kind of knowledge and skills in assessment are expected of foreign language teachers.

     

     


    Dr. Hiroko Kataoka (California State University, Long Beach)
    “Assessment  in Japanese Language Classrooms in the Present And Beyond”
    This session summarizes the basics of  assessment including types of  assessment, the relationship between  
    learning objectives and assessment, and assessments based on the Standards for Japanese Language Learning.
    We will then compare traditional assessments and alternative/performance assessment. The lecture will touch
    upon assessments that respond to the 21st Century Skills.

     

     

     

     

     

     

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    Afternoon Session 
    Click here for workshop materials

     

     

     

     

     

     

     

     

     

     

    Dr. Shinji Sato (Columbia University) and Dr. Yuri Kumagai (Smith College)

    “Assessment and Japanese Language Education: Dialogue, Collaboration and Self-Actualization”

    In this workshop, first we present a brief historical overview of the theories that inform the evaluation models used in assessing student performance and learning. Then we argue for the importance of expanding the scope of evaluation by incorporating alternative assessment methods. Some of the goals of the alternative assessment methods are to understand the learning process of individual students, and to identify their difficulties in order to plan future educational steps. The typical focus of traditional evaluation methods is to sort and select based on student performance (e.g., test scores) and judge how much the students have learned. We then introduce various classroom projects from Japanese language classrooms as concrete examples on how to utilize different types of assessment tools. Finally, we open the floor for discussion and dialogue with our audience and reflect on the potentials of such alternative assessment methods.

     

     

     

     

     

     

     

     

     

     

     

     
    Dr. Kazue Masuyama (California State  University, Sacramento)
    「複式授業におけるアセスメント 文学を取り入れた日本語クラス」
    An example of alternative assessment in a Japanese classroom is  introduced.
  • Second Day Session: The ACTFL Writing Proficiency Guidelines Familiarization Workshop

  • Lecturer: Dr. Suwako Watanabe (Portland State University)

    Intended as an introduction to the ACTFL Proficiency Guidelines – Writing (Revised 2001), this workshop introduces participants to the major and minor level descriptors and the criteria for assigning a global writing proficiency rating. Participants explore a variety of writing tasks across levels of proficiency, evaluate language samples based on the criteria as described in the Guidelines, and design appropriate writing activities and writing assessment prompts at the four major levels. Participants discuss the implications of the ACTFL Proficiency Scale for establishing program goals, and for planning curriculum, instruction, and assessment. (http://www.actfl.org)

     
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    USC  Workshop on Current Topics in Japanese Language Education 2011
    日時:2011年5月14日(土)、15日(日)
    場所:University of Southern California, Taper Hall

     

     

     ナショナル・スタンダーズの設定、日本語APの施行、テクノロジーの導入等に伴い、 日本語教育の理論や方法も次々に刷新されつつあります。また、学校や政府からは学生の何がどう伸びたのかを明確に示せという要望が年々強まっています。こ のワークショップでは、これらの状況を踏まえつつ、評価というものがどうあるべきなのか、ということについて様々な視点から考えてみたいと思います。

     

     

     

     

    *本ワークショップは以下の機関より助成金をいただいております。
    • The U.S. Department of Education Title VI National Resource Center (NRC) からの南カリフォルニア大学東アジア研究センターへの助成金
    • 国際交流基金 さくら中核事業 会議助成金

     

  • 第一部:“Assessment- What, How and Why?”

  • 午前の部 
    ワークショップの資料はこちら

     

     

     

     

    當作靖彦先生(University of California, San Diego)

    「21世紀の外国語教育における評価」

    1990年代の「ナショナル・スタンダーズ」の 発表以後、外国語教育ではパラダイムシフトがおこりました。これにより日本語教育でも、学習者中心、協働、 自立的学習、高度の思考能力、文化のリテラシー、内容中心などの概念が浸透してきました。評価の面でも、これまでの伝統的な評価に加え、いわゆる代替的評 価が使われるようになりました。振り返ってみれば、このようなシフトはグローバルレベルで情報、人、モノの交流、コミュニケーションが大量に行われる21 世紀の社会変化を予想したものであったのかもしれません。私たちは、21世紀の社会で生きるために、20世紀には考えられなかったタイプの知識、技能、資 質を要求され、またその知識、技能もより多くのものを身につけることが要求されています。外国語のクラスも単なる文法、語彙を駆使したコミュニケーション 能力を与えるだけでなく、学習者が21世紀を生きていくために必要な能力を与えることを要求されるようになり、学習目標とともに学習内容も大きく変化しつ つあります。それに伴い、評価の目的、方法、評価の結果の使用の方法などにも大きな変化が出てきました。この講演では、21世紀の外国語教育に求められる 評価とはどのようなものか、また、我々外国語教師に求められる評価の知識、能力とはどのようなものかを考えてみたいと思います。

     

     

     

     
     
    片岡裕子先生(California State University,  Long Beach)
    「日本語のクラスにおけるこれからの評価」
    このセッションでは、評価の種類、学習目標と評価の関係、日本語スタンダーズに基づいた評価等、評価の基本についてまとめ、
    その後、伝統的評価と代替的評価の目的や方法を比較します。また、「21世紀のスキル」を考慮した評価についてもふれます。

     

     

     

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    午後の部 
    ワークショップの資料はこちら

     

     

     
    佐藤慎司先生 (Columbia  University) 熊谷由理先生 (Smith  College)
    「アセスメントと日本語教育:対話、協働、自己実現を育むアセスメントの理論と実践」
    午後のセッションでは、まず、学校という社会シ ステムにおける評価の理論の歴史を概観し、テストや試験での選別的な評価、
    学んだことの評価だけでなく、より幅広い指導、学習活動の過程 や学習者の進歩の状況等を評価する教育的な評価、
    学びのための評価(代替的評価法)の重要性を提唱します。その後、代替的評価法の例を取り入れた日本語教 育の実例を活
    動の目標、手順、学習者の作品、学習者の感想などを示しながら紹介し、会場のみなさんと代替評価の意義、可能性を考えます。

     

     
     増山和恵先生 (California  State University Sacramento)
    「複式授業におけるアセスメント 文学を取り入れた日本語クラス」
     代替的評価法の実践例紹介
  • 第二部: The ACTFL Writing Proficiency Guidelines Familiarization Workshop

  • 講師:渡辺素和子先生 (Portland State University)

    Intended as an introduction to the ACTFL Proficiency Guidelines – Writing (Revised 2001), this workshop introduces participants to the major and minor level descriptors and the criteria for assigning a global writing proficiency rating. Participants explore a variety of writing tasks across levels of proficiency, evaluate language samples based on the criteria as described in the Guidelines, and design appropriate writing activities and writing assessment prompts at the four major levels. Participants discuss the implications of the ACTFL Proficiency Scale for establishing program goals, and for planning curriculum, instruction, and assessment. (http://www.actfl.org)

  • Department of East Asian Languages and Cultures
  • University of Southern California
  • Taper Hall 356
  • Los Angeles, California 90089-0357

  • All photos taken by Elissa L., Yulee Kim and Ka Wong