Case study of an international joint class with international and japanese students : learning effects and approaches taken regarding language

Takahashi, Mino

doi:info:doi/10.18910/56910

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タイトル	Case study of an international joint class with international and japanese students : learning effects and approaches taken regarding language
著者	Takahashi, Mino Takahashi, Mino
キーワード等	international joint class
	international students
	Japanese students
	language barrier
	Project-Based-Learning, museums
抄録	This paper is based on a framework for creating mutual coexistence between Japanese and International students by overcoming the language barrier between them, which is described in a previous study by the author. This framework is based on Allport’s theory, which was established through examining an environment where black and white employees worked together. Allport suggested 3 conditions (equivalent level, common purpose, institutional support) are necessary to make them work in harmony and establish friendly relationships. By applying this theory in the International Joint Class, a new perspective, namely “dialogue” between students, with each other and with teachers, is added as necessary. Also, a universal study theme is needed for students to start a discussion regardless of their back¬grounds, and “human rights” could be one effective study theme. The purpose of this study is to analyze the study outcome of one Project-Based-Learning (PBL) class based on the above theory. However, this practice is different in that introduce a different study theme, “Museums.” Also, this class is particularly unique, since there are more than 90 students in one class, and 90% of the students are Japanese. The remaining 10 students are from China, Malaysia, Bangladesh, Korea and Singapore. It is not easy to conduct PBL with such a large number of students and with an unbalanced mixture of Japanese and International students, thus it is worth examining the problems faced in this practice. In analyzing the implementation, this study discusses whether the theme is effective or not, the language barrier between the students, and the learning outcome. Exhibi¬tions in museums have the potential for students to discuss their own interpretations no matter where they are from, since they are already interpreted in a certain way, but there is still the possibility of different interpretations is contained in each exhibition. In conclusion, the potential of museums could be utilized for students to successfully complete their projects even if the class size is massive, the student backgrounds are different, and group projects could not smoothly proceed.
公開者	Graduate School of Human Sciences
掲載誌名	Osaka Human Sciences
巻	2
開始ページ	151
終了ページ	169
刊行年月	2016-03
URL	http://hdl.handle.net/11094/56910
言語	英語
DOI	info:doi/10.18910/56910

著者版フラグ	publisher
NII資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
dcmi資源タイプ	text
DCTERMS.bibliographicCitation	Osaka Human Sciences.2 P.151-P.169
DC.title	Case study of an international joint class with international and japanese students : learning effects and approaches taken regarding language
DC.creator	Takahashi, Mino
DC.publisher	Graduate School of Human Sciences
DC.language" scheme="DCTERMS.RFC1766	英語
DCTERMS.issued" scheme="DCTERMS.W3CDTF	2016-03
DC.identifier" scheme="DCTERMS.URI	http://hdl.handle.net/11094/56910
DC.subject	international joint class
	international students
	Japanese students
	language barrier
	Project-Based-Learning, museums
DCTERMS.abstract	This paper is based on a framework for creating mutual coexistence between Japanese and International students by overcoming the language barrier between them, which is described in a previous study by the author. This framework is based on Allport’s theory, which was established through examining an environment where black and white employees worked together. Allport suggested 3 conditions (equivalent level, common purpose, institutional support) are necessary to make them work in harmony and establish friendly relationships. By applying this theory in the International Joint Class, a new perspective, namely “dialogue” between students, with each other and with teachers, is added as necessary. Also, a universal study theme is needed for students to start a discussion regardless of their back¬grounds, and “human rights” could be one effective study theme. The purpose of this study is to analyze the study outcome of one Project-Based-Learning (PBL) class based on the above theory. However, this practice is different in that introduce a different study theme, “Museums.” Also, this class is particularly unique, since there are more than 90 students in one class, and 90% of the students are Japanese. The remaining 10 students are from China, Malaysia, Bangladesh, Korea and Singapore. It is not easy to conduct PBL with such a large number of students and with an unbalanced mixture of Japanese and International students, thus it is worth examining the problems faced in this practice. In analyzing the implementation, this study discusses whether the theme is effective or not, the language barrier between the students, and the learning outcome. Exhibi¬tions in museums have the potential for students to discuss their own interpretations no matter where they are from, since they are already interpreted in a certain way, but there is still the possibility of different interpretations is contained in each exhibition. In conclusion, the potential of museums could be utilized for students to successfully complete their projects even if the class size is massive, the student backgrounds are different, and group projects could not smoothly proceed.
DC.identifier	info:doi/10.18910/56910
citation_title	Case study of an international joint class with international and japanese students : learning effects and approaches taken regarding language
citation_author	Takahashi, Mino
citation_publisher	Graduate School of Human Sciences
citation_language	英語
citation_date	2016-03
citation_journal_title	Osaka Human Sciences
citation_volume	2
citation_firstpage	151
citation_lastpage	169
citation_public_url	http://hdl.handle.net/11094/56910
citation_keywords	international joint class
	international students
	Japanese students
	language barrier
	Project-Based-Learning, museums
citation_doi	info:doi/10.18910/56910

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