イマージョン教育における英語の位置付け及び教育手段に関する一考察 : 日本の小学校を例にして
Bibliographic record
Abstract
Immersion education is an approach of using the target language as the medium through which curricular content is conveyed, to help the learners not only to strength their ability of the native language and the understating of lesson subjects, but also to acquire the proficiency in the target language and linguistic abilities in the immersion environment. As an important approach of bilingual education which is originated from Canada in 1970s, it has been in widely practical use in Japanese elementary schools from early 1990s. As the medium, English is considered as the second language (ESL) in the process of English immersion education. However, without enough English-speaking environment in Japan, especially in the daily life after school, English is also usually in the position of foreign language (EFL). Consequently, it is necessary to reexamine the education methods and its effect by taking the role of English into consideration in the English immersion education in Japanese elementary schools. In the paper, by presenting an overview of immersion education theories and practices in Canada and the USA, we explore the English immersion education environment in 4 Japanese elementary schools from the perspectives of class organization, use of the target language, subjects and assessment. As a result, we suggest the language education of English should be seen as being as important as subject education. Moreover, in the near future, with societies of declining birthrates and incretasing globalization, such as Japan, two-way immersion education is suggested to be a more suitable approach. In that case, as one of the multiple target languages, how to adjust the position of English between language education and subject education is a further topic for us to discuss.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".