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  1. 118 総合文化研究科・教養学部
  2. 97 グローバルコミュニケーション研究センター
  3. Eruditi : The CGCS Journal of Language Research and Education
  4. 1
  1. 0 資料タイプ別
  2. 30 紀要・部局刊行物
  3. Eruditi : The CGCS Journal of Language Research and Education
  4. 1

Support Systems for Instructors and Teaching Assistants in the ALESS Program

http://hdl.handle.net/2261/72787
http://hdl.handle.net/2261/72787
bc95637d-8f2c-4bac-a262-9357053c4ec7
名前 / ファイル ライセンス アクション
Eruditi_01_03.pdf Eruditi_01_03.pdf (335.1 kB)
CC BY-NC-ND 4.0
http://creativecommons.org/licenses/by-nc-nd/4.0/
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2017-07-31
タイトル
タイトル Support Systems for Instructors and Teaching Assistants in the ALESS Program
言語
言語 eng
キーワード
主題Scheme Other
主題 ALESS
キーワード
主題Scheme Other
主題 English for Specific Academic Purposes
キーワード
主題Scheme Other
主題 pedagogical practices
キーワード
主題Scheme Other
主題 scientific writing
キーワード
主題Scheme Other
主題 support systems
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
著者 Saneyoshi, Chie

× Saneyoshi, Chie

WEKO 142847

Saneyoshi, Chie

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Mishina, Yukiko

× Mishina, Yukiko

WEKO 142848

Mishina, Yukiko

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Nozawa, Emiko

× Nozawa, Emiko

WEKO 142849

Nozawa, Emiko

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著者所属
著者所属 The University of Tokyo, Center for Global Communication Strategies, ALESS Program
抄録
内容記述タイプ Abstract
内容記述 Teaching English communication to students of science is an essential aspect of scientific education, if students are to develop and become competitive in a global setting. The ALESS (Active Learning of English for Science Students) Program at the University of Tokyo is a 13-week academic writing course for all first-year students of science. The course is taught completely in English by instructors with diverse backgrounds from not just the natural sciences, but also from the social sciences and humanities. For this course, active learning is encouraged and the scientific thought process is emphasized through project-based learning, and students partake in this scientific process by designing and performing scientific experiments which provides the content for their academic papers. Here, the “support system” includes assistance for students as well as mutual cooperation amongst instructors. As instructors have diverse academic and teaching backgrounds, collaboration and mutual learning constitute an important element of the development of effective curriculum and pedagogy. Among various aspects of the ALESS course, this paper specifically focuses on the supporting system involved in the course. Based on the close examination of the current situation, this paper proposes some possible solutions to problems observed in this study. This study may contribute to the development of course design and teaching methods in English for Specific Academic Purposes. In this paper, reasons for students to seek advice will be discussed with specific examples of some actual visits. Furthermore, recent attempts to minimize the gap between students’ interests and TAs’ background disciplines to provide more effective consultations will be mentioned. Some reflections by instructors of various backgrounds as well as some specific concerns that have risen will be reported. Here, we will consider some of the difficulties that are encountered, not by students, but by the instructors and teaching assistants who directly support those taking the course, and discuss the support systems that are in place.
内容記述
内容記述タイプ Other
内容記述 Section 2: Pedagogic-Methodological Practices
書誌情報 Eruditi : The CGCS Journal of Language Research and Education

巻 1, p. 36-47, 発行日 2017-06
権利
権利情報 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
著者版フラグ
値 publisher
出版者
出版者 Centre for Global Communication Strategies, College of Arts & Sciences, The University of Tokyo
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