九州大学出版会 Kyushu University Press

Introduction

Although the term “immersion” seems to have become an attractive label in Japan for any form of intensive English language experience, immersion education has been slow to take hold in Japan to the same extent that immersion and bilingual education have in other countries around the world. A prevalent question of many Japanese parents and educators regarding immersion is: What impact will the immersion experience have on young learners’ first language and cultural identity? Behind this question lurks a fundamental misconception regarding foreign language acquisition for learners who speak the dominant societal language and points to the now discredited “container” view of language where the learning of a second language can “push out” a first language. The study described in this book explores the assumptions of Japanese junior high school students toward English immersion education. In illuminating attitudes toward immersion education in particular, this insightful investigation also exposes the underlying ambivalence that some Japanese may have toward early bilingualism.

Contents

Contents
　
List of Tables and Figures
List of Abbreviations and Definitions
Preface
Acknowledgments
　
Chapter 1: Introduction
　1.0　The problem of English language education in Japan
　1.1　Rationale
　1.2　Significance and contribution of study
　1.3　Main research questions
　1.4　Organization of thesis
　
Chapter 2: Background
　2.0　History of English language education in Japan
　2.1　English and ELE in Japan today
　2.2　Solution number 1: Reform the system
　2.3　Solution number 2: JET Programme
　2.4　Solution number 3: Start younger
　2.5　Solution number 4: CALL
　2.6　Solution number 5: Immersion education
　2.7　Conclusion
　
Chapter 3: Review of the Literature
　3.0　The history of immersion education
　3.1　Immersion education: What is it?
　3.2　Immersion education: What has it taught us?
　3.3　The spread of immersion education
　3.4　Immersion education in Japan
　3.5　Critical theory and immersion education
　3.6　Attitudes and beliefs
　
Chapter 4: Methodology and Procedures
　4.0　Introduction
　4.1　Research methodology
　4.2　Research questions and hypotheses
　4.3　Participant and site selection
　4.4　Quantitative research design
　4.5　Qualitative research design
　4.6　Establishing validity and reliability
　4.7　Overview of procedures
　4.8　Data analysis
　4.9　Ethical procedures
　4.10　Limitations of study
　
Chapter 5: Analysis and Discussion of Results
　5.0　Introduction
　5.1　Responses to Research Questions 1a-e.
　5.2　Responses to Research Question 2
　5.3　Responses to Research Question 3
　5.4　Responses to Research Question 4
　
Chapter 6: Implications and Conclusion
　6.0　Summary
　6.1　Implications
　6.2　Conclusion
　
Appendices
References

Author

Larry Daavid Kimber grew up in southern Alberta, Canada and is presently an Associate Professor at Fukuoka Unicersity. In addition to the field of immersion education, other research interests include Computer Assisted Language Learning (CALL) and critical issues in Teaching English as a Foreign Language (TEFL).

その他

Although the term “immersion” seems to have become an attractive label in Japan for any form of intensive English language experience, immersion education has been slow to take hold in Japan to the same extent that immersion and bilingual education have in other countries around the world. A prevalent question of many Japanese parents and educators regarding immersion is: What impact will the immersion experience have on young learners' first language and cultural identity? Behind this question lurks a fundamental misconception regarding foreign language acquisition for learners who speak the dominant societal language and points to the now discredited “container” view of language where the learning of a second language can “push out” a first language. The study described in this book explores the assumptions of Japanese junior high school students toward English immersion education. In illuminating attitudes toward immersion education in particular, this insightful investigation also exposes the underlying ambivalence that some Japanese may have toward early bilingualism.

( Quoted from "Foreword" by Dr. Mike Bostwick )