2018年度に引き続き、日本のフランス語教育において先駆的な試みを達成中の大学を訪れ、参与観察とインタビューを行い、新世代型外国語学習活動デザインの分析を行った。外国語教育において学習モチベーションを維持・向上するために重要な役割を果たす「学びのコミュニティ作り」、モチベーションを維持させる魅力的な「協働プロジェクト」のいくつかについて、こうした革新的な試みが現実的に持続可能な教育実践かどうかという点を軸に、プロジェクト型フランス語教育の分析を行った。以下が2019年度に行ったフィールドワークの実績である。
・東北大学言語・文化教育センターの深井陽介准教授が推進する大学生によるフランス語映画制作プロジェクト「Qui suis-je ?私は誰だ」第3話制作に関わる教員のフランス語の授業の参与観察およびプロジェクトの会合の参与監察、プロジェクト関係者インタビューを中心としたフィールドワークを行った(2019年 7 月 12 日)。
・弘前大学「弘前×フランス」プロジェクトに参加する近畿大学、高橋梓専任講師へのインタビュー(2019年8 月 30 日)
・弘前大学「弘前×フランス」プロジェクトにおける慶應義塾大学SFC國枝研究会の学生とのコラボレーション活動(熊野真規子准教授と國枝孝弘教授)の参与観察、関係者インタビュー (2019 年 8月 31日、9月1日)
・東北大学の深井陽介准教授による、スイスのローザンヌ大学との共同短編映画『ローザンヌの黒猫』制作プロジェクトの参与監察、教員インタビューを行った。同プロジェクトの活動のためにローザンヌ大学からエステル・ドゥーデ教授が来日中の時期に行ったためドゥーデ教授を交えた活動の参与活動、インタビューが可能になった(2020年2月4日、5日)。
いずれの例においても、中心となって牽引する教員やリーダーとなる学生の資質とユニークな発想力が特筆された。また、持続可能性の観点から見ると、強力なリーダーシップを発揮する教員や、熱心な学生グループの代替わりで、プロジェクト自体が停滞する可能性、他のメンバーが受動的になる可能性が問題点として確認された。また、本研究の分析の成果を、2019 年 9 月にウランバートルで開催されたFIPF(国際フランス語教員連盟)アジア太平洋支部の国際学会において口頭発表を行った。
In continuation of research started in 2018, I visited several universities recognized for their pioneering attempts in French language education throughout Japan. I was given opportunities to conduct observations and interviews. During 2019, I was able to carry out in-depth analysis of project-based French language learning programs and their potential for sustainability.
In recent years, French language learning programs have introduced innovative attempts to create learning communities that play an important role in maintaining and improving learning motivation, in particular foreign language education. Observation of these projects revealed the value of collaborative activities designed to keep learners motivated. In addition, I analyzed project-based French language projects to examine their sustainability as educational practices that may be incorporated into other programs.
As part of my research, I conducted fieldwork in two locations where I was given opportunities to observe classes as well as conduct interviews with teachers and students on several occasions. Following is a detailed list of fieldwork conducted during academic year 2019.
Fieldwork conducted at Tohoku University:
Class observation of French language classes taught by professors Yosuke FUKAI and Bertrand SAUZEDDE. The observation was followed by interviews with both professors and students. Observation of a meeting for the Movie project in French "Qui suis-je? (Who am I?)," produced by students: the third episode project meeting. Dates: July 12, 2019.
Interview with professor Azusa TAKAHASHI
Professor Takahashi works at Kindai University. Professor Takahashi is an active promoter of "Hirosaki X France" project at University of Hirosaki.
Dates: August 30, 2019.
Fieldwork conducted at University of Hirosaki:
Observation of project activities: Hirosaki X France, with professor Makiko KUMANO, a collaboration between University of Hirosaki and Keio University SFC
Interviews. August 31-September 1, 2019.
Fieldwork conducted at Tohoku University:
Interviews with professors Yosuke FUKAI, Bertrand SAUZEDDE, Estelle DOUDET (University of Lausanne) and a team of Japanese students.
Observation of project meeting between students and teachers, followed by interviews with professors and students. Observation of a meeting for a Movie project /collaboration between University of Lausanne and Tohoku University, "Chat noir à Lausanne (Black cat in Lausanne)" produced by students.
Dates: February 4 - 5, 2020.
Observation and results
In all cases, strong leadership – was often provided by instructors and some key-student leaders – and unique ideas for project activities were conducive to make those projects possible. Evidence of the success of this approach was observed in students' continuous engagement throughout the activities, and post-activities meetings and discussions.
Interviews with instructors and students revealed that, on the other hand, from the point of view of sustainability of such projects and activities, it is difficult to replicate the same classroom environment in same spirit, particularly when both, students and instructors have developed a strong sense of involvement and agency as equal participants.
Finally, I gave a presentation on my research findings at the FIPF (International Federation of French Teachers / Fédération Internationale des Professeurs de français) at the annual conference in Ulaanbaatar, Mongolia, in September 20 of 2019.
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