九州ルーテル学院大学
Teaching Portfolio2022

所属：人文学部 人文学科 キャリア・イングリッシュ専攻
名前：松本ソニア(Sonia Matsumoto)1

作成日：2022 年 5 月 20 日

九州ルーテル学院大学 ティーチング・ポートフォリオ
教員氏名：松本ソニア （Sonia Matsumoto）
所属：人文学部 人文学科
1.

キャリア・イングリッシュ専攻

はじめに
筆者は２０２２年４月に九州ルーテル学院大学に着任し、人文学科キャリア・イングリッシュ専攻准教授として勤めている。研究は児童英語教育、英語教育、とサービスラー
ニングを中心に行っている。

２. 教育の責任As a member of the Career English Department, I am responsible for classes that help
improve students’ four skills in English, as well as classes pertaining to English educationand pedagogy for those who wish to attain an English teaching license.
2.1. 授業科目の担当
2022 年度は以下の表の科目を担当している、又は担当予定である。
科目名

開講年度時期

履修者数

リーディング＆ラ

２０２２年度・前期

１５名

小学校英語教育法

２０２２年度・前期

３０名

フレッシュマン・ゼ

２０２２年度・前期

１２名

備考

イティング Iミ小学校英語フィー

共通教育
オムニバス形式で２０２２年度・前期

１名

ルドワーク I
英語科教育実習 I

２０２２年度・後期

リーディング＆ラ

２０２２年度・後期

２２名

小学校英語２０２２年度・後期

３０名

小学校英語フィー２０２２年度・後期

１名

イティング II

ルドワーク II

2◼

主要担当科目
1. Reading & Writing I:
Every class begins with a Reading Faster passage.

Students do a timed

reading and answer questions based on that reading. By comparing the times
and the number of correct answers, students can quickly gauge how well theirreading is improving.

Since no dictionaries can be used for this extensive

reading exercise, students are encouraged to use the context of the reading tograsp unfamiliar words and concentrate on the general meaning of the passage.
Every week, the students read a longer passage for a short comprehension test.
A closer analysis of new vocabulary and grammar are encouraged for thisintensive reading exercise.

To solidify understanding, students act out thereading whenever possible, then discussions follow for a deeper dive into various
interpretations of the reading.
After the discussions, students then write about what was discussed in adesignated writing structure such as evaluative, causal, or comparative.
Students are asked to pay attention to content and fluency as well as grammar
and accuracy.
2. Methodology of Teaching English at Elementary Schools
In this class, students apply the language acquisition teaching methods theylearned in mini-demonstration lessons. Students practice teaching new vocabulary,chants, songs, communicative activities, and games. While one student is teaching,
the others become the elementary school students in the class.

After eachdemonstration lesson, students give a peer evaluation to help that student see thegood points of his/her lesson and parts that need improvement. The student thenwrites a detailed a report on ways to improve his/her teaching.
学部での教育以外の教育実践は以下のようなものがある。
◼

非常勤講師（２０１２年～２０２２年に）放送大学宮崎学習センター非常勤教員

2.2. 教育組織運営
大学内において、グロバール委員及び広報委員の役目を担っている。その上に九州ルーテル学院大学付属黒髪乳児保育園へ英語保育活動を務めている。

3

３. 教育の理念
In every aspect of life, especially education, effective communication is essential.
Effective communication is more likely to be attained when all parties cooperate to createa respectful helpful environment for mutual learning.

In addition, rather than justpassively listening to lectures, applying what is heard or read in immersive activities willmore likely yield deeper understanding and greater recall.
3.1. 理念１
Education is the process of teaching and acquiring knowledge or skills. Hence, effective
communication is necessary to facilitate learning.

In my classes, we not only practice

expressing opinions and thoughts, but we also encourage asking for clarification whenthe process of communication is obstructed between teacher and student, as well as
amongst students themselves.
3.2. 理念２
A cooperative attitude amongst everyone in the classroom helps create a learning richenvironment.

Hopefully students will continue to carry this cooperative mindset when

they become active members of society.
3.3. 理念３
Comprehending explanations and readings is sometimes not enough for practicalapplication of knowledge. In other words, knowing and doing are different. In class,
we use what we have learned as much as possible to confirm and deepen understanding.
４. 教育の方法
教育理念との関係では以下の点を重視した教育方法を取っている。
４.1.
Communication is a two-way street; therefore, questions and comments are always
encouraged in class. For easy reference, we all make name plates which have clarificationquestions in English; however, students are encouraged to ask questions, make comments,
and communicate in any language they feel most comfortable. We also frequently havediscussions in which students share their thoughts and opinions on the reading or thetopic at hand.

As long as they are not offensive or rude, any and all comments areencouraged. I appreciate when students make an effort to communicate. Even mistakes
are appreciated for it shows courage to speak in a classroom of people.

4４.2.
Cooperation is also highly encouraged in my classroom. Since English is the target
language, when a student makes a comment in Japanese, I encourage the other students
to help that student explain in English. When a student stumbles to answer a question,
the other students are encouraged to help that student explain their thoughts moreaccurately.

Due to language barriers, we all work together to help understand eachother. Cooperation is also encouraged in other aspects of the class. Students, alongwith the teacher, help set up and clean up the classroom before and after class. Instilling
cooperative thinking in the classroom will potentially lead to a cooperative mindset intheir future workplace.
４.3.
Practical application of knowledge is a key element in my classes.
different from just knowing.

Doing is quite

In my reading class, students must first read to understandmeaning and then to deepen understanding, students demonstrate what they read.
They act out the reading whenever possible.

Reading the words and imagining thescenes help deepen understanding and increase the paths of recall.

Similarly, forEnglish education classes, student first learn several language acquisition teaching
methods and then apply those methods in mini-demonstration lessons.

In this way,

students can experience firsthand how those methods are used in language classes.
５. 教育改善のための努力
5.1. 改善努力１ 授業評価アンケートと授業改善報告書
5.2. 改善努力２
６. 教育の成果・評価
７. 今後の教育に関する課題と目標
８. 参考資料（１）担当科目シラバス（２）授業評価アンケート結果

5