著者

安藤 淑子

出版者

山梨県立大学

雑誌

山梨国際研究 : 山梨県立大学国際政策学部紀要 (ISSN:18806767)

巻号頁・発行日

vol.6, pp.51-60, 2011-03-05

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There are a number of children enrolled in Brazilian schools that have been living in Japan for a considerable amount of time, yet cannot demonstrate sufficient proficiency in Japanese. Meanwhile, these students must have a certain level of Japanese proficiency in order to keep a wide variety of options open for the future. At the request of a Brazilian school, we implemented a Blended-Learning program that combined classroom lessons in the Brazilian school with e-learning courses offered by the university. Three eighth-year students from the Brazilian school who had only a beginning level of Japanese proficiency participated. The e-learning was in two forms, a school study and an interactive study. The interactive learning focused on practical Japanese usage and related vocabulary to complement the grammar and sentence structure focus of classroom instruction. In addition, the interactive learning utilized small study groups divided by level of proficiency, in contrast to the combined-level group structure of the classroom. The study made use of a toll-free IP telephone and web camera, and looked at problems and instructional methods particular to distance learning.