Welcome － 宇都宮市の英会話スクール/コンサルティング
自分にあった語学学校(英会話スクール)を選ぶ事はとても大切です。KIDD International では Dr. Joshua A. Kidd（キッドジョシュア博士）の日本・アメリカ・オーストラリアなどの国々での25年以上にも渡る、教育の専門的研究と指導をもとに、一人一人のニーズに応じた指導を行っております。英語教育、教師養成、医師や専門家の論文校正、プレゼンテーション、大学やインターナショナルスクールのカリキュラムコンサルティングなど、様々なフィールドで国際級に準じた専門的知識・技能を提供します。Dr.Kidd が専門とするこれらのフィールドでは最も先進された言語学教育の研究と実社会を結合させています。
One language sets you in a corridor for life.
Two languages open every door along the way.'
(Frank Smith, Linguist)
Choosing the right language school is an important decision. It is critical to take the time necessary when identifying the institute best able to support your learning objectives. With over 25 years of experience, we provide a unique and innovative array of professional education, teaching, consulting and training services. Our acclaimed curriculum and teaching/learning programs are underpinned by contemporary research combined with real-world classroom practice. Our dynamic programs and support structure give you the knowledge, tools and confidence to achieve your learning/teaching objectives. We invite you to contact us to discuss how we can best assist in meeting your specific educational needs.
Kidd, J. (2022). How does experience teaching in Japanese EFL classrooms inform English native-speaker educators classroom practices? The negotiation of face in university classrooms. Journal of Politeness Research, (). https://doi.org/10.1515/pr-2020-0018
Language teachers experience a range of challenges unique to the cultural and social contexts in which they work. To negotiate these challenges and facilitate language acquisition, teachers draw on linguistic and sociocultural knowledge of the L1 and L2. In this study, we analyzed the insights and practices of experienced and less experienced English native-speaker teachers (ENSTs) working with Japanese university students to identify challenges encountered within the classroom.
ON YOUR MARK is a high beginner/intermediate level speaking and listening course. The syllabus is uniquely organized around task-based content which guides students in developing conversation skills through 14 popular Olympic Sports topics. Each of the units introduce key vocabulary of the subject sport along with rules and interesting facts. Subject content is introduced through authentic peer-to-peer model conversations. This course textbook is ideal for universities, junior colleges, language schools and high schools.
Miyu and Li Yong are university students studying sports science. Miyu, from Kanagawa Prefecture, loves sports and is very athletic. Li Yong, an exchange student from China, is a gamer and fan of Japanese pop culture who knows very little about sports. He aspires to learn about different sports, make friends and get in shape. Miyu offers to teach Li Yong about sports and the associated English terminology. Together they explore a variety of popular sports.
楽天ブックス: ON YOUR MARK：English Communication Throu - オリンピック競技で楽しむ英語コミュニケーション - ジョシュ・A．キッド - 9784870972032 : 本 (rakuten.co.jp)
This book examines student identities as revealed through the pragmatics of face during an English L2 classroom interaction between Japanese students and a native speaker teacher. This study reminds us that what may be considered acceptable language use in the classroom can shift dramatically according to social, cultural and individual contexts.
Kidd sensitively and insightfully highlights peak areas of mis-communication in classrooms stemming from emerging identities. He then constructively and proactively proposes detailed professional development to help teachers become more aware of cross-cultural pragmatics. Kidd’s book will help teachers critically evaluate existing practices, provoking both reflection in action and on action.
Tim Murphey, Kanda University of International Studies, Japan
The Language Teacher
2018年5月発行の「The Language Teacher」(JALT発行)にDr.KIDDの新たな教育研究が掲載されています。
---Skits! Don't be Afraid of a Little Drama in the Classroom---
Skits are a versatile and practical tool for exposing students to new language through creating opportunities to engage in dynamic and interactive exchanges with classmates.
In this issue, attitudes and motivation of both teachers and students are the focus—from a number of different perspectives. First, Akihiro Omote uses quantitative and qualitative methods to explore changes in teacher efficacy with respect to the language of instruction. Then, Joshua Kidd examines a phenomenon all educators in Japan are probably familiar with: peer collaboration in the classroom that is unsanctioned by the teacher. Next, David Shea uses qualitative data to examine the orientation of advanced level university students to English. Then, in a Japanese-language article, Junya Fukuta, Yu Tamura, and Akari Kurita investigate to what extent oral-communication-oriented activities in junior high school textbooks met task criteria for promoting authentic meaningful communication.