ブレイク ターンブル 講師
Blake A. Turnbull
- 専門分野
- 【外国語教育／応用言語学／バイリンガリズム】
【Foreign Language Education／Applied Linguistics／Bilingualism】
博士（言語学）
【研究領域・テーマ】
英語教育／トランスランゲージジング／バイリンガリズム
English Education／Translanguaging／Bilingualism
研究内容
私は、言語教育と社会におけるバイリンガリズムを組み合わせた研究を行なっています。特に、言語学習者を「萌芽的バイリンガル」(emergent bilingual) として捉え直し、トランスランゲイジングのようなバイリンガル話者が自然に行う言語実践をどのように利用し、目標言語の発達を促進させるかに焦点を当てています。
My research combines language education and bilingualism as it is seen in society. In particular, I try to reconceptualise language learners as "emergent bilinguals" and focus on how they can use the naturally-occurring language practices of bilingual speakers, such as translanguaging, to facilitate their development of the target language.
My research combines language education and bilingualism as it is seen in society. In particular, I try to reconceptualise language learners as "emergent bilinguals" and focus on how they can use the naturally-occurring language practices of bilingual speakers, such as translanguaging, to facilitate their development of the target language.
ゼミ紹介
2年生のゼミでハリーポッターの世界を通してイギリス文化·社会についての知識と理解を深めます。３年生では、世界中の社会問題を学ぶことにより、日本の文化や社会を見つめ直します。どちらの学年においても、学生は萌芽的バイリンガル (emergent bilingual) として英語と日本語の両方を用いたディスカッションをしながら、さらに英語力を向上させ、英国の文化、世界的な問題、そして日本の社会について理解を深めることで、国地球市民になることを目標とします。4年生では、ゼミ生が興味を持ったテーマを選び、研究して卒業論文を英語で書きます。
In the second year, students deepen their knowledge and understanding of British culture and society through the world of Harry Potter. In the third year, students learn about social issues from around the world and use that to reflect on the culture and society of Japan. In both years, students are expected to use both English and Japanese in discussions as emergent bilinguals to further develop their English language skills and their understanding of British culture, world issues, and Japanese society, with the overall goal of becoming global citizens. In the fourth year, students choose a topic of their interest, research it, and write their graduation thesis in English.
In the second year, students deepen their knowledge and understanding of British culture and society through the world of Harry Potter. In the third year, students learn about social issues from around the world and use that to reflect on the culture and society of Japan. In both years, students are expected to use both English and Japanese in discussions as emergent bilinguals to further develop their English language skills and their understanding of British culture, world issues, and Japanese society, with the overall goal of becoming global citizens. In the fourth year, students choose a topic of their interest, research it, and write their graduation thesis in English.
主な担当授業科目
英語読解／国際文化概論／国際文化演習／English Workshop
所属学会
全国語学教育学会（JALT）／大学英語教育学会（JACET）
経歴・活動歴
ニュージーランド生まれ。2015年オタゴ大学修士課程（応用言語学専攻）修了。2019年京都大学大学院人間·環境学研究科博士後期課程（共生人間学専攻）修了。立命館大学非常勤講師、京都外国語大学非常勤講師、京都大学非常勤講師、同志社大学任期制助教を経て、2023年に大谷大学国際文化学科着任。
Born in New Zealand, I completed an M.A. in Applied Linguistics at the University of Otago in 2015, and a Ph.D. in Foreign Language Acquisition and Education at Kyoto University in 2019. After working as a part-time instructor at Ritsumeikan University, Kyoto University of Foreign Studies, Kyoto University, and as a fixed-term assistant professor at Doshisha University, I arrived at Otani University's Department of Intercultural Studies in 2023.
Born in New Zealand, I completed an M.A. in Applied Linguistics at the University of Otago in 2015, and a Ph.D. in Foreign Language Acquisition and Education at Kyoto University in 2019. After working as a part-time instructor at Ritsumeikan University, Kyoto University of Foreign Studies, Kyoto University, and as a fixed-term assistant professor at Doshisha University, I arrived at Otani University's Department of Intercultural Studies in 2023.
主要著書・論文
論文（Articles）
- “The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities”
- “What does the research really say? Debunking the myths of raising bilingual children in Japan”
- “Translanguaging in the world language classroom: Towards epistemological and practical change”
- “The role of learners’ native language in EFL self-efficacy beliefs: An exploratory study”
- “Am I bilingual? Reporting on the self-reflections of Japanese EFL learners”
- “Emergent bilingualism in foreign language education”
- “Bilingualism in Japan: Recognition for an uncelebrated concept”
- “Beyond bilingualism in Japan: Examining the translingual trends of a ‘monolingual’ nation”
- “Towards new standards in foreign language assessment: Learning from bilingual education"
- “Translanguaging in the planning of academic and creative writing: A case of adult Japanese EFL learners”
- “Looking at foreign language education from a bilingual perspective: Practices, principles, and pedagogies”
- “The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education.”
- “Reframing foreign language learning as bilingual education: Epistemological changes towards the emergent bilingual”
- “Perceptions of value in Japanese English education: Self-reflections of ALTs on the JET Programme”
- “Is there a potential for a translanguaging approach to English education in Japan? Perspectives of tertiary learners and teachers”
- “Bilingualism in New Zealand: A field of misconceptions”
- “Questioning the compatibility of Nunomura’s vision of an English-only classroom in Japan”
- “The use of English as a lingua franca in the Japanese second language classroom"
- “Examining pre-service ESL teacher beliefs: Perspectives on first language use in the second language classroom”
- “The potential impact of cultural and educational background on foreign language teachers’ use of the L1”
- “Learner perspectives on national identity and EFL education in Japan: Report of a questionnaire study"
- “The effects of L1 and L2 group discussions on L2 reading comprehension”