狠狠撸shows by User: Yu_KANAZAWA / http://www.slideshare.net/images/logo.gif 狠狠撸shows by User: Yu_KANAZAWA / Sat, 23 Mar 2024 12:44:48 GMT 狠狠撸Share feed for 狠狠撸shows by User: Yu_KANAZAWA P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf /slideshow/p4c-x-elt-p4elt-its-theoretical-background-kanazawa-2024-marchpdf/266933653 let-fmt-sigkanazawa2024march-240323124448-26e2d8f0
Further resources of P4ELT available at https://researchmap.jp/yu-kanazawa/P4ELT?lang=en This theoretical paper delineates the founding lines of facts behind the idea of P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), a slogan of applying P4C (Philosophy for Children/Colleges/Communities) insights to EFL education. Previous theories and attempts in the fields of applied linguistics and foreign language education tend to have the following limitations. First, although deep active learning educational approaches that aim at fostering the 21st century skills (e.g., critical thinking, collaborating) have increasingly been appreciated, they usually focus mostly on the cognitive aspects and fail in organically integrating the affective aspects (Koul et al., 2021; Matsushita (Ed), 2018; Scoular & Care, 2018). Second, although many previous studies in language learning psychology have shed light on the affective aspects of learning, they have typically been trapped in the dualistic epistemology concerning the emotional valence, i.e., minimizing negative emotions such as anxiety while maximizing positive emotions such as enjoyment (Derakhshan, 2022; Dewaele et al., 2019; Wang et al., 2021). In reality, however, educationally important moments – such as aporia (Candiotto, 2015), epiphany (Denzin, 2014), and perezhivanie (Xu & Zheng, 2023) – are filled with subtle and elusive micro-level emotions that deny na?ve identification as either positive or negative (Kanazawa, 2016). Furthermore, ambivalent epistemic emotions such as intellectual surprise constitute Triadic Emotions, which enable higher learning and development supported by rational, emotion-involved conduct (Kanazawa, 2022a). Interdisciplinarily integrating P4C insights, such as Lipman’s (2003) 3Cs into foreign language teaching will pave the way for better pedagogical frameworks and practices, as have been corroborated by the successful practical attempts in undergraduate dialogic ELT activities (Kanazawa, 2021; 2022b). Moreover, P4ELT could be another blue ocean in which philosophers and language researchers collaborate for better practices supported by more sophisticated theories (Chiba, 2023), ... and to prepare students well for the age of VUCA and increasing separation, with Peircean fallibilism in mind.]]>
Further resources of P4ELT available at https://researchmap.jp/yu-kanazawa/P4ELT?lang=en This theoretical paper delineates the founding lines of facts behind the idea of P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), a slogan of applying P4C (Philosophy for Children/Colleges/Communities) insights to EFL education. Previous theories and attempts in the fields of applied linguistics and foreign language education tend to have the following limitations. First, although deep active learning educational approaches that aim at fostering the 21st century skills (e.g., critical thinking, collaborating) have increasingly been appreciated, they usually focus mostly on the cognitive aspects and fail in organically integrating the affective aspects (Koul et al., 2021; Matsushita (Ed), 2018; Scoular & Care, 2018). Second, although many previous studies in language learning psychology have shed light on the affective aspects of learning, they have typically been trapped in the dualistic epistemology concerning the emotional valence, i.e., minimizing negative emotions such as anxiety while maximizing positive emotions such as enjoyment (Derakhshan, 2022; Dewaele et al., 2019; Wang et al., 2021). In reality, however, educationally important moments – such as aporia (Candiotto, 2015), epiphany (Denzin, 2014), and perezhivanie (Xu & Zheng, 2023) – are filled with subtle and elusive micro-level emotions that deny na?ve identification as either positive or negative (Kanazawa, 2016). Furthermore, ambivalent epistemic emotions such as intellectual surprise constitute Triadic Emotions, which enable higher learning and development supported by rational, emotion-involved conduct (Kanazawa, 2022a). Interdisciplinarily integrating P4C insights, such as Lipman’s (2003) 3Cs into foreign language teaching will pave the way for better pedagogical frameworks and practices, as have been corroborated by the successful practical attempts in undergraduate dialogic ELT activities (Kanazawa, 2021; 2022b). Moreover, P4ELT could be another blue ocean in which philosophers and language researchers collaborate for better practices supported by more sophisticated theories (Chiba, 2023), ... and to prepare students well for the age of VUCA and increasing separation, with Peircean fallibilism in mind.]]> Sat, 23 Mar 2024 12:44:48 GMT /slideshow/p4c-x-elt-p4elt-its-theoretical-background-kanazawa-2024-marchpdf/266933653 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf Yu_KANAZAWA Further resources of P4ELT available at https://researchmap.jp/yu-kanazawa/P4ELT?lang=en This theoretical paper delineates the founding lines of facts behind the idea of P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), a slogan of applying P4C (Philosophy for Children/Colleges/Communities) insights to EFL education. Previous theories and attempts in the fields of applied linguistics and foreign language education tend to have the following limitations. First, although deep active learning educational approaches that aim at fostering the 21st century skills (e.g., critical thinking, collaborating) have increasingly been appreciated, they usually focus mostly on the cognitive aspects and fail in organically integrating the affective aspects (Koul et al., 2021; Matsushita (Ed), 2018; Scoular & Care, 2018). Second, although many previous studies in language learning psychology have shed light on the affective aspects of learning, they have typically been trapped in the dualistic epistemology concerning the emotional valence, i.e., minimizing negative emotions such as anxiety while maximizing positive emotions such as enjoyment (Derakhshan, 2022; Dewaele et al., 2019; Wang et al., 2021). In reality, however, educationally important moments – such as aporia (Candiotto, 2015), epiphany (Denzin, 2014), and perezhivanie (Xu & Zheng, 2023) – are filled with subtle and elusive micro-level emotions that deny na?ve identification as either positive or negative (Kanazawa, 2016). Furthermore, ambivalent epistemic emotions such as intellectual surprise constitute Triadic Emotions, which enable higher learning and development supported by rational, emotion-involved conduct (Kanazawa, 2022a). Interdisciplinarily integrating P4C insights, such as Lipman’s (2003) 3Cs into foreign language teaching will pave the way for better pedagogical frameworks and practices, as have been corroborated by the successful practical attempts in undergraduate dialogic ELT activities (Kanazawa, 2021; 2022b). Moreover, P4ELT could be another blue ocean in which philosophers and language researchers collaborate for better practices supported by more sophisticated theories (Chiba, 2023), ... and to prepare students well for the age of VUCA and increasing separation, with Peircean fallibilism in mind. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/let-fmt-sigkanazawa2024march-240323124448-26e2d8f0-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Further resources of P4ELT available at https://researchmap.jp/yu-kanazawa/P4ELT?lang=en This theoretical paper delineates the founding lines of facts behind the idea of P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), a slogan of applying P4C (Philosophy for Children/Colleges/Communities) insights to EFL education. Previous theories and attempts in the fields of applied linguistics and foreign language education tend to have the following limitations. First, although deep active learning educational approaches that aim at fostering the 21st century skills (e.g., critical thinking, collaborating) have increasingly been appreciated, they usually focus mostly on the cognitive aspects and fail in organically integrating the affective aspects (Koul et al., 2021; Matsushita (Ed), 2018; Scoular &amp; Care, 2018). Second, although many previous studies in language learning psychology have shed light on the affective aspects of learning, they have typically been trapped in the dualistic epistemology concerning the emotional valence, i.e., minimizing negative emotions such as anxiety while maximizing positive emotions such as enjoyment (Derakhshan, 2022; Dewaele et al., 2019; Wang et al., 2021). In reality, however, educationally important moments – such as aporia (Candiotto, 2015), epiphany (Denzin, 2014), and perezhivanie (Xu &amp; Zheng, 2023) – are filled with subtle and elusive micro-level emotions that deny na?ve identification as either positive or negative (Kanazawa, 2016). Furthermore, ambivalent epistemic emotions such as intellectual surprise constitute Triadic Emotions, which enable higher learning and development supported by rational, emotion-involved conduct (Kanazawa, 2022a). Interdisciplinarily integrating P4C insights, such as Lipman’s (2003) 3Cs into foreign language teaching will pave the way for better pedagogical frameworks and practices, as have been corroborated by the successful practical attempts in undergraduate dialogic ELT activities (Kanazawa, 2021; 2022b). Moreover, P4ELT could be another blue ocean in which philosophers and language researchers collaborate for better practices supported by more sophisticated theories (Chiba, 2023), ... and to prepare students well for the age of VUCA and increasing separation, with Peircean fallibilism in mind.
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf from Yu Kanazawa / Osaka University
]]> 204 0 https://cdn.slidesharecdn.com/ss_thumbnails/let-fmt-sigkanazawa2024march-240323124448-26e2d8f0-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Yu Kanazawa (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills (NATESOL2023) /slideshow/yu-kanazawa-2023-may-challengers-reading-circle-a-deep-active-learning-activity-that-fosters-21st-century-skills-natesol2023/257815877 natesol2023kanazawa2023may-230513134540-4f47b966
https://researchmap.jp/yu-kanazawa/CRC?lang=en Kanazawa, Y. (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills [Paper presentation]. NATESOL Online Annual Conference 2023, England.]]>
https://researchmap.jp/yu-kanazawa/CRC?lang=en Kanazawa, Y. (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills [Paper presentation]. NATESOL Online Annual Conference 2023, England.]]> Sat, 13 May 2023 13:45:40 GMT /slideshow/yu-kanazawa-2023-may-challengers-reading-circle-a-deep-active-learning-activity-that-fosters-21st-century-skills-natesol2023/257815877 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) Yu Kanazawa (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills (NATESOL2023) Yu_KANAZAWA https://researchmap.jp/yu-kanazawa/CRC?lang=en Kanazawa, Y. (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills [Paper presentation]. NATESOL Online Annual Conference 2023, England. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/natesol2023kanazawa2023may-230513134540-4f47b966-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> https://researchmap.jp/yu-kanazawa/CRC?lang=en Kanazawa, Y. (2023, May). Challenger&#39;s Reading Circle: A deep active learning activity that fosters 21st century skills [Paper presentation]. NATESOL Online Annual Conference 2023, England.
Yu Kanazawa (2023, May). Challenger's Reading Circle: A deep active learning activity that fosters 21st century skills (NATESOL2023) from Yu Kanazawa / Osaka University
]]> 429 0 https://cdn.slidesharecdn.com/ss_thumbnails/natesol2023kanazawa2023may-230513134540-4f47b966-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) /slideshow/ellis-and-shintani-2014-chapter-120154-47234502/47234502 ellisandshintani2014-150421053719-conversion-gate02
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) 【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤） Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.]]>
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) 【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤） Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.]]> Tue, 21 Apr 2015 05:37:18 GMT /slideshow/ellis-and-shintani-2014-chapter-120154-47234502/47234502 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) 【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) Yu_KANAZAWA 【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) 【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤） Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ellisandshintani2014-150421053719-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) 【輪読】Ellis and shintani (2014). chapter 1（リーディング研究会2015年4月例会＿担当者：金澤） Target: Ellis, R. and Shintani, N. (2014). Exploring language pedagogy through second language acquisition. New York; Routledge.
【Book Presentation】Ellis and shintani (2014). chapter 1 (JACET Reading Research Group April, 2015 by KANAZAWA Yu) from Yu Kanazawa / Osaka University
]]> 4500 8 https://cdn.slidesharecdn.com/ss_thumbnails/ellisandshintani2014-150421053719-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 【JASELE2014 Student Forum】On my way to interdisciplinarity: An example of a doctorial student /slideshow/jasele2014-37840264/37840264 jasele2014-140810034308-phpapp02
a remote presentation at JASELE2014 in Tokushima]]>
a remote presentation at JASELE2014 in Tokushima]]> Sun, 10 Aug 2014 03:43:08 GMT /slideshow/jasele2014-37840264/37840264 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) 【JASELE2014 Student Forum】On my way to interdisciplinarity: An example of a doctorial student Yu_KANAZAWA a remote presentation at JASELE2014 in Tokushima <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jasele2014-140810034308-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> a remote presentation at JASELE2014 in Tokushima
【JASELE2014 Student Forum】On my way to interdisciplinarity: An example of a doctorial student from Yu Kanazawa / Osaka University
]]> 7189 5 https://cdn.slidesharecdn.com/ss_thumbnails/jasele2014-140810034308-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 リーディング研究会２０１４年６月轮読冲最终版（関西学院大学大学院?金泽） /slideshow/ss-36160106/36160106 random-140622074228-phpapp01
Presented at JACET Reading Study Group]]>
Presented at JACET Reading Study Group]]> Sun, 22 Jun 2014 07:42:27 GMT /slideshow/ss-36160106/36160106 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) リーディング研究会２０１４年６月轮読冲最终版（関西学院大学大学院?金泽） Yu_KANAZAWA Presented at JACET Reading Study Group <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/random-140622074228-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented at JACET Reading Study Group
リーディング研究会２０１４年６月轮読冲最终版（関西学院大学大学院?金泽） from Yu Kanazawa / Osaka University
]]> 812 4 https://cdn.slidesharecdn.com/ss_thumbnails/random-140622074228-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 輪読：単語認知１?前半 （関西学院大学?金澤） /slideshow/word-perception/35131290 random-140526104314-phpapp02
ＪＡＣＥＴ関西支部リーディング研究会２０１４年５月の例会で発表したものです。極力詳細を割愛しないよう留意しました。 文献：Pollatsek, A. (2012). Word perception I: Some basic issues and methods. In, K. Rayner, A. Pollatsek, J. Ashby, and C. Clifton Jr. Psychology of reading: 2nd edition (pp. 49-88). New York: Psychology Press. ]]>
ＪＡＣＥＴ関西支部リーディング研究会２０１４年５月の例会で発表したものです。極力詳細を割愛しないよう留意しました。 文献：Pollatsek, A. (2012). Word perception I: Some basic issues and methods. In, K. Rayner, A. Pollatsek, J. Ashby, and C. Clifton Jr. Psychology of reading: 2nd edition (pp. 49-88). New York: Psychology Press. ]]> Mon, 26 May 2014 10:43:14 GMT /slideshow/word-perception/35131290 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) 輪読：単語認知１?前半 （関西学院大学?金澤） Yu_KANAZAWA ＪＡＣＥＴ関西支部リーディング研究会２０１４年５月の例会で発表したものです。極力詳細を割愛しないよう留意しました。 文献：Pollatsek, A. (2012). Word perception I: Some basic issues and methods. In, K. Rayner, A. Pollatsek, J. Ashby, and C. Clifton Jr. Psychology of reading: 2nd edition (pp. 49-88). New York: Psychology Press. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/random-140526104314-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ＪＡＣＥＴ関西支部リーディング研究会２０１４年５月の例会で発表したものです。極力詳細を割愛しないよう留意しました。 文献：Pollatsek, A. (2012). Word perception I: Some basic issues and methods. In, K. Rayner, A. Pollatsek, J. Ashby, and C. Clifton Jr. Psychology of reading: 2nd edition (pp. 49-88). New York: Psychology Press.
輪読：単語認知１?前半 （関西学院大学?金澤） from Yu Kanazawa / Osaka University
]]> 834 3 https://cdn.slidesharecdn.com/ss_thumbnails/random-140526104314-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 3月20日勉強会 任意課題フォーマット（金澤） /Yu_KANAZAWA/320-32230779 320-140312111341-phpapp01
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]]> Wed, 12 Mar 2014 11:13:41 GMT /Yu_KANAZAWA/320-32230779 Yu_KANAZAWA@slideshare.net(Yu_KANAZAWA) 3月20日勉強会 任意課題フォーマット（金澤） Yu_KANAZAWA <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/320-140312111341-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
3月20日勉強会 任意課題フォーマット（金澤） from Yu Kanazawa / Osaka University
]]> 386 2 https://cdn.slidesharecdn.com/ss_thumbnails/320-140312111341-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-Yu_KANAZAWA-48x48.jpg?cb=1714989163 Ph.D. in Language, Communication, & Culture researchmap.jp/yu-kanazawa/goldstream https://cdn.slidesharecdn.com/ss_thumbnails/let-fmt-sigkanazawa2024march-240323124448-26e2d8f0-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/p4c-x-elt-p4elt-its-theoretical-background-kanazawa-2024-marchpdf/266933653 P4C x ELT = P4ELT: Its... https://cdn.slidesharecdn.com/ss_thumbnails/natesol2023kanazawa2023may-230513134540-4f47b966-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/yu-kanazawa-2023-may-challengers-reading-circle-a-deep-active-learning-activity-that-fosters-21st-century-skills-natesol2023/257815877 Yu Kanazawa (2023, May... https://cdn.slidesharecdn.com/ss_thumbnails/ellisandshintani2014-150421053719-conversion-gate02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ellis-and-shintani-2014-chapter-120154-47234502/47234502 【Book Presentation】Ell...