8月9日、10日の2日間、「杏林大学 夏季英語キャンプ2016」が井の頭キャンパスにおいて開催され、杏林大学外国語学部の学生14名と高校生5名（都立三鷹中等教育学校1, 大成高校2, 聖徳学園高校1, 都立武蔵村山高校1）が参加しました。
In the summer of 2016, two days were set aside for the annual Kyorin Summer Camp. It was designed as an English immersion camp and was held at Kyorin University Inokashira Campus. In attendance were fourteen Kyorin students and five visiting high school students. Four full-time Special Lecturers provided the guidance necessary for the students to achieve a valuable experience. The course work included a variety of activities. Some activities focused on pronunciation, critical thinking and vocabulary, while others concentrated more directly on cultural awareness and social perspectives.
The groups were designed to be small, allowing the teachers the ability to assist students when needed. Tongue twister challenges were used to highlight the individual needs of each student and provided feedback on how to improve their pronunciation and fluency. Information gap activities pushed the students to use critical thinking skills to solve problems. Other challenges included acting out specific situations. This provided an opportunity to discuss observed behaviors and make well-thought-out conclusions, as well as how these conclusions may affect their cultural understanding. Throughout the two-day program, the students’ vocabulary, grammar, and pronunciation were observed by the attending instructor, and corrections were made when necessary.
The objective of the program was focused on developing both language skills and using language in unique contexts. The development of the core language needs of the students was taken into account when forming the curriculum, but cultural understanding and conventions were considered key elements within this structure. The program began with students introducing themselves to each other in English. Once the students were comfortable in their groups, they proceeded to the next activity. A relaxed, open and friendly atmosphere was always maintained. This effort was made so that the students were as comfortable as possible while they shared information about themselves, sometimes to complete strangers. The students were continually encouraged to express their opinions and ideas. Each activity had a specific focus to allow the student a chance to focus on the task at hand. Through careful observation, the lecturer was able to consider the proficiency level of each individual. Within this process, error correction could be personalized and appropriate for each student.
After the first day, homework assignments were given to allow the student time to reflect on what they had studied during that day. This information was recorded into the students’ work pamphlet and then submitted to the instructors who would then grade them and provide feedback. On the second day, there was also time set aside to discuss the objectives of the program and to summarize the students’ achievements as well as their future goals.
In summary, the students reported on having learned new vocabulary and some interesting facts. Many students also stated their need to have more courage when using English to express themselves, promising that they would try harder to do so in the future. This was a great opportunity for all involved to reflect on the future and how best to proceed.
（特任講師 Eric Trautman）