Welcome ようこそ 欢迎 Willkommen ترحيب 환영
Hello and welcome to my online teaching portfolio. . .
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Whether in a classroom, on stage, traveling the world, or in my own space surrounded by friends and family, I am a language teacher, first and foremost. I have been studying, researching, teaching, and using language and the art of communication all my life. Communication, with spoken language, the body, across distances or face-to-face, using state-of-the-art technologies or with nothing but the voice, has been my passion and the driving force behind where my life has taken me. Originally from Florida, after time in Texas and five years living and teaching in Japan, I received my M.A. in Second Language Studies at the University of Hawaii Manoa. My specializations include English Language Teaching and Language Assessment, Materials, and Program Evaluation. My other research interests include drama as pedagogy in the second language classroom, English for specific purposes, curriculum development, as well as sociolinguistics and its connection to identity. I am now an English lecturer/professor in a Japanese university.
Here you can find information about my academic and professional background. You can also find out about my personal interests, see some pictures from my teaching and theatre experience, as well as access some of my teaching materials that I have developed over the years. Feel free to explore, and mahalo for visiting. Matthew |
クラスルーム、ステージ、世界旅行中や、家族や友達に囲まれたスペース。たとえ何処にいようと、私は真っ先に語学の先生です。私は今まで、勉強や研究、教えたり違う言語を話したり、人生でいつでもコミュニケーションという芸術に携わって来ました。言葉、ジェスチャー、表情。遠くにいても、真正面に向き会っていても。最先端の技術を使っていても、ただ声のみを使っていても、コミュニケーションこそが、私の情熱であり、いつも人生に推進力を与えてくれました。フロリダ州からテキサス州に越した後、日本で5年間英語を教えながら暮らし、現在はハワイ大学の第二言語学部でM.A.を取得する為勉強していました。語学教育、語学評価、測定、プログラム評価を専門としています.
このサイトでは、マシュー•バービーの教養と仕事の経歴を掲載しています。その他にも、プライベートでの趣味、過去に受け持ったクラスの授業風景、舞台での活躍、実際に使い、進展させてきたオリジナルの授業教材等を掲載しています。 どうぞ、ご自由に探検してみてください。訪問してくださり、ありがとうございます。 マシュー |
What is Communication?「コミュニケションとは何か？」
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A first question that I ask all of my students is, "What is communication?" For this activity, they brainstorm silently for a few moments, then they get into groups. Just before they share their answers with everyone, I show the following video. Then, as a class, I ask the students to reenact the video--no words, no teacher manipulation, and no wrong choices. In acting out the act of communication, both process and product are important. Usually the reenactment, the product, isn't all that great, but then that's not the point is it? In the end, the students are usually shocked to realize how much meta-communication (communication about communication) they had access to when focussed on a community task rather than on having to communicate without purpose. Then, as a class, we open up a discussion about communication--What is it? Why do we do it? Is it important that everyone have a voice? What if someone is told that their voice is less valuable than others? From there, it isn't long before the class has negotiated a democracy of sorts, one in which the dialogue never stops.
Please watch the video below, and ask yourself, What is communication? |
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