修士（教育学）, 東京大学

Humanities & social sciences, Foreign language education

Humanities & social sciences, Local studies

Humanities & social sciences, Japanese language education

Humanities & social sciences, Sociology of education

Sep. 1994
The University of Tokyo, Graduate School, Division of Education, 教育学専攻

Mar. 1982
The University of Tokyo, Faculty of Literature, 仏文学科

2006 - 2012
理事, 日本国際教育学会

2006 - 2008
紀要編集委員長, 日本国際教育学会, Society

2002 - 2006
事務局長, 日本国際教育学会, Society

成舍我と成露茜のプロフィール－張正と廖雲章のジャーナリスト精神理解のための一助として－
志賀幹郎
「新南向政策」を考察する－「南」を友に民主の途を－, 83-94, 20 Sep. 2019
Symposium, Japanese

ブラジル移民史略述―日系ブラジル人の子どもの背景として―
志賀幹郎
外国籍児童生徒の就学義務をめぐって, 外国籍児童生徒就学義務研究会, Ⅰ, 59-69, 31 Mar. 2014
Japanese

中国の高等職業教育での英語教育改革動向
志賀幹郎
中国の職業教育の現状と課題, 17-26, Mar. 2011
Research society, Japanese

中国の中等職業学校での留学生教育－広東省華僑職業技術学校の取り組み－
志賀幹郎
多摩留学生教育研究論集, 電気通信大学国際交流推進センター, 7, 45-50, 2010, Peer-reviwed
Research institution, Japanese

Development of primary English education and teacher training in Korea
Shiga Mikio
Journal of Education for Teaching, 34, 4, 383-396, Nov. 2008, Peer-reviwed, In 1997 English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary level was accelerated. The training curriculum was reformed according to the educational objective to enhance students' oral communication skills in English. Coupled to this change, the introduction of English Teacher Assistants is now also being reinforced to stimulate lively classroom discussions in English. This paper is based on the actual situation promoting English education and examines the characteristics of English education vis-a-vis the Japanese situation, which is said to lag behind Korea's. The paper examines various differences of social background and different approaches to equal opportunity and identifies some problems of early English education in countries like Korea and Japan where English is not used in daily life.
Scientific journal, English

カンボジア工科大学における人材育成と留学－国費高等専門学校留学に着目して－
志賀幹郎
多摩留学生教育研究論集, Tokyo Gakugei University, 5, 5, 29-39, Mar. 2006, Peer-reviwed
Research institution, Japanese

教育の公共性と韓国の英語教育‐初等学校を中心として‐
志賀幹郎
地域研究と現地理解‐グローバル化時代の教育動向‐, 79-106, 2005
Research institution, Japanese

韓国語との比較による外来語調査ノート‐新聞記事とファッション雑誌から‐
志賀幹郎
多摩留学生センター教育研究論集, Tokyo Gakugei University, 4, 4, 53-58, 2004, Peer-reviwed
Scientific journal, Japanese

韓国の外国語教育動向と外国語教育アシスタント事業
志賀幹郎
多摩留学生センター教育研究論集, 3, 119-124, Mar. 2002, Peer-reviwed
Japanese

「カリキュラム論としての『日本事情』論の考察」
志賀幹郎
『多摩留学生センター教育 研究論集』, 2, 55-66, Mar. 2000
Research institution, Japanese

The ERASMUS Program and the Recent Japanese Short-term Student Exchange Programs -A Study on Directions of Internationalization-
志賀幹郎
Bulletin of International Student Centers, Tama, 東京農工大学留学生センタ-〔ほか〕, 1, 63-71, 1998, Peer-reviwed
Research institution, Japanese

Teaching of Japanese as a Second Language and Bilingualism
志賀幹郎
Topics in Japanese Language Education, 24-37, 1995
Research society, Japanese

Class-Oriented Research in Peking during the Sino-Japanese War -An Activity of the Kahoku Nihongo Kyooiku Kenkyuujo(Institute for Teaching Japanese in Northern China)-
志賀幹郎
Journal of Japanese Language Teaching, 日本語教育学会, 85, 123-134, 1995
Scientific journal, Japanese

Comparative Study on the Current Situation of Foreign Language Teaching and its Examination -the Case of French, Spanish and German-
安藤万奈; 近藤孝弘; 志賀幹郎; 鄭圭永
火曜研究会報告, 18, 40-83, 1993
Research institution, Japanese

Integration of the Returnee Students from China in Japanese High School-From a Viewpoint of Teaching Japanese-
志賀幹郎
Bulletin of the Faculty of Education, 東京大学教育学部, 32, 32, 295-303, 1992
Research institution, Japanese

「新南向政策」とは何か－民主のための連携－
志賀幹郎
20 Sep. 2019, 「新南向政策」を考察する－「南」を友に民主の途を－, 1-5, Japanese, Introduction other

タイにおける移住労働者の子どもの就学に関わる法制について
志賀幹郎
25 Dec. 2015, 外国籍児童生徒の就学義務をめぐって, Ⅱ, 21-27, Japanese, Introduction other

ブラジルにおける外国籍児童生徒の就学義務に関する調査―帰国日系児童生徒を中心に―
小川早百合; 志賀幹郎; 小池亜子; Leiko Matsubara Morales
外国籍児童生徒就学義務研究会, 31 Mar. 2014, 外国籍児童生徒の就学義務をめぐって, Ⅰ, 35-36, Japanese, Meeting report, 2188-5419

タイにおける外国籍児童生徒の就学義務に関する法的基盤と制度的支援に関する調査―サムット・サコーン県でのNGOへの聞き取りに基づいて―
志賀幹郎; 小池亜子
31 Mar. 2014, 外国籍児童生徒の就学義務をめぐって, Ⅰ, 95-101, Japanese, Meeting report

書評・Gregory S. Poole "The Japanese Professor: -An Ethnography of a University Faculty"
志賀幹郎
Sep. 2010, 国際教育, 16, 100-102, Japanese, Introduction other

Development of Vocational Education and Training Based on the Cooperation of University and Company in China -A Case of Northeast Normal University Haoyue Secondary Vocational School-
志賀幹郎
電気通信大学国際交流推進センター, Mar. 2008, 多摩留学生教育研究論集, 6, 73-78, Japanese, Peer-reviwed, Others, 1881-2767, 40016041751, AA12142096

外国人の子どもの教育とインクルージョン
志賀幹郎
日本国際教育学会, Dec. 2007, 国際教育, 13, 141-143, Japanese, Others, 0918-5364, 40015918277, AN10401027

韓国の英語教育早期化動向－初等学校第１学年からの英語必修化計画－
志賀幹郎
日本国際教育学会, Nov. 2006, 国際教育, 12, 97-103, Japanese, Peer-reviwed, Others, 0918-5364, 40015248603, AN10401027

韓国の『Smile School』-初等学校での『笑顔』授業の導入と展開-
志賀幹郎
日本国際教育学会, 2003, 国際教育, 9, 43-53, Japanese, Peer-reviwed, Others, 0918-5364, 40006041627, AN10401027

愛知県豊橋市の「めだかの学校」－ある日本語教室の空間構成とコミュニケーションの様態－
志賀幹郎
Mar. 2002, 「群馬県太田・大泉の小中学校国際化の実態と求められる教員資質の総合的研究」研究成果報告書（研究代表者：所澤潤）, 249-259, Japanese, Others

「大泉の夏祭りに参加して-Unidos de Tokaの数日間」
志賀幹郎
Feb. 2001, 『群馬県太田・大泉の小中学校国際化の実態と求められる教員資質の総合的研究 中間報告書』,群馬大学教育学部（研究代表者：所澤潤）, 101-108, Japanese, Others

書評・国本伊代『ラテンアメリカ新しい社会と女性』（新評論）
志賀幹郎
日本国際教育学会, Nov. 2000, 国際教育, 6, 110-113, Japanese, Introduction other, 0918-5364, 40004983057, AN10401027

国際移動と教育
宮島喬; 江原裕美; 土屋千尋; 小島祥美; 佐野通夫; 二井紀美子; 浅沼茂; 西井麻美; 本保恭子; 西崎博子; 渡辺幸倫; 李坪鉉; 帆足哲哉; 王宏仁; 洪福財; 志賀幹郎; 憑涵棣; 櫻井惠子; 山﨑直也; 木戸裕; 中島久朱; 坂本光代; カルダー淑子; 児玉奈々
Japanese, Joint work, 亜熱帯の松明－台湾国民小学二校見学記－, 明石書店, Jan. 2011

国際教育学の展開と多文化共生
前田耕司; 江原裕美; 岡田昭人; 北脇保之; 中島久朱; 石川啓二; 志賀幹郎; 佐藤千津; 岩崎正吾; 大迫章史; 金塚基; 鄭任智; 若園雄志郎; 村山拓
Japanese, Joint work, 中国における観光業中等職業学校の設立と発展 －70～80年代に設立された伝統校数校を事例として－, 学文社, Apr. 2010

職業教育の日中比較研究
石川啓二; 志賀幹郎; 川下新次郎
Oral presentation, Japanese, 日本国際教育学会創設20周年記念大会
13 Sep. 2009

マンガで覚える日本語－ＡＮＩＭＡＮＧＡの方法－
Oral presentation, Japanese, 第7回日本語教育国際研究大会
12 Jul. 2008

比較教育研究における地域の発展問題
Public discourse, Japanese, 東北師範大学教育科学学院主催国際研究会
Sep. 2007

多元社会とインクルージョン
翁麗芳; 木戸裕; 茅原直樹; 志賀幹郎
Public symposium, Japanese, 日本国際教育学会2007年春季研究大会シンポジウム, 日本国際教育学会, 東京
May 2007

ブラジルの日本語学校と日本就労準備教育
江原裕美; 志賀幹郎
Oral presentation, Japanese, 日本国際教育学会,2007年春季研究大会
May 2007

日本語とコミュニケーションB
The University of Electro-Communications

日本文化Ｅ
The University of Electro-Communications

The Japanese Language Association of Korea

日本語教育史研究会

Japan International Education Society

異言語環境下の子供達にどう学ばせるか：教科学習言語の「学びのデザイン」の国際比較
所澤 潤; 入澤 充; 江原 裕美; 上田 征三; 古屋 健; 宮本 健市郎; 針塚 瑞樹; 小室 広佐子; 志賀 幹郎; 大和 洋子; 澤野 由紀子; 三輪 千明; 近藤 孝弘; プラナスナバロ イネス; 田中 真奈美; 坂本 光代; 山崎 瑞紀; 川口 直巳; 猪股 剛; 林 恵; 小池 亜子; 日暮 トモ子; 鴨川 明子; 高橋 望; 馬場 智子; 佐々木 亮; 小川 早百合; 林 初梅
日本学術振興会, 科学研究費助成事業, 立正大学, 基盤研究(A), 21H04414
05 Apr. 2021 - 31 Mar. 2026

Education for Cross-Cultural Literacy and Promotion of Enrollment for Children with Foreign Nationality: Observing Multicultural Classrooms Inside and Outside Japan
SHOZAWA Jun
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Tokyo Future University, Grant-in-Aid for Scientific Research (B), This research aims to provide data in order to contribute to the improvement of the quality of education in Japan in accepting students with parents of foreign nationality by making case studies of progressive multicultural classroom environments found in schools inside and outside Japan. For this purpose, we have conducted a study on how Japan and each of the other countries are accepting foreign elementary school children and creating a multicultural school environment in the process of improving its system. The study was successful in grasping the situation in the cities of Isesaki, Hamamatsu and Valencia, as well as in Sweden and Taiwan. Furthermore, the study was also successful in grasping the situation of the curriculum reform conducted by Aichi University of Education in an effort to adopting the multicultural coexistence environment., 16H03787
01 Apr. 2016 - 31 Mar. 2020

Research on the Teacher Training Program for the Education of Foreign Students: Exploit of Participatory Evaluation in Training Program Development and Execution
KOIKE Ako; SHOZAWA Jun; SHIGA Mikio; MORITA Shiro; TOKUE Motoyuki; FURUKAWA Atsuko
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Kokushikan University, Grant-in-Aid for Scientific Research (C), Following the Participatory Evaluation theory, teachers-in-training both planned and ran their own training programs. Need assessments were also done by the participating teachers, and the training form changed from a lecture-course type to a problem-solving type. Collaboration between colleagues encouraged, a common framework for Japanese language assessment called Nihongo Step, was developed. This enabled teachers to make lesson plans for the Japanese language classroom that were more useful, relevant, and applicable to the foreign student’s main classwork. Analysis of the decision-making processes of teachers and construction of a model for effective management of teacher-training programs have yet to be completed., 25381042
01 Apr. 2013 - 31 Mar. 2016

Comparative Research on the Compulsory Education of Foreign Pupils: Legal Basis and Support Mechanisms
SHOZAWA Jun; NAKADA Toshio; IRISAWA Mitsuru; OGAWA Sayuri; FURUYA Takeshi; EHARA Hiromi; SAWANO Yukiko; SHIGA Mikio; YAMAGUCHI Akihiro; TANAKA Mari; YOFFE LEONID G; HATTORI Mina; YAMAZAKI Mizuki; HIGURASHI Tomoko; INOMATA Takeshi; KOIKE Ako; KOMURO Hisako; KONDO Takahiro; MIWA Chiaki; ICHIKAWA Makoto; OTOYAMA Wakaho; MAEDA Akiko; TOKUE Motoyuki; MORALES MASTUBARA Leiko; SATO Hisae; HAYASHI Megumi; SHIMIZU Maki; FUKUDA Eri; SHIRAISHI Junko
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Brazil, the Czech Republic, Germany and Italy have compulsory school attendance for all children up to a certain age, regardless of nationality. In Germany and Italy, this system is based on the notion that all resident children should be provided the minimum general education by the state. In Brazil and the Czech Republic the situation concerning the education of migrant children is even more complex. In all four countries the authorities face the common difficulty of identifying non-citizen children. On the contrary, China, South Korea, Taiwan, and Thailand as well as Japan, have no system of compulsory school attendance for children of non-citizens. This policy is based on the educational philosophy that the State is responsible for the provision of compulsory education only to country nationals. Each nation has established mechanisms to provide additional local language support, however effective systems to maintain the mother tongue of students are lacking., 23402059
18 Nov. 2011 - 31 Mar. 2014

research concerning the actual situation about the vocational education reform in China-Mainly on a leading trial of northeast district-
ISHIKAWA Keiji; SHIGA Mikio; KAWASHITA Shinjiro
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, University of Yamanashi, Grant-in-Aid for Scientific Research (C), I performed a field work of a secondary and higher vocational education in China, first year in Changchun district, second year in Guangzhou district, third year in Amoy district. I investigated relations with the recruitment of students, the qualification for entrance, entrance examination, finding employment, situation of training, relations with local governments, companies & industry groups. I investigated present conditions and problems of the vocational education of China. I also examined the intense competition developed over recruitment of students while declining birthrate in China., 20530768
2008 - 2010

How to Prepare for the Coming Legal Obligation in Japan for the Newcomers' Children from South-America to Attend School : Necessary Conditions on Education and Training of School Teachers
SHOZAWA Jun; MATSUDA Tadashi; FURUYA Takeshi; MATSUNAGA Akemi; NAKADA Toshio; EHARA Hiromi; TANAKA Mari; YAMAGUCHI Akihiro; MAKIHARA Tsutomu; YOSHIDA Hidefumi; OGAWA Sayuri; SHOJI Yasuo; SHODA Ryo; KUROGI Yukiko; SHIGA Mikio; HISANO Masaki; KUROSAWA Manabu; SIOZAWA Emi; SHIMIZU Maki; TANAKA Ako
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Gunma University, Grant-in-Aid for Scientific Research (B), Before a compulsory education system for foreign children is started, we must prepare for such a situation by changing our educational environment to administer the system properly. Based on our related research, we concluded the following, a part of which has already been administered by local governments. (1) An educational system in which foreign children can learn Japanese language before entering school is indispensable. (2) Before foreign children and their parents come to Japan, parents should at least understand the Japanese school system to ease preparations to receive children from overseas. Our research group revised the explanatory booklet that was originally published by Ota Asahi Elementary School, Gunma, Japan, and informed the public about it. (3) In light of the accumulated Japanese language teaching experiences at an elementary school in Sakai, Isesaki, Gunma, our research group published a basic Japanese textbook for children : Yattemiyou! Nihongo Kantan. (4) When special-needs schools or classes accept foreign children, the schools and classes must be prepared to communicate in the children's native language. (5) Irrespective of the children's and their parents' expectations of whether they are going to return to their country or stay in Japan permanently, it would be effective for them to be informed during the elementary school years how valuable it is for the children to attend high school. (6) It is necessary for foreign children's parents who have just come to Japan to receive a clear explanation of differences between Japanese school culture and South American culture, such as the costs of school lunch meals and course materials, and ways to regard their children's athletic events. Furthermore, it is desired that parents receive explanations from principals that a school is not a day-care center for children. In situations when only one foreign child's parent, especially the mother, is foreign and is unable to communicate in Japanese, some problems about the child's language and academic ability might occur. To prevent such cases, we must construct a support system. (7) Pursuing an ideal program of teacher training for those who are in charge of foreign students, a member of our research group at the Professional School for Teacher Education of Gunma University recorded the graduate courses in multicultural symbiosis and published it in report form. We also attempted a comparison of the contents of such education at the Gunma University with that at the Aichi University of Education., 18330163
2006 - 2009

Development of on-line educational materials for fundamental subjects of engineering for non-native Japanese speaking students
TAKEDA Yuko; SHIGA Mikio; NAKAI Hisashi; WATANABE Shigeyoshi; SUZUKI Masahisa
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, The University of Electro-Communications, Grant-in-Aid for Scientific Research (C), The purpose of this study is the development of on-line educational materials of fundamental subjects of engineering for students who are non-native speakers of Japanese. This was pursued through the following investigations. 1. Investigation of vocabulary and expressions found in mathematics textbooks used in Japanese high schools. (1) Listing mathematical vocabulary and expressions found in the textbooks Differential, in Mathematics II, and Mathematics III. The complete list contains a total of 3367 vocabulary items, collocations, sentence patterns, and discourse patterns. (2) Translating the Japanese expressions in this list into Chinese and Korean. (3) Contrasting these translations in order to analyze differences among the three languages and difficulties for non-native speakers of Japanese. 2. Investigation of mathematic problem solving by Chinese students. Two studies were conducted : 1) a study of Japanese expressions found in the solutions of differential problems calculated by Chinese students and 2) a study of the relations among Japanese language ability, mathematical ability, and the understanding and solving of mathematic problems by Chinese students. In study 1), it was found that low Japanese proficiency students use only a "noun WA noun" structure and some basic conjunctions. It was also found that it is difficult for both low and high Japanese proficiency students to use Japanese expressions for naming and replacement in the absence of a model. In study 2), it was found that students with low Japanese proficiency but an adequate background in mathematics can solve mathematical problems written in Japanese. It was also found that Japanese proficiency equivalent to grade 2 of the Japanese proficiency test is necessary for solving such mathematical.problems., 17520344
2005 - 2007

定住外国人への日本語教育の組織度とその言語使用におけるクレオール化の研究
志賀 幹郎; 竹田 ゆう子
日本学術振興会, 科学研究費助成事業, 電気通信大学, 萌芽的研究, 前年度に引き続き、日本語教室への参加およびその調査を行った(豊橋市めだかの学校、川崎市高津区民館等)。また、今年度の課題としていた、日本語の授業の録音・録画資料の分析を進めた。また、国内のいくつかの地域における日本語教室の布置に関する資料を得た。 本研究は、組織度研究とクレオール研究の2つを行うものだが、前者に関しては、フォーマルな日本語教育の整備状況とノンフォーマルな日本語教育の取り組みがどのように現在の日本語教育の風景を構成しているかをある程度明快に把握することができた。そして、ノンフォーマルな日本語教室は、制度的にあいまいなために、日本語を教える/学ぶという事件が制度化されていく過程が露骨にあらわれるかと思えば、原初的なコミュニケーションの場として制度化に絶えず失敗していることもある、という考察に重要と思える視点を得ることができた。 クレオール化研究は、上述のノンフォーマルな日本語教室における日本語を教える/学ぶことが持つ事件性の立証に不可欠のものとなった。これは、本研究開始時に予感されていた両研究テーマ(組織度研究、クレオール化研究)のリンクが明確になったということであり、喜ばしく感じている。現在、参与観察資料と録音・録画資料をプロセスすることを通してクレオール化研究を進めている。まだ途次にあるものの、教師のティーチャートーク等の現象が、論じるのに十分なデータを提供してくれると考えている。 本年度中に報告書を出すという当初の計画は先のばしになったが、日本語の授業の録音・録画資料の分析を完遂させて、できるだけ早く成果を公表していと考えている。, 09878052
1997 - 1998

ライフコースからみた日本語の修得・保持・消失の動態に関する研究
志賀 幹郎
日本学術振興会, 科学研究費助成事業, 電気通信大学, 奨励研究(A), 中国帰国者、日系ブラジル人、日系ペル-人の言語生活に関して、当人及び関係者に聞き取り調査・アンケート調査を行ってきたが、日本語の重要性は、労働・生活の場では話し言葉、就学時では読み書きに焦点化できる。また、いずれの日本語能力も、その修得・保持は、個人的なつきあいから行政の取り組みに至る周囲のサポートが決定的に重要であるとの認識を得た。ライフコースと日本語の関係をみると、就労者(及び配偶者)に関しては、必要最小限の話し言葉の能力獲得によって就労が果たされた以降は、いわば「制限された安定期」となるようである。つまり、職種の変更、居住地の移動、将来設計などに対して、言語能力は制約としてはたらく。一方、各個の生活を取り巻く経済的状況・文化的事情の方がそれらライフコースの選択に大きく関わっていくのである。これに対して、就学者にとっては、日本語はライフコースに大きな影響を及ぼすといえそうである。職種の選択、居住地の選択、将来設計などは、読み書きの能力獲得次第で大きな幅が出ている。読み書き能力が継続的な学習の所産であることを踏まえると、「不安な不安定期」を送っているとみることができる。また、中国帰国者と日系ブラジル人・日系ペル-人を比べてみると、現在前者は家族の呼び寄せが大きなテーマであり、後者は帰国の可能性の吟味が大きなテーマであるように思われる。特に就学者の場合、中国帰国者にあっては定住を前提にした将来への「不安」が比較的問題のようであり、日系ブラジル人・日系ペル-人にあってはライフコースの先行きの読めなさにまつわる「不安定」が比較的問題となっているようである。 今後は、アンケート調査の統計処理をまとめる作業を終えたあと、調査の過程で集まった日本語教育のユニークな実践を切り口に、外国人定住者への言語のケアをどう展開するかについて論じていきたい。, 08780210
1996 - 1996