近年、日本に「作文ワークショップ」という指導方法が導入された。この方法は実践で成果をあげつつも、「学習者の把握の難しさ」「学習者同士の交流を活性化させる手立て」「個の学習者への教師の指導の充実」「推敲の頻度の維持と書き直しの負荷の軽減」という課題が提出されている。本研究では実践上の課題を克服するために、ICTを活用した「作文ワークショップ」という方法を構想した。そして、1人1台のChromebookが使用可能な中学1年生を対象に調査実践を行った。効果を検討するために「実践の経過」と「アンケートの結果」を記述し、考察した。結果、ICTを活用した「作文ワークショップ」は課題を克服する視点を備えた方法であるとわかった。

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1. An investigation was conducted at the following four schools to determine the knowledge of children who graduated primary school regarding various location of prefectures:
1) Ikeda junior high school affiliated with Osaka university of education (April, 1987)
2) Setagaya junior high school affiliated with Tokyo Gakugei university (April, 1987)
3) Hakodate junior high school affiliated with Hokkaido university of education(April, 1988)
4) Fukuoka junior high school affiliated with Fukuoka university of education (April, 1988)
2. By reviewing the geographical distribution of schools in connection with “right”, “wrong” and “no” answers, the following characteristics can be found:
1) Children in Tokyo and Hakodate are comparatively strong in their knowledge of prefectures in the eastern part of Japan and weak in their knowledge about the western part of Japan.
2) Children in Osaka, unlike those of Tokyo, have an almost average knowledges about the prefectures of both eastern and western Japan.
3) Children in Fukuoka are strong in their knowledge of the prefectures in western Japan and weak in that of eastern Japan.
4) Children of all schools are comparatively strong in their knowledge of places both close to or far away from their own homes. They are weak in places located between near and remote places.
3. There are five factors for the correct answers:
1) The prefectures are located at the ends of the country.
2) The prefectures have large areas.
3) The prefectures have characteristic peninsulars or lakes.
4) The prefectures are located close to the domicile.
5) The prefectures have the same names as their capitae cities.
4. The above five factors function as “negative” in “wrong” or “no” answers.

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This study examines the practice of an elementary school foreign language class which was developed from a viewpoint of multicultural coexistence. The class was designed and practiced by the university students studying in the elementary school teacher training course, taking advantage of what they had learned from a study trip in Singapore that focused on how to have a successful multi-cultural society. In the context of accelerated globalization, the number of children with foreign roots and cultural diversity is expected to increase further in Japan, therefore the importance of multicultural education in schools is brought forward. Based on the awareness of the described situation, this paper aims at clarifying the significance of English classes with perspectives of cross-cultural understanding and explores the learning of university students who designed and conducted the aforementioned elementary English class. In addition, another purpose of this paper is to obtain concrete suggestions on education for multicultural coexistence in elementary school foreign language education. This is a practical study as part of a seminar activity with the university students who will be responsible for elementary foreign language classes in the future.

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