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Takaharu YAMAMOTO
山元 隆春

Curriculum Study Unit Leader (IB Education Cluster), Professor
I have devoted myself in Literature Education research since my Ph.D., with a particular interest focus on “Reader-Response Theory (Reader-Response Criticism)” that thrived in UK and US from 1960s to 90s. I was naturally attracted to this theory maybe because it well describes the ethos of my generations; for better or worse, we are all creature of the age. Based on this theory, I have emphasized the interaction between readers and texts when constructing my literature education lessons.

In recent years, the workshop lesson style for reading & writing attracts global attention for its effectiveness in helping learners gain multiple perspectives. Reader-Response Theory is in the root of it.

As a member in “the IB Education Cluster” of EVRI, I conduct research on global trend how literacy is being taught and learned. As far as the literacy is concerned, Reader-Response Theory and other theories related to literature are well reflected in the IB Diploma Program. Close examination of the documents may help us understand what that entails.

My commitment with EVRI goes way back to its conception at the strategic working group meeting for the vision of Graduate School Education. We discussed fervidly how we could fortify our research capabilities, and came up with the idea of starting up a R&D center or a think-tank. I am very pleased and excited to see it materialized as the Education Vision Research Institute with energetic HU faculty members.

研究業績Research Results

<Translation>
Day, J. P., Spiegel, D. L., McLellan, J., Brown, V., Allington, R. L. (2013). Moving forward with literature circles: How to plan, manage, and evaluate Literature Circles to deepen understanding and foster a love of reading. (T. Yamamoto Trans.) Hiroshima: Keisuisha. (Originally published in 2002).

Keene, E. O. (2014, 2016). To understand: New horizons in reading comprehension. (T. Yamamoto, S. Yoshida. Trans.) Tokyo: Shinyosha. (Originally published in 2008).

Tomlinson, C. A. (2017). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Kyoto: Kitaohji Shobo. (Originally published in 2014).

Tomlinson, C. A. & Moon, T. R. (2018). Assessment and student success in a differentiated classroom. (K. Yamazaki, T. Yamamoto, Trans.). Kitaohji Shobo, Japan. (Originally published in 2013).

<Journal Articles>
Yamamoto, T. (2017). Sakuhin to taiwa suru jugyo no sozo. [Creating lessons that have dialogue with the texts]. Monthly Bulletin of Japanese Education Research. 544, 4-9

Yamamoto, T. (2017). Kokugo karikyuramu ni totte Bungaku ha naze hitsuyo ka [Why reading literature in language arts curriculum still matters: From some considerations of contemporary discussions on literature instruction in US]. Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education. Issue 65, 99-108

<Presentations>
Takaharu Yamamoto. (2012). Japanese native language classes, lesson study, analyzing classroom talk. Proceedings for CNUE 2012 International Conference on Education, A Cross-cultural Comparative International Study of Classroom Cultures in Asia, Cheongju National University of Education, Korea, November 16-17, 2012, pp.11-19.

研究テーマ・研究関心Research Concern

Japanese language education research
Literature education research
Reading education research

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