スペイン語は、その国の人と会ってたくさんしゃべるのが一番の勉強法です!短期間で、経済的にスペイン語を学習できて
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3006

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講師番号 3006
お名前 Angelo Giacobini  先生
更新日時 2013/12/5
年齢 34歳
居住地 岩手県盛岡市
性別
出身地 Honduras-ホンジュラス
生まれた都市 Morioka
母国語 Spanish/English
趣味
Linguistics, psychology and music (guitar)
日本滞在歴 2004/04
日本語レベル Advanced 上級
現在の職業
Professor, Specialist in linguistics and foreign language acquisition
専攻
Linguistics
最寄駅 盛岡駅
レッスン希望駅 盛岡駅
レッスン対象者 Adult males(成人男性)、Adult females(成人女性)、Children(子供)
レッスン項目 Conversational(会話)、Situational(状況・場面)
職歴/学歴/スペイン語
を教えた経験
Teaching in Japan.

Teaching English in Japan has been a fun, productive and enlightening experience. For me, meeting and getting to know students of all ages and trades was a key point in the final phases of adaptation to Japanese lifestyle. Not to mention the countless entertaining hours of conversational sparring done when trying to convey complex ideas without using Japanese. Having an inside look at the lifestyle of the people you are teaching gives you an advantage on understanding how they feel about and perceive what they are being taught. This enables you to go beyond the method and the technique, allowing you to add that special personal touch that will surely facilitate and make the teaching process much more productive. Many years can be spent observing and trying to identify the crucial points for English teaching/learning in Japan. But it is only when you crack open the relation between all the complex aspects of linguistics and their unique “way” ( way: psycholinguistic nature, development and sociolinguistic traits) that contextual thinking, analysis and planning can be used to create the most productive/effective methods and techniques. I started the journey into this complex chore many years ago and have experienced first hand the language (foreign language) acquisition process of various very close individuals. My political family, wife, children and close friends for example. This organic multilingual interaction with Japanese individuals gave me a closer look on how the casual acquisition of a foreign language happened with them. Thus enabling me to compare and contrast the acquired data with the current standardized methodology in order to come up with more natural and organic ways of teaching foreign languages to Japanese students.
Developing the method and technique is only half of the formula. Choosing what contents are going to be used to impart the linguistic training is also fundamental and a key point to the effectiveness and productivity of any curriculum. Many questions pop up when doing the required epistemological research in relation to the pertinent contents of the foreign language curriculum for the Japanese demographic. On the psycho-physiological front; “What toggles their curiosity?”, What makes their interest peak?”, “ What perceptive stimuli enhances their attention span?”, are some of the questions I have always asked myself when conducting my research or designing a foreign language curriculum for Japanese students.
On the neuro-linguistic aspect, I have always tried to stay true to age, academic grade and articulation ability pertinent aspects. Proper vocabulary for example. By proper vocabulary I mean a set of vocabs that have the proper semantic and morph-syntactic properties, as well as a parallel articulation ( pronunciation patterns and phonetics of their mother tongue) development.
When appropriate, I have been known for using CLIL (Content and Language Integrated Learning) as a support to pin point or custom created technique and methods derived from carefully collected and analyzed data.
Within the vast spectrum of Pedagogic Sciences, I have steered myself along the the same path as Montessori, Gardner and Chomsky. This particular predilection has driven me to develop organic curricula that take full advantage of a students natural linguistic development.
In my curricula creative process; I like to focus on three main aspects ( aspects that I strongly believe are fundamental to the acquisition of any form of language):

The Neuro-linguistic aspect ( sociolinguistic traits, process, articulation etc...)
The Psycho-physiological aspect ( perception, response, chromatography, stimuli, etc...)
The Bio-mechanical aspect ( all the physical phenomena associated with language acquisition)

I came to the decision of basing my creative process on these three main aspects after experiencing firsthand their productivity and effectiveness while creating student/teacher training curricula and editing English (ESL,EFL) textbooks for Richmond Publishing.
I do not claim to have a secret ingredient or an easy solution for miraculously learning a foreign language; since that can only be done with hard work, proper curricula, method and technique that have derived from carefully analyzed and interpreted data. I believe that every class, if not every student deserves to be taught in a way that suits him or her best.


Sincerely yours,
Gian Angelo Giacobini B
スペイン語を学ぶ生徒
へアドバイス
Hey it is time to start learning from a real teacher. Give me a shot you will learn and have lots of fun.
レッスン希望時間

時間、場所は目安なので、詳細は、体験レッスンのときに担当講師とご相談ください。

MON(月)  いつでも可能です。ご相談下さい
TUE(火)      ~
WED(水)      ~
THU(木)      ~
FRI(金)      ~
SAT(土)      ~
SUN(日)      ~

盛岡駅 駅のカフェでスペイン語レッスン

スペイン語教室エスパ
  • スペイン語教室ESPAでは、日本人の生徒にレッスンを通じて、スペイン人の先生とコミュニケーションをとり、スペインの文化や習慣を知ってもらい スペインをもっと好きになってもらうため。
    さらに、スペイン人の先生に日本人の生徒とのコミュニケーションを通じて、日本とスペインの違いをもっと身近で感じ取って、日本のことをもっと好きになって欲しいと思っています。
    そして、先生が帰国したら、今度は、先生としてではなく、お互い友達 として一緒に過ごせたら、年を取ってからもずっと関係が続いたら、素敵だと思いませんか。
  • 盛岡駅 近くのカフェでのスペイン語マンツーマンになります。教室のように堅苦しい雰囲気がなく、実践と同じ環境で、楽しいと高評価のレッスン。
  • 教材は生徒さんが希望するものか、ピッタリ合った教材を、先生と一緒にお選びいただけます。スクールで教材を販売することはありません。
  • レッスン料は、60分3000円。レッスンの長さは60分、90分。あなたにピッタリな長さで自由に決められます。
  • 先生と相性が合わないと感じたら、ピッタリの先生が見つかるまで、何度でも、無料体験レッスンでご紹介いたします。
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