東北学院大学

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文学部 英文学科

教員紹介

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Barry Kavanagh 教授

担当科目 英語科教育法（応用）、English PhoneticsⅠ・Ⅱ、Integrated EnglishⅠ〜Ⅳ、Academic WritingⅢ・Ⅳ
研究テーマ

応用言語学を基盤に、内容言語統合型学習（CLIL）や異文化コミュニケーションを通じて、大学における英語教育の向上を探究している。映画やアニメなどのマルチモーダル教材、デジタルメディア、AI技術の活用が学習者の言語能力や異文化理解に与える影響にも注目している。加えて、デジタル環境での言語使用に関する社会言語学的研究も行っている。

業績
主な学術論文
  1. Kavanagh, Barry (2023) Assessing AI-based summarizing and paraphrasing tools for a CLIL intercultural communication academic writing class. Intercultural Communication Studies, 33, 93–110.
  2. Kavanagh, Barry (2023) Soft CLIL: The predominant approach for language specialists at Japanese universities. Asian Journal of Content and Language Integrated Learning, 1, 5–18.
  3. Kavanagh, Barry (2023) Manga and anime Demon Slayer to foster intercultural awareness and critical thinking: A film and media literacy university course in Japan. In A. Domínguez et al. (eds.), Rethinking Multimodal Literacy in Theory and Practice (pp. 191–210). Peter Lang.
  4. Kavanagh, Barry (2023) A CLIL course on karate and Japanese culture: Developing intercultural awareness and language learning. In D. Theron et al. (Eds.), Re-Envisioning EFL Education in Asia (pp. 43–60). International Teacher Development Institute.
  5. Kavanagh, Barry (2021) A study on how cultural and gender parameters affect emoticon distribution, usage and frequency in American and Japanese online discourse. In C. Xie, F. Yus, & H. Haberland (eds.), Approaches to Internet Pragmatics: Theory and Practice (pp. 287–321). John Benjamins.
  6. Kavanagh, Barry (2021) Understanding culture, the media and language usage through a CLIL media literacy course for EFL students. J-CLIL Journal, 3, 50–68.
  7. Kavanagh, Barry (2020) The potential of CLIL for heritage language learners in the UK: A case study of a Japanese language supplementary school for bicultural bilingual children. J-CLIL Journal, 2, 127–146.
  8. Kavanagh, Barry (2020) A cross-cultural comparison of the martial arts films of Hollywood and Japan through a CLIL pedagogical approach. ATEM: 映像メディア英語教育研究, 24, 43–50.
  9. Kavanagh, Barry (2019) A cultural exploration of the use of kaomoji, emoji and kigou in Japanese blog post narratives. In E. Giannoulis (ed.), Emoticons, Emoji and Kaomoji: The Transformation of Communication in the Digital Age (pp. 148–167). Routledge.
  10. Kavanagh, Barry (2018) A comparison of cognitive colour processing in bicultural bilingual elementary school children residing in the UK and Japan. Journal of International Cultural Studies, 63–73.
  11. Kavanagh, Barry (2017) The use of the Japanese epistemic markers ne, kamo and kana with emoticons in an online female Japanese blogging community. First Monday, 22(12).
    https://firstmonday.org/ojs/index.php/fm/article/view/8008
  12. Kavanagh, Barry (2016) Emoticons as a medium for channeling politeness within American and Japanese online blogging communities. Language & Communication, 48, 53–65.
  13. Kavanagh, Barry (2012) The use of unconventional means of communication in Japanese and American blog comments. In M. Tadao, N. Ono, K. Thepkanjana, & S. Uehara (eds.), Typological Studies on Languages in Thailand and Japan (pp. 173–195). Hitsuji Shobo.
  14. Kavanagh, Barry (2011) Gendered Japanese: A synchronic look at contemporary joseego. In Q. Lê & T. Lê (eds.), Linguistic Diversity and Cultural Identity: A Global Perspective (pp. 35–49). Nova Science Publishers.
  15. Kavanagh, Barry (2010) A cross-cultural analysis of Japanese and English non-verbal online communication: The use of emoticons in weblogs. Intercultural Communication Studies, 19(3), 65–81.
主な学会発表
  1. Kavanagh, Barry (30 January 2026) Reframing CLIL in STEM: From Language-Driven to Content-Integrated Practice (Keynote). CLIL in Practice: Strategies, Challenges, and Innovations, Rikkyo University, Japan.
  2. Kavanagh, Barry (24–28 August 2025) The Effectiveness of Computer-Assisted Tools for Developing Synonym Knowledge via Intercultural Communication Themes. 30th IAICS Conference, São Paulo, Brazil.
  3. Kavanagh, Barry (10–13 July 2025) L2-Content Cross-Curricular Collaboration: A Pathway to Integrated Language and Subject Instruction. 23rd AsiaTEFL International Conference, Hong Kong.
  4. Kavanagh, Barry (13–15 June 2025) Integrating Language and Content: A Collaborative CLIL Approach at a Japanese University. World CLIL Conference, Maynooth University, Ireland.
  5. Kavanagh, Barry (22–23 November 2024) Synergizing Language and Content: A Collaborative CLIL Approach to Biophysics. ETRA × Wenshan International Conference: New Normal in TESOL, National Chengchi University, Taipei, Taiwan.
  6. Kavanagh, Barry (9 November 2024) Bridging Content and Language: A Case Study of Team-Taught CLIL in Engineering (Plenary). 7th J-CLIL Annual Bilingual Conference, Osaka, Japan.
  7. Kavanagh, Barry (13–14 October 2023) Taking Notes While Simultaneously Listening to Academic Content: Examining the Role of Translanguaging and Student Choices. Applied Linguistics Association of Korea (ALAK) International Conference, Jeju, Korea.
  8. Kavanagh, Barry (25 May 2023) Embracing Technology in the EFL Classroom: Creating Materials and Executing Lessons Through AI Technology. Digital Technology: Challenges and Opportunities for Autonomous Language Learning Conference, Mykolas Romeris University, Vilnius, Lithuania.
  9. Kavanagh, Barry (16–18 September 2022) Academic Writing for Digital Natives: How a CLIL Class Can Make It Interesting VietTESOL International Convention, Vietnam.
  10. Kavanagh, Barry (19 March 2022) What Is the Best Way to Teach Learners of Japanese as a Heritage Language? The Case for Content and Language Integrated Learning (CLIL).
    American Association of Teachers of Japanese Spring Conference. (online).
  11. Kavanagh, Barry (7–10 June 2021) A Three-Year Longitudinal Study on the Integration of Two Cultures among Bilingual Bicultural Children Residing in the UK and Japan. Sociolinguistics Symposium 23, Hong Kong.
  12. Kavanagh, Barry (8 August 2020) 社会的知覚が国際児のエスニックアイデンティティー及び継承語のイメージに及ぼす影響. 母語・継承語・バイリンガル教育 (MHB) 学会 Conference, Japan (Online).
  13. Kavanagh, Barry (8 August 2018) The Role Heritage Language Input and the Language Environment Has on the Development of Bilingualism in Bicultural Children: Case Studies of Families Residing in Tohoku and Tokyo. 母語・継承語・バイリンガル教育 (MHB) 学会 Conference, International Christian University, Japan.
  14. Kavanagh, Barry (8–10 November 2017) The Role of Emoticons, Emoji and Unorthodox Orthography in the Promotion of Harmonious Online Social Interaction. Visualizing in the New Media Conference, University of Neuchâtel, Switzerland.
  15. Kavanagh, Barry (27 September 2017). Polite Intention through Emoticon Usage in a Cross-Cultural Examination of Japanese and American Online Discourse (Invited). Tsukuba Global Science Week, Tsukuba, Japan.
  16. Kavanagh, Barry (1–3 September 2016) A Contrastive Analysis of Bicultural Children’s Identity and Bilingual Development within the UK and Japan. International Conference on Sociolinguistics, Eötvös Loránd University, Budapest, Hungary.
  17. Kavanagh, Barry (10–12 June 2016) A Cross-Linguistic Study of Object Classification and Perception within Bicultural Bilingual Children Living in the UK and Japan. INPRA 2016 – International Conference on Intercultural Pragmatics and Communication, University of Split, Croatia.
  18. Kavanagh, Barry (15–18 July 2015) Environmental Factors Affecting the Bringing Up of a Bilingual Child: A Study of the Bilingual Haafu in Rural and Urban Japan. IAICS International Conference, Hong Kong Polytechnic University, Hong Kong.
  19. Kavanagh, Barry (30 June – 2 July 2010) Politeness and Rapport Building Strategies through the Use of Paralinguistic Cues in High and Low Context Cultural Communication. International Symposium on Politeness, University of Basel, Switzerland.
  20. Kavanagh, Barry (21 July 2008) Japanese Women’s Language: Ideological Constructs and Changing Gender Roles. International Congress of Linguists (CIL 18), Korea University, Seoul, Korea.
主な研究資金（科研費等）
  1. 科学研究費補助金（2023～2028年度）課題番号 23K00648
    「The forming of a CLIL partnership: Examining the factors required to create a successful content-driven CLIL course at a Japanese university」（代表）
  2. 科学研究費補助金（2023～2028年度）課題番号 23K02803
    「ADDIEモデルを援用した技術者に必要な社会的責任の４つの基礎を学ぶCLIL教材の開発」（分担）研究分担者：樫村真由、青柳成俊、Barry Kavanagh、藤井数馬
  3. 科研費スタートアップ研究支援（2022～2023年度）
    「CLILを通じて専門英語教育を強化する」（代表）
  4. 科学研究費補助金 基盤研究(C)（2018～2022年度）課題番号 18K00863
    「An examination into heritage language education through CLIL within Japan and the UK」（代表）
  5. 東北大学 教育開発推進経費（2016～2017年度）
    「The creation of an academic writing course」（代表）
  6. 科学研究費補助金 挑戦的萌芽研究（2014～2017年度）課題番号 26580096
    「The raising of a haafu in Japan and the UK」（代表）

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