Bilingual Classes Research Articles

„Hallottuk, hogy Robi bá’ kint volt a telepen.”

Ez az esettanulmány, amely egy vidéki nagyváros egyházi (református) fenntartású iskoláját írja le, a szegregáció/ integráció kérdését részletesen és árnyaltan tárgyalja. A Szamóca iskolában azonosítható intézményi és pedagógiai gyakorlatok azért érdekesek, mert távol esnek mind a szívtelenül szegregáló egyházi iskola egyre gyakrabban megjelenő rémképétől, mind a vizsgált iskola befogadáspárti önképétől. Távolról nézve a – mintegy 30%-nyi bejáró tanulót beiskolázó – intézmény klasszikus iskolán belüli szegregációt folytat, de történetileg (összevonás, fenntartóváltás hatásai), illetve közelebbről szemlélve, a szelekció és inklúzió sajátos gyakorlatainak komplex mintázataival találkozunk. A „felvételi” során a „roma” vs. „nem roma” fogalompár kettős átalakuláson megy át: első lépésben a tanítható/nehezen-tanítható diák, illetve érdeklődő/nem-érdeklődő szülő („fontos, hogy a szülők eljöjjenek a kapunyitogatóra”) ellentétpárra fordítják le, majd magának a kategóriába sorolásnak az aktusát is elleplező „angolos osztályba jelentkezett”/„nem angolos osztályba jelentkezett” szabad osztályválasztás elvnek adja át a helyét a pedagógiai diskurzusban; ezt a szülők is interiorizálják (pl.nem kifogásolják, hogy azért nem mehet a gyerekük angolos osztályba, mert nem járt óvodai angolra), a kivételek (esetlegesség) pedig legitimálják. Ugyanakkor (a) a gyerekhiány, (b) a fluktuáció, (c) az osztálytermi és korrepetálási pedagógiai gyakorlat, valamint (d) a keresztyén befogadásdiskurzus és konkrét inklúziós támogatás (iskolalelkész, KIP) működése mindezt árnyalja.

CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN TENNIS BILINGUAL CLASS

The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expexted that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.

The impact of language contact in a bilingual translation class

This effort focuses exclusively on the realization of the phenomenon of language contact and the impact it has on the language behavior of users. Each two languages, or more, by one way or another may get into a contact situation when they are alternately used by the same person. Among the situations where both languages would be exposed to contact that of the translation class covered by this study. The present effort highlights the example of French and Arabic languages used alternatively by university level translator-learners, specifically by third year students.
 After having shown the aspects of bilingualism related to the subject, and following a corpus elaborated to trace the source of the problem, being the realization of the contact of languages in the class concerned, we notice that the phenomenon is actually realized and that negative impacts are seen in the production of the translator-students as to the translating activity. In this respect, all the gaps in the pedagogical situation are identified and effective solutions are therefore proposed in order to cope with the linguistic problems which hinder any progress made by the translator-students. It is a matter of establishing measures to avoid, or at least reduce, the negative impact resulting from the meeting of two different linguistic systems, which affects the performance of translators in the process of learning.

Arabic Language Curriculum For Non-Native Speakers (Descriptive Study of The Arab Intensive Arab Language Course at The University of Darussalam Gontor)

This research is the implementation of the Arab Intensive Arab Language Course at the University of Darussalam Gontor. The Arab Week, the Arabic language program for students in the bilingual class at the Junior State Junior High School, which was implemented one week ago by the Center for Courses and Training at the University of Darussalam Gontor, limits the implementation of this program to one point on the development of speech skills among learners. The purpose of this research is to reveal the programs, activities and methods of applying them and the curriculum of teaching Arabic language. This research was based on the Descriptive Analisis Method to describe the phenomena in the field of research. The data in this research are collected through the observation, interview and written documents. The result of this study was that the intensive Arab week in Arabic was conducted over the course of the week, using the school curriculum and the intensive curriculum, or the school curriculum is to teach the Arabic language in the classroom due to the study materials in the school, The Arabic language learning program is limited to one week, one month or one year and focuses on some of the four language skills.

Issues In Teaching Speaking In Bilingual Class

<p><strong></strong> Students who study in bilingual class are expected to have the ability of speaking English as well as Indonesian. This study looks at the learning steps in teaching speaking English in bilingual class that claimed their students are able to speak fluently in English within one year. The research data was taken from two bilingual classes at Madrasah Ibtidaiyah Negeri (MIN) Ciputat, South Tangerang City, Banten. The sample of this study were 20 bilingual class students from class 6. The instruments of the research are questionnaire and class observation. Questionnaire is given to the teachers related to their methods in teaching speaking, class observation is done to see the ability of students in speaking. This research is limited only to the teaching steps of English speaking in the bilingual class. The results of this study indicates that by practicing the cluster method carried out by the teacher, the students' speaking skills improved significantly in a short time</p><p> </p><p><em> </em></p><p><em>Key Words: </em><em>Bilingual, </em><em>monoligual, literacy instruction, </em></p><p><strong> </strong></p><p align="center"><strong><em>RINGKASAN</em></strong></p><p><em> </em></p><p><em>Siswa yang belajar dikelas bilingual ddiharapkan mempunyai kemampuan berbicara bahasa Inggris sebaik bahasa Indonesia. Penelitian ini mencari tahu langkah-langkah pembelajaran yang terkait dengan kemampuan berbicara bahasa Inggris di kelas bilingual yang mengklaim siswanya dapat lancer berbicara bahasa Inggris dalam waktu satu tahun. Data-data penelitian diambil dari dua kelas bilingual di Madrasah Ibtidaiyah Negeri (MIN) Ciputat Kota Tangerang Selatan Banten. Sampel penelitian ini adalah 20 siswa kelas bilingual yang berasal dari kelas 6. Instrument dari penelitian ini adalah angket dan observasi kelas. Angket diberikan kepada guru untuk melihat metode mengajar yang terkait dengan kemampuan berbicara, observasi kelas dilakukan untuk melihat sejauh mana kemampuan berbicara bahasa Inggris siswa. Penelitian ini dibatasi hanya pada langkah-langkah pengajaran berbicarabahasa Inggris dikelas bilingual. Hasil penelitian ini menunjukan bahwa dengan mempraktekan metode kluster yang dilakukan oleh guru, kemampuan berbicara siswa dapat meningkat secara signifikan dalam waktu yang relatif singkat </em></p><p><em> </em></p><p><em>K</em><em>ata Kunci: </em><em>Dwi bahasa, </em><em>bahasa tunggal, instruksi lisan</em></p>

THE VIOLATION OF ENGLISH PRONUNCIATION PRACTICED BY THE GRADE NINTH STUDENTS OF SLUB SARASWATI DENPASAR

Pronunciation is the way a word or a language is spoken, or the manner in which someone utters a word. If one is said to have correct pronunciation, then it refers to both within a particular mispronunciation. Many students usually make the mistake in pronouncing even the simple words. The researchers choose the students of SLUB Saraswati Denpasar as the research objects because they are in bilingual class that should use English better than others. The title of this research is ‘The violation of English pronunciation practiced by the grade ninth students of SLUB Saraswati Denpasar’. Based on the background of the study, the problem of the research can be formulated as follows: (1) how do the students pronounce selected words in English? (2) how do the students violate the pronunciation of English words? (3) What is the cause of their miss-pronunciation? In this research we use the main theory English phonology by April McMahon and Gerald Kelly. The method of this research is qualitative research which explains the analysis in description. The data of this research had been taken from 10 students of grade ninth SLUB Saraswati Denpasar. The researchers used the classroom action research to collect the data. They are collected by recording the pronunciation of the students. In general, the results are: 75% students miss-pronounced the selected words, meanwhile 25% students pronounced almost correctly. From 13 selected words, 30% words among those words were miss-pronounced by the students and 70% were pronounced correctly. The students do the miss-pronunciation mainly because the lack of knowledge in pronouncing the words. Keywords: violation, pronunciation and students

CLIL AS A METHOD IN TEACHING SPORT COLLEGE STUDENTS THROUGH BILINGUAL CLASS PROGRAM

The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expected that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.

Challenge Based Learning nurtures creative thinking: An evaluative study

BackgroundThe demand for more creative and innovative nurses and together with the rapid expansion of nurse education in Mainland China have called for new approaches to student learning. Challenge Based Learning, an active student-directed approach was incorporated into an elective course in an undergraduate nursing programme. Initially, the students were given some big ideas about the real world. They worked together in small groups to identify the most challenging problems from these ideas, develop some innovative solutions, formulate an action plan for a selected solution, carry out the actions and evaluate the outcome. ObjectivesTo evaluate the effectiveness of Challenge Based Learning on students' creativity and innovativeness. DesignQuasi-experimental. SettingsA medical university in Guangzhou, China. Method and ParticipantsA convenience sample of 48 undergraduate nursing students from the bilingual class, who enrolled in the elective course, Innovation and Creative Thinking was invited to participate in the evaluative study. They completed the Creativity and Innovation Effectiveness Profile before and after the course. ResultsApart from descriptive statistics, the mean scores of the Creativity and Innovation Effectiveness Profile between the pretest and posttest assessments were analyzed using the Wilcoxon signed ranks test. The results showed that the mean scores of all 7 domains (i.e. creative consciousness, levels of curiosity, pattern breaking skills, idea nurturing ability, willingness to experiment and take risks, courage and resilience and energetic persistence) of Creativity and Innovation Effectiveness were significantly higher in the posttest. ConclusionStudents can enhance their ability to innovate and create through learning. The successful practical experience of using CBL in the study provides a good reference for nurse teachers who want their students to be self-directed, creative and innovative.

The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students

This mixed methods study examines the extent to which the use, and intensity of use, of educational technology is associated with improved academic outcomes for English language learners (ELLs) in both English/Spanish bilingual and traditional English-only classrooms. We also explore the role of teacher capacity and practice in integrating educational technology by student population and instructional setting across six schools serving a student population of predominately low-income ELLs. Building on limited prior work on technology integration with elementary school ELLs, the analysis draws on district administrative data, teacher surveys, classroom observations, and teacher interviews. In econometric analyses of academic outcomes associated with exposure to varying intensities of technology use, we identified positive associations of technology use in reading, starting at around 40 min of weekly use in bilingual classrooms versus 1 h of weekly use in traditional classrooms. While the average reading effect size topped out at 0.20 for students with 2 h of weekly technology use in reading in traditional classrooms, the reading effect size continued to rise in bilingual classrooms to over 0.50 for students in classrooms using technology for 3 h a week in reading. We also found that technology use in reading—where teachers were observed more frequently using blended instructional strategies—was more effective for students in bilingual classes than technology use in math. Our findings suggest that alignment of technology with constructivist teaching strategies, which connect student learning to culturally relevant experiences and provide opportunities for interactivity and collaboration, is key to transforming the learning process and outcomes of emergent bilingual students.

Improving Economics Education Student’s Interaction Ability in Business English Through a Task - Based Approach (Opinion Gap Activity)

This research aims to find out the effectiveness of learning using a Task-Based Approach (Opinion-Gap Activity) in order to enhance student’s interaction and communication ability in Business English (Speaking Skills). This research analyzed 20 Bilingual Class students of Economics Education Department, Office Administration Education Study Program, Economics Faculty of Universitas Negeri Semarang (UNNES). This research was a class action research and implemented two cycles. The data collection technique used primary data and secondary data. The implementation of a Task-Based Approach (Opinion Gap Activity) in Business English learning is very effective for students in order to enhance the student’s interaction and communication ability in Business English. Then, this model of learning also increases students’ self-confidence when they communicate in English. In other words, student’s speaking skills in English is improved. In addition, it also enhances lecturer’s ability to manage Business English learning and enhances student’s activities and attention during learning process.

Measuring the Knowledge Increase of Eight Grade Students in a Bilingual Biology Unit

In recent years, the issue of using bilingual education has come to the public’s attention. A widespread belief is that students in bilingual classes achieve a higher competence in the language, but that they lag behind in subject-specific knowledge when compared to fellow students in traditional (i.e. monolingual) classroom settings. Nevertheless, by evaluating knowledge gain in a short teaching unit, previous studies have shown that bilingual students rarely experience drawbacks. Although there are a variety of different opinions, the present study aims at detecting how subject-specific knowledge is influenced by bilingual biology lessons. The study was conducted at a grammar school in North Rhine-Westphalia, Germany, with 13- and 14-year-old students. To assess differences in students’ knowledge gain, test and control groups were used, in which students were taught 12 identical biology lessons in a bilingual and a traditional classroom. The unit consisted of basic characteristics seen in (social) insects. Both classes took a knowledge test before and after the unit. We hypothesised that there would be a higher increase in knowledge for the bilingual class compared to the monolingual class. Results suggested a slightly higher knowledge gain in bilingual students, but no significant differences were revealed.

Identity and literacy practices in a bilingual classroom: An exploration of leveraging community cultural wealth

ABSTRACTThis case study focused on transitional bilingual class and explored connections between the literacy practices co-constructed in this figured world and one student’s developing identity. Yanet, a newcomer student from Cuba, was encouraged to draw on community cultural wealth to support her own and her classmates’ language, literacy and identity development. Over time she figured an identity as an expert helping her to develop self-efficacy and a positive academic identity. Yanet’s teacher played a critical role in establishing the norms of the figured world and her success in leveraging community cultural wealth during literacy practices.

Bilingvismus v kontextu českého a slovenského jazyka – vybraná zjištění

Příspěvek je zaměřen na problematiku percepčního česko-slovenského bilingvismu. Cílem výzkumu bylo zjistit přístup vyučujících k dané problematice vycházející z praktické situace ve vyučování na 2. stupni základních škol v České republice a v Slovenské republice. Výzkumným nástrojem byl nestandardizovaný dotazník obsahující 69 položek, jenž byl ověřen v předvýzkumu. Výzkumu se zúčastnilo 313 respondentů − učitelů 2. stupně základních škol, kteří vyučují český/slovenský jazyk, matematiku nebo cizí jazyk ve třídě s žákem s odlišným mateřským jazykem, a učitelů 2. stupně základních škol, kteří vyučují český/slovenský jazyk, matematiku nebo cizí jazyk, ale nevyučují ve třídě s žákem s odlišným mateřským jazykem. Výzkum vychází z teorie bilingvismu, se kterým souvisí teorie komunikace. Z výsledků vyplývá, že respondenti, kteří učí v bilingvní třídě, koncipují všeobecně cíle výuky s ohledem na zapojení žáka do výuky významně častěji než učitelé v nebilingvní třídě. Také významně častěji využívají dialog jako výukovou metodu. Respondenti z ČR a SR, kteří učí v bilingvní třídě, uvádějí potíže žáků s odlišným mateřským jazykem v chápání učiva z jazykových důvodů. Respondenti, kteří vyučují v bilingvní třídě, považují nabídku vzdělávání tematicky zaměřenou na žáky s odlišným mateřským jazykem jako nízkou. Z celkového počtu respondentů víc než 60 % požaduje zařazení přípravy učitele na výuku ve třídě s žákem s odlišným mateřským jazykem do kurikul vysokoškolského vzdělávání. The paper is focused on the topic of perceptional Czech-Slovak bilingualism. The research aim was to find out the teachers´ approach to the research topic arising from the practical experience during educational process at the secondary school in the Czech and Slovak Republic. The research tool was non-standardized questionnaire containing 69 items which was verified in preliminary research. 313 respondents took part in the research − they were teachers at secondary schools who teach Czech/Slovak language, mathematics or foreign language in a class with pupil whose mother tongue is different, and teachers at secondary schools who teach Czech/ Slovak language, mathematics or foreign language, but they do not teach in a class with pupil whose mother tongue is different. The research is based on the bilingualism theory which is related to the communication theory. From the results state that the participants, who teach in the bilingual class, base their general aims of educational process according to a pupil more significantly often than the teachers in non-bilingual class. They more significantly often use a dialog as an educational method as well. The participants from the Czech Republic and the Slovak Republic who teach in bilingual class state that pupils whose mother tongue is different have difficulties in the understanding of the educational subject because of language reason. The participants, who teach in a bilingual class, consider the offer of education thematically focused on the pupils whose mother tongue is different as low. From the total number of the participants, more than 60 % require to add the preparation of the teacher into the educational process in the class with a pupil whose mother tongue is different into university curricula.

Slovenian Example of Bilingual Primary Education

In the last 50 years, models of bilingual education with members of national minorities have been at the centre of political, social, and economic debates. Education is an important area where two languages systematically meet. This article introduces researches already made on the planning and performing classes in bilingual primary schools and presents bilingual model used in Slovene primary schools. Performing bilingual primary education in Slovenia is a challenge for teachers because they demand special organization and content to achieve their goals. Bilingual education belongs to the two-way model of preserving two languages and cultures. Bilingual classes are attended by students of two nationalities and mother tongues. Both languages are taught and have an equal status in all subjects. At the same time, both languages have an equal position as means of spoken and written communication inside and outside of the school.

The Contribution of Exposure Frequency to English to Speaking and Writing Performance of EFL Learners at Junior High School in Indonesia

This study was aimed at describing the contribution of exposure frequency to English (EFE) to speaking and writing English as a foreign language (EFL) learners in bilingual class setting of a state junior high school in East Lombok, which has been implementing bilingual principles (English-Indonesia) of Mathematics and Natural Science. This research is ex-post facto with correlation design. The samples were systematically selected by choosing even number of the student lists, which involved forty-six of ninety-three students of eight grade in academic year 2011/2012. Data were analyzed with regression. The calculation was done at 5% significant level. This research discovered that (1) there is a significant correlation between exposure frequency to English language and speaking performance of the students in bilingual classes by R value of .555 with probability of .00; (2) there is significant correlation between exposure frequency to English and writing performance by R value of .78 with probability of .00; (3) the EFE significantly contribute to writing performance with R Square value of .609 (60.9%); and (4) it also contribute.309 (30.9%) the students’ speaking performance.

The Improvement of Students’ Conceptual Understanding and Students’ Academic Language of Mathematics through the Implementation of SIOP Model

This study was aimed at: (1) investigating the improvement of students' conceptual understanding of mathematics, (2) investigating the improvement of students' academic language of mathematics, and (3) investigating the response of students toward the implementation of SIOP Model. This research was a classroom action research which was accomplished in three cycles. Each cycle consisted of four steps namely planning, acting, observing and evaluating, and reflecting. The subjects of this research were the tenth-grade students in bilingual class namely X MIA 2 of SMA Negeri Bali Mandara on the second semester of academic year 2016/2017. Data of students' conceptual understanding and academic language of mathematics were collected by conceptual understanding of mathematics tests using essay test on the end of each cycle, while data of students' response toward the implementation of SIOP Model were obtained by questionnaire. Data that had been collected therefore were analyzed descriptively. The results show that students' conceptual understanding and academic language of mathematics improves on each cycle. Students' response toward the implementation of SIOP Model in learning mathematics is on the positive category. This study concludes that the implementation of SIOP Model could improve students' conceptual understanding and students' academic language of mathematics.

Habilidades Sociais de alunos surdos na perspectiva de professores da classe bilíngue, da classe comum e intérprete

Este trabalho objetivou descrever o repertório de habilidades sociais, problemas de comportamento e a competência acadêmica de 15 crianças/adolescentes com surdez, na visão de professores de classe bilíngue, intérprete e de professores de classes comuns. Participaram deste estudo quatro professores e um intérprete, sendo dois de classe comum e dois de classe bilíngue. Utilizou-se como instrumento de coleta de dados, o Sistema de Avaliação de Habilidades Sociais (SSRS-BR). A avaliação dos professores para as três escalas do instrumento – Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica – foi positiva, pois a maioria dos alunos foi classificada com repertórios medianos e altos. Os resultados ainda mostraram-se contrários à hipótese inicial, pois esperava-se que as professoras da classe bilíngue, por atuarem diretamente com os alunos surdos, utilizando a Libras como língua de instrução, pudessem avaliá-los de forma mais positiva, com relação às Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica, quando comparados às avaliações dos professores da classe comum, o que não ocorreu. Conclui-se que de modo geral os alunos surdos foram avaliados com um repertório mediano de habilidades sociais e competência acadêmica, sendo os professores da classe comum os que fizeram avaliações mais positivas. Sugere-se que pesquisas com a utilização de outras medidas de avaliação sejam realizadas para aprofundar e confirmar os dados obtidos.

The Implementation of English Medium Instruction (EMI) for Economics Students in Bilingual Class: Challenges and Solutions

Several studies have argued that learning a foreign language has the potential to increase the general cognitive ability of students who are from non-English departments. There is a tendency that in a bilingual program, these students obtained better achievements than those in monolingual programs. The purpose of this paper is to investigate the effectiveness of bilingual teaching of Economics students using English to teach content subjects. We would like to propose a model in which English Medium Instruction (EMI) implementation can be achieved by adopting it in the Faculty of Economics. The model examines the driving forces behind the implementation of EMI and analyses the implications and consequences of such instruction for Economics students. The result of this study revealed that the problems faced by Economics students in using English were related to speaking and writing skills. Employing social and academic language functions are found crucial for them who will become teachers of Economics after finishing their study. Finally, it is suggested that in order to implement the innovative EMI in teaching Economics, mixed-mode teaching in the classroom could be formed for subjects across the curriculum.

Teaching and learning science in linguistically diverse classrooms

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, doi:10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called “content” subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students’ whole language repertoires are used as valuable resources for constructing meaning and for developing academic competences in the language of instruction. This is a conclusion that we support wholeheartedly and an educational practice that we hope to promote with this forum discussion.

ハンガリーの外国語教育からの日本への示唆:－中高一貫ギムナジウムの英語バイリンガル・プログラムの視察から－

ハンガリーの外国語教育からの日本への示唆:－中高一貫ギムナジウムの英語バイリンガル・プログラムの視察から－