日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（言語系）/University-wide Liberal Arts Courses (Language Courses)University-wide Liberal Arts Courses (Language Courses) |
| 科目コード等/ Course CodeCourse Code |
FU027/FU027FU027 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
Face-to-face for all classes. |
| 授業形式/ Class StyleCampus |
語学/LanguageLanguage |
| 校地/ CampusCampus |
新座/NiizaNiiza |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水2/Wed.2 Wed.2 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
LNE2011 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：25人/ Capacity：25） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
言語自由科目 グローバル・コミュニケーション領域 |
Throughout this course, students will learn how to:
1. Critically analyse intercultural communication themes such as identity, cultural diversity, and community.
2. Enhance their reading, listening, and speaking skills through structured reading circles and group discussions.
3. Reflect on their own and others’ cultural experiences and perspectives.
4. Collaborate effectively in groups, fulfilling distinct roles in reading circles.
5. Prepare and deliver a reflective written piece and participate in a final quiz/test.
6. Develop independent learning strategies by managing assigned readings and engaging with weekly quizzes.
Intercultural communication is at the heart of this course, which uses Elizabeth Acevedo’s With the Fire on High to examine identity, diversity, and cultural experiences. Weekly reading circles and reflective activities will deepen students’ awareness of social issues and cultural perspectives, fostering their ability to engage thoughtfully with diverse viewpoints. By the end of the course, students will enhance their English fluency, analytical thinking, and have explored how social and cultural issues influence communication and understanding in a global context.
Course content key points:
1. Intercultural communication themes including cultural identity, diversity, community, and trust.
2. Weekly reading circles with rotating roles (e.g., summariser, discussion leader, connector, culture connector etc).
3. Communicative activities, including role-play discussions and reflective tasks.
4. Weekly quizzes to reinforce comprehension and critical thinking.
5. Final reflective writing and a cumulative quiz to consolidate learning.
| 1 | Overview of intercultural communication, reading circles and introduction to With the Fire on High. Chapters to read: That Girl – Chefdom |
| 2 | Life circumstance and relationships: maturity, sex, and identity Chapters to read: The New Guy – Tantrums and Terrible Twos |
| 3 | Childhood dreams and identity: culture, aspirations and self-perception Chapters to read: Fickle Fatherhood – Santi |
| 4 | Nostalgia: how past experiences shape our present, cultural identity and family Chapters to read: Three’s Company – Hurricane Season |
| 5 | Decision-making: how choices reflect values and goals, maturity, community, discrimination Chapters to read: Skipping – Netflix, No Chill |
| 6 | Friendship: exploring the dynamics of support and conflict in friendship, culture and diversity Chapters to read: Ramifications – Hook, Line, and Sinker |
| 7 | Honesty and hard work: discussion on integrity and perseverance on personal journeys, family and community Chapters to read: Complications – Blood Boils |
| 8 | Asking for help: exploring moments of vulnerability and resilience, community and social issues Chapters to read: Holidays – Check-In |
| 9 | Mixed emotions and new experiences: reflecting on emotional growth and embracing new opportunities, maturity, race and culture Chapters to read: Gilded – Settled |
| 10 | Trust: looking at how trust is built and tested in relationships, sex, maturity and relationships Chapters to read: Boys Will Be – Love |
| 11 | Communication: analysing the importance of communication in overcoming challenges, relationships, maturity and language Chapters to read: Stuck – Prom |
| 12 | Guidance: reflecting on moments of guidance and the impact it has on personal growth, maturity and community Chapters to read: The Rising – Acceptance |
| 13 | Reflection and future aspirations: looking at all of our book themes, social change, relationships and community Chapters to read: Surprises – Moving Forward |
| 14 | Final reflection and assessment |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| In the class, students will need to come to class prepared by having read the assigned chapters and taken notes for their reading circle role which they will share with their group in the reading circle discussion. The class is an interactive class where full participation is expected. Please be prepared to answer questions, share ideas and interact with your classmates and teacher. The above is the schedule at the time of writing the syllabus and is subject to change to meet the needs of students. You will need to have a copy of Elizabeth Acevedo’s With the Fire on High for this class. Google Classroom will be used for materials and assessments, and a laptop or tablet will be needed during class. |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
Please prepare for classes and review the materials accordingly.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation (10%) Class Assignments including weekly reading circle notes(40%) Weekly Quizzes(20%) 最終テスト(Final Test)(15%) 最終レポート(Final Report)(15%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Elizabeth Acevedo | With the Fire on High | HarperCollins | 2019 | 9780062662835 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. |
Please make sure you bring your laptop or tablet for sharing your reading circle notes. You should also bring a copy of your book to each class.
【履修目安】CEFR A2相当：英検 準2級-2級・GTEC 690-959点・TOEFL iBT 42点未満・IELTS 4.0未満
【Approximate English Requirement】Around CEFR A2：Eiken Level Pre-2～Level 2・GTEC 690-959・TOEFL iBT below 42・IELTS below 4.0)
Throughout this course, students will learn how to:
1. Critically analyse intercultural communication themes such as identity, cultural diversity, and community.
2. Enhance their reading, listening, and speaking skills through structured reading circles and group discussions.
3. Reflect on their own and others’ cultural experiences and perspectives.
4. Collaborate effectively in groups, fulfilling distinct roles in reading circles.
5. Prepare and deliver a reflective written piece and participate in a final quiz/test.
6. Develop independent learning strategies by managing assigned readings and engaging with weekly quizzes.
Intercultural communication is at the heart of this course, which uses Elizabeth Acevedo’s With the Fire on High to examine identity, diversity, and cultural experiences. Weekly reading circles and reflective activities will deepen students’ awareness of social issues and cultural perspectives, fostering their ability to engage thoughtfully with diverse viewpoints. By the end of the course, students will enhance their English fluency, analytical thinking, and have explored how social and cultural issues influence communication and understanding in a global context.
Course content key points:
1. Intercultural communication themes including cultural identity, diversity, community, and trust.
2. Weekly reading circles with rotating roles (e.g., summariser, discussion leader, connector, culture connector etc).
3. Communicative activities, including role-play discussions and reflective tasks.
4. Weekly quizzes to reinforce comprehension and critical thinking.
5. Final reflective writing and a cumulative quiz to consolidate learning.
| 1 | Overview of intercultural communication, reading circles and introduction to With the Fire on High. Chapters to read: That Girl – Chefdom |
| 2 | Life circumstance and relationships: maturity, sex, and identity Chapters to read: The New Guy – Tantrums and Terrible Twos |
| 3 | Childhood dreams and identity: culture, aspirations and self-perception Chapters to read: Fickle Fatherhood – Santi |
| 4 | Nostalgia: how past experiences shape our present, cultural identity and family Chapters to read: Three’s Company – Hurricane Season |
| 5 | Decision-making: how choices reflect values and goals, maturity, community, discrimination Chapters to read: Skipping – Netflix, No Chill |
| 6 | Friendship: exploring the dynamics of support and conflict in friendship, culture and diversity Chapters to read: Ramifications – Hook, Line, and Sinker |
| 7 | Honesty and hard work: discussion on integrity and perseverance on personal journeys, family and community Chapters to read: Complications – Blood Boils |
| 8 | Asking for help: exploring moments of vulnerability and resilience, community and social issues Chapters to read: Holidays – Check-In |
| 9 | Mixed emotions and new experiences: reflecting on emotional growth and embracing new opportunities, maturity, race and culture Chapters to read: Gilded – Settled |
| 10 | Trust: looking at how trust is built and tested in relationships, sex, maturity and relationships Chapters to read: Boys Will Be – Love |
| 11 | Communication: analysing the importance of communication in overcoming challenges, relationships, maturity and language Chapters to read: Stuck – Prom |
| 12 | Guidance: reflecting on moments of guidance and the impact it has on personal growth, maturity and community Chapters to read: The Rising – Acceptance |
| 13 | Reflection and future aspirations: looking at all of our book themes, social change, relationships and community Chapters to read: Surprises – Moving Forward |
| 14 | Final reflection and assessment |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
| 補足事項 (Supplementary Items) |
|---|
| In the class, students will need to come to class prepared by having read the assigned chapters and taken notes for their reading circle role which they will share with their group in the reading circle discussion. The class is an interactive class where full participation is expected. Please be prepared to answer questions, share ideas and interact with your classmates and teacher. The above is the schedule at the time of writing the syllabus and is subject to change to meet the needs of students. You will need to have a copy of Elizabeth Acevedo’s With the Fire on High for this class. Google Classroom will be used for materials and assessments, and a laptop or tablet will be needed during class. |
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
Please prepare for classes and review the materials accordingly.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation (10%) Class Assignments including weekly reading circle notes(40%) Weekly Quizzes(20%) 最終テスト(Final Test)(15%) 最終レポート(Final Report)(15%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | Elizabeth Acevedo | With the Fire on High | HarperCollins | 2019 | 9780062662835 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. |
Please make sure you bring your laptop or tablet for sharing your reading circle notes. You should also bring a copy of your book to each class.
【履修目安】CEFR A2相当：英検 準2級-2級・GTEC 690-959点・TOEFL iBT 42点未満・IELTS 4.0未満
【Approximate English Requirement】Around CEFR A2：Eiken Level Pre-2～Level 2・GTEC 690-959・TOEFL iBT below 42・IELTS below 4.0)