日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
異文化コミュニケーション研究科/Graduate School of Intercultural CommunicationGraduate School of Intercultural Communication |
| 科目コード等/ Course CodeCourse Code |
VV262/VV262VV262 |
| 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) |
|
| 授業形式/ Class StyleCampus |
講義/LectureLecture |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
秋学期/Fall semesterFall semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
水3/Wed.3 Wed.3 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 |
ICC6141 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
科目コード登録/Course Code RegistrationCourse Code Registration |
| 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 |
履修登録システムの『他学部・他研究科履修不許可科目一覧』で確認してください。 |
| 履修中止可否/ Course CancellationCourse Cancellation |
－（履修中止制度なし/ No system 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 |
This course is focused on the global aim of preparing students to design curricula and syllabi for language courses in professional and academic settings according to current best practices. To that end, the course is carried out in three sequential phases where each has a governing aim and sequent objectives.
Phase 1 (Weeks 1 and 2)
Aim: To introduce students to the background of second/foreign language curriculum and syllabus design while introducing the key concepts associated with this process.
Objective 1: Understand the social and economic realities of language teaching.
Objective 2: Identify how language curriculum and syllabus design intersects with functional linguistic theory.
Objective 3: Know and be able to differentiate key terms such as aim, objective, outcome, environment, and needs.
Phase 2 (Weeks 3 to 10)
Aim: To able to evaluate and create curricula and syllabi in an enhanced manner using Macalister and Nation (2017) as a defensible model.
Objective 1: Understand the design process is a system of interconnected parts.
Objective 2: Understand how to evaluate and design environment and needs analyses as the underpinnings of the design process.
Objective 3: Understand how principles, sequencing, and organization are the hallmarks of the design process. Develop both passive and active knowledge of this point.
Objective 4: Understand how evaluation and assessment need to fit into the design process.
Objective 5: Be able to identify learning and course materials for inclusion in curricula and syllabi design processes while being able to defend the choices of specific materials.
Phase 3 (Weeks 11 to 14)
Aim: To create an enhanced curriculum and syllabus (course design) for a mock job application applying concepts and knowledge developed during phase 2.
Objective 1: Design and write an enhanced course design for a course mentioned in a mock job application.
Objective 2: Be able to organize, present, and defend design choices within the writing of the enhanced curriculum/syllabus.
Objective 3: Be able to evaluate designs according to the principles and concepts taught during the course.
Objective 4: Be able to defend and explain one's enhanced curriculum/syllabus during a mock interview.
Course contents have been placed into the schedule section below. In sum, phase 1, weeks 1 and 2, sets the background. Phase 2, weeks 3-10, teaches the relevant concepts. Phase 3, weeks 11-14, is when these concepts are applied.
| 1 | 1. Introduction to the Course 2. Language Learning and Teaching as a Social and Economic Reality 3. Key Concepts in Curriculum and Syllabus Design (Students will read Vitta & Al-Hoorie, 2023 and CEFR Assessment Standards - 2011 before next class) |
| 2 | 1. Functional Linguistic Theory and Modern Language Teaching 2. The Active Learning Approach 3. The Curriculum - Instruction - Assessment Triad (Students will read chapters 1 and 14 from the textbook before next class) |
| 3 | 1. Overview of the Macalister and Nation Model 2. Issues with Curriculum and Syllabus Design in the Japanese EFL Context (Students will read chapters 2 and 3 from the textbook before next class) |
| 4 | 1. Environment Analysis 2. Needs Analysis (Students will read chapter 4 from the textbook, Byrfonski & McKay 2019, Boers et al. 2021 before next class) |
| 5 | 1. Principals and Methodological Approaches in Course Design 2. How Research Informs Course Design (Students will read chapters 5 and 6 from the textbook before next class) |
| 6 | 1. Sequencing, Organization, Formatting, and Presentation within Course Design (Students will read chapters 7 and 8 from the textbook before next class) |
| 7 | 1. How assessment fits into course design. 2. How program/course evaluation fits into course design (Students will read Vitta et al. 2019 and chapter 12 from the textbook before next class) |
| 8 | 1. Reforming existing plans 2. Teacher buy-in 3. The human aspect of curriculum design (Students will read Vitta 2023 and chapter 11 from the textbook before next class) |
| 9 | 1. Reforming existing plans 2. Teacher buy-in 3. The human aspect of curriculum design (Students will ready Vitta 2013 and chapter 11 from the textbook before next class) |
| 10 | Final Test - Content from weeks 1 to 9 |
| 11 | 1. Overview of enhanced course (curriculum/syllabus) structure 2. Presentation of Final Project: Mock Curriculum/Syllabus Creation for Job Application (Students complete first draft before next class) |
| 12 | 1. Peer Feedback and Consultations (Students complete second draft before next class -- submit to Joe 3 days before) |
| 13 | 1. Teacher-provided Feedback and Consultations 2. Mock Interview Tips and Pointers (Final draft sent to Joe 3 days after class) |
| 14 | 1. Mock Interviews -- These will be conducted using zoom and will take about 10-15 minutes per student. Details to be provided in due course. |
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
Students will be required to study materials before most classes. When this is expected, class will begin with an 'easy' quiz to check that the reading was completed. Students will also be required to prepare brief notes for class discussion. Before week 10, students will have to study for the final exam based on the concepts presented during phase 2 of the course. From weeks 11 to 14, students will be expected to prepare their enhanced curriculum/syllabus designs at home.
With the exception of preparing for the final exam, 1 to 2 hours will be required per week in terms of outside work.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Reading/Study Quizzes(20%) Post-class writing assignments/reflections(20%) Mock Interview(20%) 最終テスト(Final Test)(20%) 最終レポート(Final Report)(20%) |
| 備考 (Notes) | ||
| In principle, work and quizzes cannot be made up with a university-approved excuse. Students will fail the course if they miss more than 3 classes with an excuse. Students are encouraged to buy the e-book version of the textbook as it is cheaper and easier to navigate. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | John Macalister and I.S.P. Nation | Language curriculum design (2nd Edition) | Routledge | 2017 | 9780429203763 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Readings will be provided in digital form by Joe |
A laptop (or large tablet) is required for this course and students need to come to class with this.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.5.
This course is focused on the global aim of preparing students to design curricula and syllabi for language courses in professional and academic settings according to current best practices. To that end, the course is carried out in three sequential phases where each has a governing aim and sequent objectives.
Phase 1 (Weeks 1 and 2)
Aim: To introduce students to the background of second/foreign language curriculum and syllabus design while introducing the key concepts associated with this process.
Objective 1: Understand the social and economic realities of language teaching.
Objective 2: Identify how language curriculum and syllabus design intersects with functional linguistic theory.
Objective 3: Know and be able to differentiate key terms such as aim, objective, outcome, environment, and needs.
Phase 2 (Weeks 3 to 10)
Aim: To able to evaluate and create curricula and syllabi in an enhanced manner using Macalister and Nation (2017) as a defensible model.
Objective 1: Understand the design process is a system of interconnected parts.
Objective 2: Understand how to evaluate and design environment and needs analyses as the underpinnings of the design process.
Objective 3: Understand how principles, sequencing, and organization are the hallmarks of the design process. Develop both passive and active knowledge of this point.
Objective 4: Understand how evaluation and assessment need to fit into the design process.
Objective 5: Be able to identify learning and course materials for inclusion in curricula and syllabi design processes while being able to defend the choices of specific materials.
Phase 3 (Weeks 11 to 14)
Aim: To create an enhanced curriculum and syllabus (course design) for a mock job application applying concepts and knowledge developed during phase 2.
Objective 1: Design and write an enhanced course design for a course mentioned in a mock job application.
Objective 2: Be able to organize, present, and defend design choices within the writing of the enhanced curriculum/syllabus.
Objective 3: Be able to evaluate designs according to the principles and concepts taught during the course.
Objective 4: Be able to defend and explain one's enhanced curriculum/syllabus during a mock interview.
Course contents have been placed into the schedule section below. In sum, phase 1, weeks 1 and 2, sets the background. Phase 2, weeks 3-10, teaches the relevant concepts. Phase 3, weeks 11-14, is when these concepts are applied.
| 1 | 1. Introduction to the Course 2. Language Learning and Teaching as a Social and Economic Reality 3. Key Concepts in Curriculum and Syllabus Design (Students will read Vitta & Al-Hoorie, 2023 and CEFR Assessment Standards - 2011 before next class) |
| 2 | 1. Functional Linguistic Theory and Modern Language Teaching 2. The Active Learning Approach 3. The Curriculum - Instruction - Assessment Triad (Students will read chapters 1 and 14 from the textbook before next class) |
| 3 | 1. Overview of the Macalister and Nation Model 2. Issues with Curriculum and Syllabus Design in the Japanese EFL Context (Students will read chapters 2 and 3 from the textbook before next class) |
| 4 | 1. Environment Analysis 2. Needs Analysis (Students will read chapter 4 from the textbook, Byrfonski & McKay 2019, Boers et al. 2021 before next class) |
| 5 | 1. Principals and Methodological Approaches in Course Design 2. How Research Informs Course Design (Students will read chapters 5 and 6 from the textbook before next class) |
| 6 | 1. Sequencing, Organization, Formatting, and Presentation within Course Design (Students will read chapters 7 and 8 from the textbook before next class) |
| 7 | 1. How assessment fits into course design. 2. How program/course evaluation fits into course design (Students will read Vitta et al. 2019 and chapter 12 from the textbook before next class) |
| 8 | 1. Reforming existing plans 2. Teacher buy-in 3. The human aspect of curriculum design (Students will read Vitta 2023 and chapter 11 from the textbook before next class) |
| 9 | 1. Reforming existing plans 2. Teacher buy-in 3. The human aspect of curriculum design (Students will ready Vitta 2013 and chapter 11 from the textbook before next class) |
| 10 | Final Test - Content from weeks 1 to 9 |
| 11 | 1. Overview of enhanced course (curriculum/syllabus) structure 2. Presentation of Final Project: Mock Curriculum/Syllabus Creation for Job Application (Students complete first draft before next class) |
| 12 | 1. Peer Feedback and Consultations (Students complete second draft before next class -- submit to Joe 3 days before) |
| 13 | 1. Teacher-provided Feedback and Consultations 2. Mock Interview Tips and Pointers (Final draft sent to Joe 3 days after class) |
| 14 | 1. Mock Interviews -- These will be conducted using zoom and will take about 10-15 minutes per student. Details to be provided in due course. |
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
Students will be required to study materials before most classes. When this is expected, class will begin with an 'easy' quiz to check that the reading was completed. Students will also be required to prepare brief notes for class discussion. Before week 10, students will have to study for the final exam based on the concepts presented during phase 2 of the course. From weeks 11 to 14, students will be expected to prepare their enhanced curriculum/syllabus designs at home.
With the exception of preparing for the final exam, 1 to 2 hours will be required per week in terms of outside work.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Reading/Study Quizzes(20%) Post-class writing assignments/reflections(20%) Mock Interview(20%) 最終テスト(Final Test)(20%) 最終レポート(Final Report)(20%) |
| 備考 (Notes) | ||
| In principle, work and quizzes cannot be made up with a university-approved excuse. Students will fail the course if they miss more than 3 classes with an excuse. Students are encouraged to buy the e-book version of the textbook as it is cheaper and easier to navigate. | ||
| No | 著者名 (Author/Editor) | 書籍名 (Title) | 出版社 (Publisher) | 出版年 (Date) | ISBN/ISSN |
|---|---|---|---|---|---|
| 1 | John Macalister and I.S.P. Nation | Language curriculum design (2nd Edition) | Routledge | 2017 | 9780429203763 |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Readings will be provided in digital form by Joe |
A laptop (or large tablet) is required for this course and students need to come to class with this.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.5.