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 |
WV259/WV259WV259 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
Teaching English and Bilingualism in Japan 日本における英語教育とバイリンガリズム |
| 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 |
火4/Tue.4 Tue.4 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 |
ICC7141 |
| 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 |
1. To have a clear and detailed understanding of the main linguistic and cultural differences between Japanese and English that affect the teaching of English to Japanese learners and to be able to critically evaluate the ideal features to focus on with a given group of learners
2. To have a broad understanding of the suitable approaches and methods for teaching English in Japan and the ability to identify suitable ones to apply for specific contexts
3. To be able to coherently explain a wide range of the range of issues impacting the teaching of English in Japanese classrooms today and be able to propose meaningful ways to address them
This course is primarily aimed at those with potential plans to teach English speaking to Japanese learners but should also be relevant to those concerned with cultural and linguistic differences between Japanese and English, as well as those interested in current approaches to language teaching. The first half of the course focuses on cultural and linguistic differences between Japanese and English with a particular focus on areas of common difficulty. It also explores the reasons behind these difficulties. The second half of the course focuses on practical ways to address these issues through classroom activities designed to motivate, engage, and build listening and speaking skills. Course participants will also have opportunities to share their own areas of interest.
| 1 | Course introduction |
| 2 | Katakana English The history of Japanese English and the impact of katakana English in global contexts See Stanlaw, 2004 |
| 3 | Discourse Intonation An approach to teaching intonation as a system of meaning See Coulthard, 1992 |
| 4 | Politness Issues of politeness across culture See Brown and Levinson, 1987 and Tanaka, 1998 |
| 5 | Authenticity in Language Teaching in Japan See Seargeant, 2005 |
| 6 | Spoken Vocabulary See Carter and McCarthy, 1997 |
| 7 | Encounters with Students The student from hell (Palmer, 2007) I wouldn’t want anyone to know (Bueno and Ceasar, 2003) |
| 8 | Harold Palmer and the Direct Method The history of teaching English in Japan (Howard, 2004) |
| 9 | Research interests presentations (student presentations) |
| 10 | The JET Program, ALTs and JTEs McConnell (2003) Hiratsuka (2023) |
| 11 | English Immersion Schools in Japan Nichiei Immersion School (Kanno, 2008) |
| 12 | Bilingual identities Negotiating Bilingual and Bicultural Identities (Kanno, 2003) Identity and language learning (Norton,2000) |
| 13 | English as Cultural Capital Hybrid Identities (Kamada, 2020) |
| 14 | Review and final presentations |
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
(1) Students will be given weekly required readings to prepare in advance. There will also be "optional" further reading which doctoral level students taking this course should aim to read as far as possible.
(2) Students will be asked to write reflections to submit to Google Classroom on a weekly basis.
(3) During the semester students will be asked to prepare two presentations, one related to their field of research and the other to one of the theme’s covered in class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Classwork(30%) Reflection papers(30%) Presentations(40%) |
| 備考 (Notes) | ||
| A greater expectation of task fulfillment beyond the Master's level across all assigned work is expected. Doctoral students are expected to produce a work at a higher standard across all assignments and to reader a most, if not all, of the "optional" readings in addition to the ones that are required for Master's level students. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| All readings will be posted on Google Scholar and distributed in class. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| All supplementary materials will be linked or posted on Google Scholar. |
All course participants should be be able to read English academic papers and participate in a course taught in English.
Writing materials to complete class worksheets and access to a computer for homework.
You will be expected to speak actively and openly during class. It is also expected that doctoral students will be able to contribute to the course based on your research and experience of language learning and/or teaching to date.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.7.
1. To have a clear and detailed understanding of the main linguistic and cultural differences between Japanese and English that affect the teaching of English to Japanese learners and to be able to critically evaluate the ideal features to focus on with a given group of learners
2. To have a broad understanding of the suitable approaches and methods for teaching English in Japan and the ability to identify suitable ones to apply for specific contexts
3. To be able to coherently explain a wide range of the range of issues impacting the teaching of English in Japanese classrooms today and be able to propose meaningful ways to address them
This course is primarily aimed at those with potential plans to teach English speaking to Japanese learners but should also be relevant to those concerned with cultural and linguistic differences between Japanese and English, as well as those interested in current approaches to language teaching. The first half of the course focuses on cultural and linguistic differences between Japanese and English with a particular focus on areas of common difficulty. It also explores the reasons behind these difficulties. The second half of the course focuses on practical ways to address these issues through classroom activities designed to motivate, engage, and build listening and speaking skills. Course participants will also have opportunities to share their own areas of interest.
| 1 | Course introduction |
| 2 | Katakana English The history of Japanese English and the impact of katakana English in global contexts See Stanlaw, 2004 |
| 3 | Discourse Intonation An approach to teaching intonation as a system of meaning See Coulthard, 1992 |
| 4 | Politness Issues of politeness across culture See Brown and Levinson, 1987 and Tanaka, 1998 |
| 5 | Authenticity in Language Teaching in Japan See Seargeant, 2005 |
| 6 | Spoken Vocabulary See Carter and McCarthy, 1997 |
| 7 | Encounters with Students The student from hell (Palmer, 2007) I wouldn’t want anyone to know (Bueno and Ceasar, 2003) |
| 8 | Harold Palmer and the Direct Method The history of teaching English in Japan (Howard, 2004) |
| 9 | Research interests presentations (student presentations) |
| 10 | The JET Program, ALTs and JTEs McConnell (2003) Hiratsuka (2023) |
| 11 | English Immersion Schools in Japan Nichiei Immersion School (Kanno, 2008) |
| 12 | Bilingual identities Negotiating Bilingual and Bicultural Identities (Kanno, 2003) Identity and language learning (Norton,2000) |
| 13 | English as Cultural Capital Hybrid Identities (Kamada, 2020) |
| 14 | Review and final presentations |
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
(1) Students will be given weekly required readings to prepare in advance. There will also be "optional" further reading which doctoral level students taking this course should aim to read as far as possible.
(2) Students will be asked to write reflections to submit to Google Classroom on a weekly basis.
(3) During the semester students will be asked to prepare two presentations, one related to their field of research and the other to one of the theme’s covered in class.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Classwork(30%) Reflection papers(30%) Presentations(40%) |
| 備考 (Notes) | ||
| A greater expectation of task fulfillment beyond the Master's level across all assigned work is expected. Doctoral students are expected to produce a work at a higher standard across all assignments and to reader a most, if not all, of the "optional" readings in addition to the ones that are required for Master's level students. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| All readings will be posted on Google Scholar and distributed in class. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| All supplementary materials will be linked or posted on Google Scholar. |
All course participants should be be able to read English academic papers and participate in a course taught in English.
Writing materials to complete class worksheets and access to a computer for homework.
You will be expected to speak actively and openly during class. It is also expected that doctoral students will be able to contribute to the course based on your research and experience of language learning and/or teaching to date.
The following minimum level of English Language Proficiency is expected at the time of registration: TOEFL (iBT) 90 and/or IELTS 6.7.