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Transcript of Q*QQ`Q%QWQ Q QAQ`Q,Q9Q QNQ - 筑波学院大学 · 2020. 10. 28. · Q*QQ`Q%QWQ Q_QAQ`Q,Q9Q QNQ 'Ã...
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ティーチング・ポートフォリオ
筑波学院大学 経営情報学部 ビジネスデザイン学科
池口セシリア
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TEACHING PORTFOLIO
_____________________
Cecilia B-Ikeguchi
"To discover what is really simple and to act upon the discovery
is an exceedingly difficult task"
(Dewey, Experience & Education, 1938).
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TABLE of CONTENTTS
Teaching Philosophy
Professional Background (the building stone)
Teaching Experiences
Courses Taught
1. ESL Courses
2. Theories of ESL Materials Selection & Design
3. Principles ESL Teaching to Small Kids
4. Educational Principles
Curriculum Development : Other Course-related Activities
Sample Teaching Syllabi
1. ESL Courses
2. Communication Courses
3. Advance Communication Course
4. Education Courses
Samples of Student Evaluation
Professional Development
Theories and Practices in Second Language Acquisition
Principles of Teaching English to Small Children
International & Intercultural Communication
Principles of Education
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TEACHING PHILOSOPHY
In general:
I have always believed that effective teaching is a constant recognition of the triumvirate structure of
education, teaching and the elements of the learning process. One cannot go without the other.
With regard to education, I have always upheld the first basic principle, which is the development of the
mind, body and soul. A healthy mind resides only in a healthy body. No learning takes place in empty
heads, and empty heads are a result of an empty stomach. Thus practically speaking, I encourage students
to eat breakfast before coming to school.
When the students are physically ready for the lesson, the effective teacher begins her job. The effective
teacher is a “provocateur “who probes, prods, asks incessant “why” questions, poses problems, throws
curves, plays "devil's advocate", and stimulates frustration and conflict all in an attempt to make students
think. The effective teacher exemplifies what Maxine Green calls “teacher as stranger”. Through
continuous reflection, an effective teacher employs objectivity in her ability to balance the needs of
individuals with the needs of the class as a whole. The effective teacher models “enthusiasm” not only for
his subject but also for teaching and learning in general. The effective teacher is an “innovator” who
changes strategies, techniques, texts, and materials when better ones are found and/or when existing ones
no longer become relevant to the existing situation. The teacher cannot achieve these goals when students
are hungry and tired.
Whatever the culture background of the students, there is a fundamental powerful and universal need for
humans to interact with others. Interpersonal skills are at the very center of our social existences. We
ignore them at our peril. But the good news is, we can improve our ability to communicate. If not
developed at home, communication skills MUST be taught and MUST start in the classroom. Where else?
This is why I do focus on interpersonal interaction in my classes, whether language based or culture based
classes.
The Teaching of Language: Learning
a language is very much like weaving a tapestry (Scarcella, 1992). They both involve developmental
processes. Like skilled weavers who work on colored yarns into shapes and patterns, language learners, in
developing their second language ability, weave various threads – vocabulary, grammatical structures and
discourse features – to create proficiency in the four skills: reading, writing, listening and speaking. Thus,
the learners’ needs and purposes are fundamental in the development of my course designs.
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The successful teacher understands the multitude of factors that affect the learner’s developing
communicative competence. Besides the developmental factors, environmental factors such as classroom
interaction and input affect language learning. This is why my classes put heavy emphasis on
student-centered learning.
Student-centered learning requires students to be active, responsible participants in their own learning and
at their own pace of learning. Student centered instruction has been there all through the years, but only
recently has it been given due recognition especially in Japan, in the name called “active learning”.
Communication is the base of multiple forms of student-centered – or active-learning - which central in
the development and implementation of my personal instruction design: from ESL classes, to culture
classes and courses leading to graduation paper.
The Teaching of Culture:
Today, awareness of the concepts of intercultural communication is more urgent than ever. My classes in
International and Intercultural Communication aim to bring culture into the classroom. The primary goal
is to train people to get along well with each other, going beyond superficial knowledge, rites and rituals.
I do not simply conduct 100% lectures in the class. My primary role is to provide initial information –
knowledge- the base on which students are required to think, explore and get challenged. The exercises
and simulation games are a tool to help students understand, interact and get along well with people from
other cultures.
The Teaching of Education Courses:
The teaching of courses to would-be teachers is the most challenging task, for me. Besides teaching the
course in Japanese, which is a bit of a personal handicap, the challenge lies in how to make students
“like” teaching. Because education works on a balance between three essential components of the
individual: the mind, the heart and the will, these classes go beyond sharing knowledge to students. More
importantly the aim of classes is to help students develop a desire or interest in the teaching profession. In
other words, classes focus not just on routine memorization but on the more important aspect of feelings
& emotion, without which the task of teaching is a failure.
A democratic, responsible learning
Teaching is not the imposition of knowledge. Teaching, to be successful, has to go hand in hand with
learning. The teacher can talk hours before a huge classroom of 100 students and yet no learning takes
place. Teaching can only happen when learning takes place, which means the students have to do the
learning. Each individual student sitting in class has to work in tandem with what the teacher is doing in
front of the classroom. If the teacher delivers a 90 minutes lecture while the rest of the learners are doing
their own thing on their cell phone, or relaxing, sleeping or doing something else, then an internal havoc
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is taking place in the classroom. A sensitive teacher knows when this is happening.
Therefore, to be truly effective, I constantly keep students on their feet with activities, topics to discuss,
things to do. I have the responsibility to make sure something happens. A democratic classroom means
giving each student the right material and the right amount of challenge suited to their level. Sometimes
this means giving the maximum challenge to the best students. Teaching and learning are both
collaborative tasks.
The caveats of a democratic teaching and learning? You will not be a popular teacher. But I don’t care.
After all, learning takes time. And only the smart and responsible students know what and why the
teacher is doing things. The smart and responsible students appreciate the efforts for effective learning. At
the end of the day, the smart and not-so-smart ones will come back to you with a grateful heart and say
“Thank you for the challenge.”
CREDENTIALS: THE BUILDING STONE
Master’s Degree (MA) Major Study in English Literary Criticism
Minor Study in Communications
(Completed comprehensive exam)
Master’s Degree (MA) in Education
Major Study in the Teaching of English
Minor Study in Psychology & Communication
Master’s Degree (MA) Major in Fundamentals of Education
Doctor of Philosophy (PhD) Major in Educational System and Management
The 3rd Teacher Training Program of the Japanese Ministry of Education
ESL Research Project at the ESL Research Center University of Minnesota
The University of Minnesota Twin Cities ESL Center
The Intercultural Annual Summer Workshop for Intercultural Coursework
The University of Hawaii, East-West Center
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Other Teaching Related Assignments
1. High School English Speech Contests
Together with the English faculty, we organized English contests for High School and University
students. Speech contests are an effective way for students to master natural English pronunciation
and intonation which are difficult to learn from reading and writing. More importantly, speech
contests boost confidence, real life first-hand experience in using the target language in front of an
audience, practice of the language skills.
2. Ibaraki Prefectural High School English Speech Contest Judging
It is a joy to see the wonderful effects of English study in the classroom when I listen to high school
students competing with each other on stage. Being part of the Ibaraki Prefectural High School
English Speech Contest is a great challenge and gives me a personal reward seeing the results of the
efforts we put in the English Education in Japan
COURSES TAUGHT
English Language (ESL) Acquisition Courses:
1. Basic Required English
2. Intermediate English
3. English for Academic Purposes
4. Discussion and Debate
5. Speech Communication
6. Research Writing
Education Courses:
1. Principles of Teaching
2. Principles of Education
3. Principles of Comparative Education
4. Principles of Teaching English
5. Theories and Practice in Selection & Design of ESL Teaching Materials
International and Intercultural Communication Courses:
1. Basic Intercultural Communication Course 1
2. Basic Intercultural Communication Course 2
3. International Communication Course
4. Comprehensive Course in International Communication
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3. Self-Access Center
ESL learning goes beyond the classroom. Since an hour and a half ESL class is not enough, and
underpinned by a recognition of the importance of individual differences, I worked with other
English teachers to prioritize the need for a curriculum in which students are taken as the central
frame of reference with regard to both the content and form of their learning. The Self access
language learning was put up to support ESL study outside the classroom. Students study
independently choosing from among different resources that are available. The theory behind this
style of learning is that students, especially foreign language students, learn better if they have a say
in how they learn.
4. The Cross-Culture Talk
The Cross-cultural Talk is an integral part of my Intercultural・International Communication classes.
Foreigners are invited to class and discuss central themes like stereotypes, prejudice and
discrimination. This gives students opportunity for direct interaction with foreigners. It is useful
support for both language and culture study.
5. Establishment of Study Abroad Programs to support ESL Education
I have taken an active role in the Study Abroad Program of the school. Why students need to study
overseas does not need an explanation. Some of the obvious benefits are for students to hone their
language skills, get direct exposure with a new culture, broaden personal network by making new
friends, and direct/indirect links to future
Student evaluation:
Students are evaluated based on a summary of their daily performance.
In each class that I teach, students are involved in their own evaluation by keeping an RDP. This is a
record of daily performance the contents of which are outlined in the graph shown below.
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Sample Syllabi
Samples of course syllabi that follow illustrate all elements and parts of planning and preparation for each
class. They outline teaching content, methodology of instruction, educational materials used and teaching
evaluation.
ESL Courses: Sample Syllabus 1
Course
Name:
Basic Oral English ①(14300501)
Goals: This class aims to provide a lot of conversational practice on the basic level. The class is
a conversational approach while reviewing integrated skills of grammar, vocabulary,
pronunciation and listening. Students will engage in different types of oral
communication like pair work, group work, or one-to-one dialogue with the teacher. At
the end of the course, students should be able to speak fluently in basic English.
Requirement
for Credit
The students need to prepare for class in advance and practice dialogues and
conversations for each lesson.
Evaluation Students keep a record of their Daily Performance.
A copy of the Record of Daily Performance (RDP) is attached below.
Week 1
Orientation to the class
Warming up: Self Introduction
Week 2
Communication Topic: Greeting People
Activities: Introduce One's self
Week 3
Vocabulary: Review on numbers, addresses, phone numbers
Communication Topic: Talking and asking about personal information
Activities: Games:
Week 4
Communication Topic: Asking for and locating objects in the classroom
Activities: Dialogue, Q & A
Week 5 Communication Topic: Describing people's activities
Activities: Games: Talking about one's favorite sport/s
Week 6 Communication Topic: Describing leisure activities
Activities: Games: Talking about one's favorite past time
Week 7
Communication Topic: Describing different seasons (1)
Activities: Games & Contest: Matching Cities/ countries and climate
Week 8 Communication Topic: Describing different seasons (2)
Activities: Games & Contest: Matching Cities/ countries and climate
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Week 9 Communication Topic: Identifying family members and relationships
Activities: Make a family tree Talk about your family tree
Week 10 Communication Topic: Shopping: identifying sizes, colors, and prices
Activities: Role-playing: the sales clerk and the customer
Week 11 Video/ movie viewing on shopping across the world
BIG test
Week 12
Communication Topic: Ordering, asking for recommendations
Activities: Dialogue and role-play ”Eating Out”
Week 13 Communication Topic: Describing Japanese festivals
Activities: Dialogues and games
Week 14 Communication Topic: Talking about plans for Summer/ winter vacation
Activities:
Week 15 General Review
Final Test: Listening and Oral Exams
Student evaluation:
Students are evaluated based on a summary of their daily performance.
Student grades are based on a summary of their daily performance in class. This includes scores on
homework, class participation, quizzes, tests and written and oral reports. A sample of RDP which is
summarized at the end of the term is also shown below. Students see for themselves how much (or how
little) they’ve performed in class, and they know that grades are given them with absolute fairness.
An RDP Sample
Name
Student No.
Homework
Quiz
Classwork:
Exercises
Oral Report
Presentation
Written Report
Term-end test
Exams,
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Sample Syllabus 2
Course
Name:
English for Academic Purposes EAP(14304510)
Goals: This Course aims to provide intensive exercises on the four skills of Reading,
Writing, Listening and Speaking.
Requirement
for Credit
Active participation in class is a MUST. Therefore, students are required to do the
following:
1. read handouts in advance
2. do weekly homework
3. prepare for class presentations in advance
Evaluation Student performance is based on the results of the RDP.
Students keep a record of daily performance indicating how well they do in
weekly homework, class participation, quizzes, etc.
Attendance is a MUST.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
What is EAP?
Orientation on class objectives, procedures, evaluation system , etc.
The Seven Wonders of the World : No. 1 Christ the Redeemer
No.2 The Great Wall of China
No. 3 The Taj Mahal
No. 4 Machu Pichu
No. 5 Colosseum
No. 6 Petra
No. 7 Chichen, Itza
The World Continents No 1 Australia
No.2 Africa
No.3 Asia
No. 4 Europe
No. 5 South America
No.6 Antarctica
Comprehensive summary and evaluation.
Final Exams Listening and Oral Test
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Sample Syllabus 3
Course Name Basic English Ⅰ (Required: Conversation)①(23300501)
Goals The class provides a comprehensive review of grammar learned in high school, and
intensive drills to use integrated skills of listening and speaking.
Requirement
for credit
Students must prepare for classes in advance and practice conversation topics before
class. Since listening is a key instrument for speaking, students will engage in high
level and various types of listening activities. After this, students will engage in
different forms of speaking exercises like dialogue, small group discussions and short
speeches.
Evaluation Aside from their daily performance, students are evaluated upon completion of the
online textbook.
Week 1 Introduction: Getting to know you Topic: ”Nice Meeting You”
Week 2 ”What do you do?” Listening: people talk about jobs Conversation
Week 3 ”Do you like spicy food?” Listening: people order at restaurant Conversation
Week 4 ”How often do you (play soccer)? Listening: people talk about sports Conversation
Week 5 ”What are you watching?” Listening to people talk about cell phones
Conversation: talk about using cell phone and cell phone manners
Week 6 ”What do you do every day?” Listening: daily routines Conversation
Week 7 ”What did you do yesterday?” Listening: past activities Conversation
Week 8 ”What will you do next weekend?” Listening: plan for holidays Conversation
Week 9 ”Who is your favorite athlete/ artist/ singer?” Listening + talk about famous people
Week 10 ”What places do you recommend?” Listening: famous places, food, etc. Conversation
Week 11 “Did you have a good time?” Listening: pastimes & hobbies Conversation
Week 12 “”I’m going by car” Listening: travel and transportation Conversation
Week 13 “Is there a bank near here?” Listening: giving directions Conversation
Week 14 “ I don’t think so” Listening: disagree politely Conversation
Week 15 Summary and Evaluation
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Sample of student evaluations of English Course
Sample of students` comments:
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International Communication Syllabus 1 Basic Communication Course
Course Basic International Communication 1
Goal Using case studies, students explore basic differences in culture and communication. The
aim is to develop awareness of differences and tolerance of the behavior of others.
Requirement
for credit
A test is conducted after each major section of the course. Students are required to do
individual and group presentations, and will engage in a lot of group discussions during
step-up exercises.
Evaluation Students will be evaluated according to the summary results of regular quizzes, quality of
individual presentation and active participation in weekly group discussions.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Orientation to the Course: Why is International Communication important?
What is Communication? An awareness of the communication process.
Causes of Misunderstanding ①: Exploring Common Sense
「Living with Diversity: levels of Common Sense」 Self-check + Step-up Exercises
Causes of Misunderstanding ② Exploring Stereotypes
「The Good and Bad Stereotypes」 Exercises: Self-check + Step-up Exercises
Causes of Misunderstanding ③ : Culture Attitudes
「What are the Correct Culture Attitudes」 Self-check
Exploring Culture「The Culture Ice-berg」 Exercises: Self-check + Step-up Exercises
Causes of Misunderstanding ④ Communication Style
「Differences in Communication Style 1」Exercises: Self-check + Step-up Exercises
「Differences in Communication Style 2 」
The ping-pong style VS the tempura metaphor Exercises: Self-check + Step-up Exercises
Non-verbal Communication 1 (Facial Expression) 「The Japanese blank face?」
Exercises: Self-check + Step-up Exercises
Non-verbal Communication 2 (Eye Contact)「The eyes speak a thousand words」
Exercises: Self-check + Step-up Exercises
Non-verbal Communication 3 (Gestures & Body Language)
「Why was the Vietnamese Fired from Work?」: Self-check + Step-up Exercises
Non-verbal Communication 4 (Personal Distance )
「How near & how far???」 Exercises: Self-check + Step-up Exercises
Non-verbal Communication 5 (Touching) 「Touching is not Sexual Harassment」
Exercises: Self-check + Step-up Exercises
Non-verbal Communication 6 (Time Value) 「 American Time VS Japanese Time」
Exercises: Self-check + Step-up Exercises
Summary & Evaluation
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International Communication Syllabus 2: Advanced Communication Course
Course Name Advance International・Intercultural Communication
Goals This class is the culmination of Basic Communication Classes taken in the
previous 2 years. It also leads to the Thesis Writing Course which is a
requirement for graduation.
Credit Requirements Students will engage in a lot of situation analysis, comparing cultures and
high level discussions on cases of misunderstanding and miscommunication.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
Week 17
Week 18
Week 19
Week 20
Week 21
Week 22
Week 23
Week 24
Week 25
Week 26
Course Orientation: Brainstorming
Diversified Society: definition and cases for analysis
Discussion: Living in a diversified society: case analysis
Exploring cultures: Culture Dimension 1 Discussions: Exploring cultures:
Culture Dimension 2: Discussion: Power Distance
Exploring cultures: Culture Dimension 3: Discussion: Uncertainty Avoidance
Culture Dimension & Power Harassment: Examples, stories & discussions
Culture Dimension & Sexual Harassment: Examples, stories & discussion
Culture Dimension, identity and “My Place”: Case studies for analysis
Culture Dimension & Handicap: Case studies for analysis
What is Internationalization? The Case Japanese Internationalization
What is Globalization? The Case of Japanese Globalization
The Onion Ring: Vertical & Social Relationships
Language and culture: Levels of Politeness
Conflict Management: Different Conflict Situations
Different Conflict Resolutions: in business, at home, in society
Adaptability: definition and examples: Back-back exercises
Empathy: definition and examples: Case analysis
The I-statement: definition and examples: Discussions and reflection
Epoche: definition and examples: Practical cases for analysis
Is the Samurai Spirit Still Alive in Modern Japan
Integrity & Respect in Business & Society
The Samurai Spirit : Courage & Honor in Business & Society
The Samurai Spirit: Compassion in Business & Society
The Samurai Spirit : Honesty & sincerity in Business & Society
Readings and preparation for thesis writing
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Week 27
Week 28
Week 29
Week 30
Doing research work
Choosing a research theme
Gathering research materials
Summary
Samples of Student Evaluation 「International Communication Courses
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Education Courses Sample Syllabus 1
Course Name Principles of Comparative Education
Goals of
the Course
This course aims to deepen students’ understanding of education in the
global context. First, students will have to understand the terms
“comparative” and the criteria for comparison in different social context.
Requirements
For credit
Students will engage in a lot of reading relevant text for the course.
Individual presentations is required followed by discussions.
Evaluation
Students are required to read materials assigned one week ahead as
preparation for class. In-class evaluation is based on individual
presentations are done and how actively students engage in discussions.
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Orientation to the Course: Definition of Terms, class rules, etc.
The roots of Comparative Education
Why is Comparative Education Necessary: Basic Universal Education
Social Conditions that affect Education
UNESCO and The Basic Human Right to Education
Principles of Equality, Language and Religion
Diversity, discrimination and the right to education
Comparison of educational system in Europe 1
Education in Germany: history and reforms
Comparison of educational system in Europe 2
Education in England; history and reforms
Comparison of educational system in Europe 3
Education in Denmark: history and reforms
Comparison of educational system in Asia1
Education in Japan: history and reforms
Comparison of educational system in Asia 2
Education in India: history and reforms
Comparison of Educational system in Asia 3
Education in Indonesia: history and reforms
Education in Muslim Countries 1
Education in Muslim Countries 2
Summary and Evaluation
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A Database of Academic Publications
A note:
Teaching in the context of education is a constant and continuous updating of research,
which means an integration of the BIG “R” and the small “r”. The big “R “refers to the
academic and professional development as proven by publication. The small “r” is the
ongoing research experience accumulated from observations and daily practice of
teaching. The two are inseparable. Classroom practice does not happen in a vacuum. It
should be grounded on existing and updated theories, which is the big R in the academia.
Likewise, the big R does not develop in a vacuum. Rather, it is a result of accumulated
body of existing practice and realities in the classroom. The following section shows
some of the most recent publications that directly apply to my daily practice of teaching.
Exploring the Relationship between Stereotyping, Prejudice and Discrimination:A
Survey Study. Intercultural Communication Studies. 2019.6. V28No1. June. Pp 47-65.
The Otaku Culture and Its Cultural Ramifications. Journalism and Mass
Communication. 2018, May. V8No5, Pp246-259.
Internationalization and the Impact of Foreign Students in the Classroom.
Asian Conference on Education. IAFOR. 2018, October. Pp 21-30.
Japan`s Foreign Immigrant Labor Policies. Readings on Diversity Issues.
Living with Diversity (LIDI) Sig, SIETAR Japan. 2017, May. pp. 26-36.
The Challenges of Teacher-Mediated vs Computer-Mediated ESL Instruction.
Asian Conference on Language Learning. IAFOR. 2017, October. Pp 1-11.
Issues in Classroom Learning. Explorations on Issues Involved in Classroom Emailing.
The 4th CELC Conference Proceedings. Center for English Language (CELC)
Singapore. 2015. 11. Pp 61-68.
An Integrated Teaching Strategy in the Classroom. The Asian Conference on Language
Learning 2015: Official Conference Proceedings. 2015.7. Pp 585-592.
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Applications of Hofstede’s Value Framework on Contemporary Research & Society.
Intercultural Research. Shang Hai Center. 2014. 5, Pp 459-495.
What Do You Mean? Exploring Communication Gaps.
Kinseido Press.i 2012, October.
Internationalization of Education and Culture Adjustment: Chinese Students in Japan.
Intercultural Communication Studies. 2012, November. V. XX1, 2. Pp 170-184.
Cognitive Styles, Computer Attitude and Internet Use. Conference Proceedings.
International Conference on Education & Information Systems. EISTA. 2011, July.
Intercultural Education and Internationalization of Higher Education in Japan.
Intercultural Communication Studies. 2009, November. Pp 8-9.Nov. 8-9.
Culture Learning and Adaptation。Intercultural Communication Studies.
2008, June. V17, No1. Pp 285-298.
Beyond Boundaries: Insights into Culture and Communication. Pearson/Longman.
2007.12.
The Private Self in Public: Weblogs in the ESL Classroom. Education, Information and
Informatics System (EISTA)Florida, USA. 2007, July. Pp 9 -16.
Intercultural Adjustment - Re-considering the Issues: The Case of Foreigners in Japan
Intercultural Communication Studies, V16 N3. 2007, April. Pp 93-110.
Assessment and Integrated Instruction. The Language Teacher: Special Issue.
Japan Association for Language Teaching (JALT). 2004, December. V28, N12. Pp
23-27.
Intercultural Communication in Japan: Making it Happen Effectively.
Robbie Dean Press, Michigan. 2004, January.