International Christian University Repository / 国際基督教大学リポジトリ
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Conflicts in Using ‘Ethnic Names’: Rethinking Minzokugakkyu and Multicultural Coexistence Education
Full text link関西地域を中心に公立の小・中学校に設置されている「民族学級」は，長い間，主に在日コリアンの子どもを対象に，祖国の言葉や文化，歴史などを教えるなど，民族アイデンティティ保持のための民族教育として行われてきた。なお，日本式の名前である「通名」でなく，朝鮮名である「本名」で名乗る・
呼び合うという活動は，「本名」実践あるいは「本名」宣言と言われ，「民族学級」で最も重点を置いて実践して教育内容でもある。しかし最近，「民族学級」における「本名」の定義や韓国式の別名である「民族名」の使用をめぐって，新たな争点が一部の政治家や保護者によって提起された。本稿では，「民族
学級」で「民族名」が使用された背景や，「民族名」の使用が子どものアイデンティティ自覚に働く影響について概説し，「民族名」の使用を批判・反対している一部の政治家の言説について批判的分析を試みる。最後に，「民族名」をめぐる葛藤が，日本における多文化共生教育の実情をどのように反映し
ているのかを，「民族」と「国民」という観点から考察した。For decades, Minzokugakkyu in public elementary and junior high schools, predominantly in the Kansai area, have served as a means of ethnic education for zainichi Korean children. Minzokugakkyu aims to preserve
their ethnic identity through the instruction of Korean language, culture, and history. A central aspect of this education is the practice of using honmyo (Korean names), rather than tsumyo (Japanese-style names), referred
to as the “honmyo practice” or “honmyo declaration”. Recently, controversy has arisen over the definition of honmyo and the use of minzokumei (Korean-style aliases), with some politicians and parents questioning the practice. This paper explores the historical context and significance of using minzokumei in Minzokugakkyu, examines how this practice impacts children’s sense of identity, and critically analyzes the arguments from critics who oppose the use of minzokumei. Finally, it assesses how the debate over minzokumei reflects broader issues in Japan’s multicultural coexistence education, considering the perspectives of “ethnicity” and “nation.”departmental bulletin pape
Student Perceptions of Analytical Grading Rubrics for Academic Writing
Full text linkAs universities strive to become ever more transparent in terms of how they evaluate student work, it has been recognised that grading rubrics have an important role to play. Broadly speaking, the literature suggests that when used in the process of writing, rubrics can enhance teaching and learning. Indeed, there is a growing body of research investigating student perceptions of such rubrics, and this paper builds upon this work. It reports the views of one group of second-year undergraduates about the grading rubrics that they had used throughout their first-year academic writing course at International Christian University (ICU) in Tokyo, Japan. Their responses to a survey clearly indicate that such rubrics provide clarity in terms of what is required of a task and also what needs improving. Rubrics are perceived as being fair and helping students appreciate that learning is a process. Consequently, it is suggested that the template used in this set of rubrics could be transferred to a second-year course to provide greater consistency in terms of assessment.departmental bulletin pape
Can climate change exacerbate the survival of minor languages? A case study of Kiribati
Full text linkThis study examines the social effects brought on by sea level rise in Kiribati, a
small island nation located in the Pacific region. It is already well documented that rising sea levels, enhanced by the growing temperatures due to climate change, can adversely affect coastal populations. Furthermore, the low-lying atoll islands are estimated to be the first ones, even among the SIDS, to lose a significant portion of territories and even getsubmerged if the sea level rise speed intensifies. However, even though there is evidence that relocation negatively impacts endangered languages, it is still not known if this could negatively affect languages spoken by small populations which may be permanently displaced.
This paper focuses on the cases when natural disasters directly affected local languages by reviewing articles that have either discussed a possible connection between language vitality or estimated the vulnerabilities of Kiribati and other island communities. A significant part of the paper is dedicated to the case study of the perception of threats by the inhabitants of South Tarawa in Kiribati, as it allows us to assess how urgent the situation is based on the observations of the local population. Based on the existing studies and the new data, the study could not find any cases of permanent displacement of the main island, and the scope of migration is not high enough to affect the survival of the local Gilbertese language and thus threaten biocultural diversity in Kiribati. However, the existing future models show that the worsening sea levels may significantly shape this low-lying island nation and its population, and this sense of threat is shared with the local population in Kiribati.departmental bulletin pape
TBLT のタスクがもたらす対話を通じた学び ―『タスクベースで学ぶ日本語 中級1』の開発と実践―
Full text link国際基督教大学日本語教育プログラムは、TBLT（Task-Based Language Teaching）のアプローチに基づく『タスクベースで学ぶ日本語 中級』シリーズを開発・出版している。本稿では、『中級1』を取り上げ、その開発過程を振り返るとともに、コースデザインの実践例とアンケートの結果を示し、CEFR B1レベルを目指す学習者がタスクベースのアプローチをどのように受け止めていたかを考察した。分析の結果、『中級1』のテーマとタスクは学習者にとって関連性があり、興味を引き付けるものとなっていたこと、そのタスクが教室内の対話空間を作り上げ、学習者の学びに寄与していたことが、共通のシラバス・内容に基づきながらも、学習者個々の興味やニーズに応える柔軟な教育を提供しうる可能性も示唆された。departmental bulletin pape
中級日本語教科書『タスクベースで学ぶ日本語 中級』シリーズの開発 ―TBLT（Task-Based Language Teaching）の 日本語教育への応用―
Full text link国際基督教大学日本語教育プログラム（以下、JLP）では、2018年に『タスクベースで学ぶ日本語 中級』シリーズの開発を始め、約5年をかけて完成させた。同教科書は、タスクベースの言語教育（Task-Based Language Teaching、TBLT）を基盤とし、タスクの遂行を通して大学等で必要な思考力を身につけると同時に、タスクを遂行するために必要な言語知識（文型・表現や漢字の言葉）も身につけ、日本語の運用力を養成することを目指している。開発にあたっては、CEFRに基づいた到達目標を確認し、各レベルのテーマと具体的なタスクを設定した。作業は段階を追って進められ、レベル
ごとの原稿完成後も繰り返し全体を通して調整作業を行い、試用を経て改善を重ねた。この開発プロセスを通じて、タスクベースの言語教育の在り方について理解を深めるとともに、JLPの課題や学習者のニーズについて改めて考えることができ、同じプログラムで教える教師としての成長につながった。departmental bulletin pape
Course Evaluation Informed by Student Feedback: Improving Research Writing Instruction
Full text linkFollowing the author’s previous studies (see Morooka, 2022; 2024), this paper seeks to evaluate her Research Writing (RW) course at International Christian University (ICU) in Spring 2024 based on the student feedback obtained via the end-of-term questionnaire and interviews. The course evaluation includes positive and constructive feedback about general course experience besides specific course features, including topic exploration through newspaper article-sharing and mind-mapping activities. The analysis of data findings gives a variety of hints to improve her RW instructions, such as reducing time for content exploration and allocating more time for research and drafting, allowing more collaboration in exploring the subtopics and flexibility in searching not only newspaper articles but also other materials at an earlier stage, and changing the requirements or guidelines of the first draft and the final paper presentation. The future research aspiration for gathering more data from diverse stakeholders is mentioned at the end.departmental bulletin pape
Reconsidering David Lyon’s Postmodernity Theory: Contexts of the Argument on the Problems of Surveillance Society
Full text linkDavid Lyon argues that contemporary society, where computer technology has developed remarkably and become widespread, is a surveillance society. He describes this state of affairs as postmodernity. In other words, his argument of surveillance in the contemporary society is inseparable from the question of the social situation as its context. However, postmodernity as defined by him is not the state after the end of modernity. On the contrary, he says that postmodernity is superimposed on some aspects of modern conditions, and on the other hand, replaces others. In order to discuss this, he refers to previous theories by various researchers with postmodern positions and develops his own argument. The purpose of this paper is to reexamine his considerations and their premises as described above, question their validity, and explore the possibility of developing his argument more precisely. As one possibility for achieving this purpose, we will focus on the reflexive modernization theory of sociology.departmental bulletin pape
