International Christian University Repository / 国際基督教大学リポジトリ
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ICULD-0009 Drenjongke (Bhutia): Words representing the sound system
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Reflections on Designing and Using an Instructional Rubric in Support of an Academic Debate Course
Get PDFThis paper reflects on the design and use of an instructional rubric
administered in an academic debate course as part of the first-year
undergraduate EFL curriculum at a private bilingual university in Tokyo. In
the absence of any existing materials, a rubric with descriptors for five criteria
was introduced to guide student understanding of performance targets and help
students prepare and review their debates in relation to established standards of
quality. In this way, the rubric was a planning and rehearsal tool for students,
as well as a primer for formative feedback operationalised through selfassessment, peer-reflection, and teacher-fronted input. The paper provides an
explanation of those processes by examining the rubric’s key features and the
model upon which it is based, and reviewing how the rubric was used. It ends
with suggestions for improving the design and application of the rubric in
future iterations of the same or similar debate courses by using video
technology with a revised course and modular structure.departmental bulletin pape
Can Anthropologists Save the World?: Reading Lila Abu-Lughod’s Do Muslim Women Need Saving?
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Quaker Peace Making Across the Pacific : Esther B. Rhoads and Her Work Before, During and After World War II
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Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy
Get PDFThis paper focuses broadly on curriculum alignment in the English for
Liberal Arts (ELA) programme at International Christian University (ICU) in
Tokyo, Japan. More narrowly, it examines three Course-Wide Assessments
(CWA) recently developed for one ELA stream of the Academic Reading
and Writing (ARW) course. The three CWAs were designed to align with the
Learning Outcomes (LO) for the stream. Applying Bloom’s revised
taxonomy to examine the cognitive demands of the CWAs and their
alignment with the grading rubrics and learning outcomes, reveals three areas
for improvement. First, greater clarity in the CWA documents is needed to
identify the cognitive demands of each task. Second, greater
acknowledgement of these cognitive demands is required in the grading
rubric. Finally, the cognitive demands of the tasks may need articulating
more explicitly in the Learning Outcomes document so that there is stronger
curriculum alignment.departmental bulletin pape
An Effect of Setting Target Vocabulary to Learn in the Academic Reading and Writing Classroom
Get PDFThis study looked at the effect of assigning target vocabulary to learn on learners’
receptive knowledge of high frequency vocabulary over an academic year. Whether
university language teachers should set target vocabulary is of interest: it may be that
students will learn high frequency vocabulary incidentally, or it may be necessary for
teachers to ensure opportunities for deliberate vocabulary learning in the classroom.
In this regard, this study adds to the literature on incidental vs. deliberate vocabulary
learning. Vocabulary scores on the Vocabulary Levels Test are compared between
two cohorts; for one cohort (n = 71), vocabulary learning was left up to the learners
with no guidance from teachers. For the second cohort (n = 88), targeted vocabulary
lists were provided for each reading text, and receptive knowledge was regularly
tested throughout the academic year. Results showed that after 30 weeks of study,
knowledge of high frequency vocabulary was better for the second cohort than the
first, suggesting that targeting and testing vocabulary has a more positive outcome on
learning than leaving students to direct their own vocabulary learning. The author
recommends that teachers consider identifying vocabulary for their students to learn,
and encourage revision with regular testing.departmental bulletin pape
David Hume on Religion
Get PDFDavid Hume is widely regarded as a religious skeptic, and probably an atheist. Yet there are passages in his writings which are hard to accommodate with this view. This paper considers some of these passages, and argues that Hume leaves a conceptual space for ‘true religion’ when he draws a distinction between the practice of religion — ‘worship in the temple’ and theological speculation — ‘disputation in the schools’. This paper argues that Hume cannot capitalize on this distinction since his empiricism cannot properly accommodate such a distinction.departmental bulletin pape